{"id": "0:D", "QuestionText": "\\[\n3 \\times 2+4-5\n\\]\nWhere do the brackets need to go to make the answer equal \\( 13 \\) ?", "AnswerAText": "\\( 3 \\times(2+4)-5 \\)", "AnswerBText": "\\( 3 \\times 2+(4-5) \\)", "AnswerCText": "\\( 3 \\times(2+4-5) \\)", "AnswerDText": "Does not need brackets", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Does not need brackets", "MisconceptionId": "1672", "MisconceptionName": "Confuses the order of operations, believes addition comes before multiplication", "prompt": "Misconception:\nConfuses the order of operations, believes addition comes before multiplication\n\nQuestion:\n\\[\n3 \\times 2+4-5\n\\]\nWhere do the brackets need to go to make the answer equal \\( 13 \\) ?\n\nOptions:\nA. \\( 3 \\times(2+4)-5 \\)\nB. \\( 3 \\times 2+(4-5) \\)\nC. \\( 3 \\times(2+4-5) \\)\nD. Does not need brackets\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1:A", "QuestionText": "Simplify the following, if possible: \\( \\frac{m^{2}+2 m-3}{m-3} \\)", "AnswerAText": "\\( m+1 \\)", "AnswerBText": "\\( m+2 \\)", "AnswerCText": "\\( m-1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( m+1 \\)", "MisconceptionId": "2142", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{m^{2}+2 m-3}{m-3} \\)\n\nOptions:\nA. \\( m+1 \\)\nB. \\( m+2 \\)\nC. \\( m-1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1:B", "QuestionText": "Simplify the following, if possible: \\( \\frac{m^{2}+2 m-3}{m-3} \\)", "AnswerAText": "\\( m+1 \\)", "AnswerBText": "\\( m+2 \\)", "AnswerCText": "\\( m-1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( m+2 \\)", "MisconceptionId": "143", "MisconceptionName": "Thinks that when you cancel identical terms from the numerator and denominator, they just disappear", "prompt": "Misconception:\nThinks that when you cancel identical terms from the numerator and denominator, they just disappear\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{m^{2}+2 m-3}{m-3} \\)\n\nOptions:\nA. \\( m+1 \\)\nB. \\( m+2 \\)\nC. \\( m-1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1:C", "QuestionText": "Simplify the following, if possible: \\( \\frac{m^{2}+2 m-3}{m-3} \\)", "AnswerAText": "\\( m+1 \\)", "AnswerBText": "\\( m+2 \\)", "AnswerCText": "\\( m-1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( m-1 \\)", "MisconceptionId": "2142", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{m^{2}+2 m-3}{m-3} \\)\n\nOptions:\nA. \\( m+1 \\)\nB. \\( m+2 \\)\nC. \\( m-1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "2:A", "QuestionText": "Tom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\( 24 \\mathrm{~cm}, 17 \\mathrm{~cm}, 42 \\mathrm{~cm}, 26 \\mathrm{~cm}, 13 \\mathrm{~cm} \\)\nTom says if all the plants were cut in half, the range wouldn't change.\nKatie says if all the plants grew by \\( 3 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1287", "MisconceptionName": "Believes if you changed all values by the same proportion the range would not change", "prompt": "Misconception:\nBelieves if you changed all values by the same proportion the range would not change\n\nQuestion:\nTom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\( 24 \\mathrm{~cm}, 17 \\mathrm{~cm}, 42 \\mathrm{~cm}, 26 \\mathrm{~cm}, 13 \\mathrm{~cm} \\)\nTom says if all the plants were cut in half, the range wouldn't change.\nKatie says if all the plants grew by \\( 3 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "2:C", "QuestionText": "Tom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\( 24 \\mathrm{~cm}, 17 \\mathrm{~cm}, 42 \\mathrm{~cm}, 26 \\mathrm{~cm}, 13 \\mathrm{~cm} \\)\nTom says if all the plants were cut in half, the range wouldn't change.\nKatie says if all the plants grew by \\( 3 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1287", "MisconceptionName": "Believes if you changed all values by the same proportion the range would not change", "prompt": "Misconception:\nBelieves if you changed all values by the same proportion the range would not change\n\nQuestion:\nTom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\( 24 \\mathrm{~cm}, 17 \\mathrm{~cm}, 42 \\mathrm{~cm}, 26 \\mathrm{~cm}, 13 \\mathrm{~cm} \\)\nTom says if all the plants were cut in half, the range wouldn't change.\nKatie says if all the plants grew by \\( 3 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "2:D", "QuestionText": "Tom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\( 24 \\mathrm{~cm}, 17 \\mathrm{~cm}, 42 \\mathrm{~cm}, 26 \\mathrm{~cm}, 13 \\mathrm{~cm} \\)\nTom says if all the plants were cut in half, the range wouldn't change.\nKatie says if all the plants grew by \\( 3 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1073", "MisconceptionName": "Believes if you add the same value to all numbers in the dataset the range will change", "prompt": "Misconception:\nBelieves if you add the same value to all numbers in the dataset the range will change\n\nQuestion:\nTom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\( 24 \\mathrm{~cm}, 17 \\mathrm{~cm}, 42 \\mathrm{~cm}, 26 \\mathrm{~cm}, 13 \\mathrm{~cm} \\)\nTom says if all the plants were cut in half, the range wouldn't change.\nKatie says if all the plants grew by \\( 3 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "3:A", "QuestionText": "The angles highlighted on this rectangle with different length sides can never be... ![A rectangle with the diagonals drawn in. The angle on the right hand side at the centre is highlighted in red and the angle at the bottom at the centre is highlighted in yellow.]()", "AnswerAText": "acute", "AnswerBText": "obtuse", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "acute", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nThe angles highlighted on this rectangle with different length sides can never be... ![A rectangle with the diagonals drawn in. The angle on the right hand side at the centre is highlighted in red and the angle at the bottom at the centre is highlighted in yellow.]()\n\nOptions:\nA. acute\nB. obtuse\nC. \\( 90^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "3:B", "QuestionText": "The angles highlighted on this rectangle with different length sides can never be... ![A rectangle with the diagonals drawn in. The angle on the right hand side at the centre is highlighted in red and the angle at the bottom at the centre is highlighted in yellow.]()", "AnswerAText": "acute", "AnswerBText": "obtuse", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "obtuse", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nThe angles highlighted on this rectangle with different length sides can never be... ![A rectangle with the diagonals drawn in. The angle on the right hand side at the centre is highlighted in red and the angle at the bottom at the centre is highlighted in yellow.]()\n\nOptions:\nA. acute\nB. obtuse\nC. \\( 90^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "3:D", "QuestionText": "The angles highlighted on this rectangle with different length sides can never be... ![A rectangle with the diagonals drawn in. The angle on the right hand side at the centre is highlighted in red and the angle at the bottom at the centre is highlighted in yellow.]()", "AnswerAText": "acute", "AnswerBText": "obtuse", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nThe angles highlighted on this rectangle with different length sides can never be... ![A rectangle with the diagonals drawn in. The angle on the right hand side at the centre is highlighted in red and the angle at the bottom at the centre is highlighted in yellow.]()\n\nOptions:\nA. acute\nB. obtuse\nC. \\( 90^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "4:D", "QuestionText": "The equation \\( f=3 r^{2}+3 \\) is used to find values in the table below. What is the value covered by the star? \\begin{tabular}{|c|c|c|c|c|}\n\\hline\\( r \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( f \\) & \\( 6 \\) & \\( 15 \\) & \\( \\color{gold}\\bigstar \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 51 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "1818", "MisconceptionName": "Thinks you can find missing values in a given table by treating the row as linear and adding on the difference between the first two values given.", "prompt": "Misconception:\nThinks you can find missing values in a given table by treating the row as linear and adding on the difference between the first two values given.\n\nQuestion:\nThe equation \\( f=3 r^{2}+3 \\) is used to find values in the table below. What is the value covered by the star? \\begin{tabular}{|c|c|c|c|c|}\n\\hline\\( r \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( f \\) & \\( 6 \\) & \\( 15 \\) & \\( \\color{gold}\\bigstar \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 30 \\)\nB. \\( 27 \\)\nC. \\( 51 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "5:A", "QuestionText": "James has answered a question on the area of a trapezium and got an answer of \\( 54 \\).\n\nBehind the star he has written the units that he used.\n\n\\(\n54 \\, \\bigstar \n\\)\n\nWhich of the following units could be correct?", "AnswerAText": "\\( m \\)", "AnswerBText": "\\( \\mathrm{cm} \\)", "AnswerCText": "\\( \\mathrm{km}^{3} \\)", "AnswerDText": "\\( \\mathrm{mm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( m \\)", "MisconceptionId": "686", "MisconceptionName": "Does not know units of area should be squared", "prompt": "Misconception:\nDoes not know units of area should be squared\n\nQuestion:\nJames has answered a question on the area of a trapezium and got an answer of \\( 54 \\).\n\nBehind the star he has written the units that he used.\n\n\\(\n54 \\, \\bigstar \n\\)\n\nWhich of the following units could be correct?\n\nOptions:\nA. \\( m \\)\nB. \\( \\mathrm{cm} \\)\nC. \\( \\mathrm{km}^{3} \\)\nD. \\( \\mathrm{mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "5:B", "QuestionText": "James has answered a question on the area of a trapezium and got an answer of \\( 54 \\).\n\nBehind the star he has written the units that he used.\n\n\\(\n54 \\, \\bigstar \n\\)\n\nWhich of the following units could be correct?", "AnswerAText": "\\( m \\)", "AnswerBText": "\\( \\mathrm{cm} \\)", "AnswerCText": "\\( \\mathrm{km}^{3} \\)", "AnswerDText": "\\( \\mathrm{mm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\mathrm{cm} \\)", "MisconceptionId": "686", "MisconceptionName": "Does not know units of area should be squared", "prompt": "Misconception:\nDoes not know units of area should be squared\n\nQuestion:\nJames has answered a question on the area of a trapezium and got an answer of \\( 54 \\).\n\nBehind the star he has written the units that he used.\n\n\\(\n54 \\, \\bigstar \n\\)\n\nWhich of the following units could be correct?\n\nOptions:\nA. \\( m \\)\nB. \\( \\mathrm{cm} \\)\nC. \\( \\mathrm{km}^{3} \\)\nD. \\( \\mathrm{mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "5:C", "QuestionText": "James has answered a question on the area of a trapezium and got an answer of \\( 54 \\).\n\nBehind the star he has written the units that he used.\n\n\\(\n54 \\, \\bigstar \n\\)\n\nWhich of the following units could be correct?", "AnswerAText": "\\( m \\)", "AnswerBText": "\\( \\mathrm{cm} \\)", "AnswerCText": "\\( \\mathrm{km}^{3} \\)", "AnswerDText": "\\( \\mathrm{mm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\mathrm{km}^{3} \\)", "MisconceptionId": "686", "MisconceptionName": "Does not know units of area should be squared", "prompt": "Misconception:\nDoes not know units of area should be squared\n\nQuestion:\nJames has answered a question on the area of a trapezium and got an answer of \\( 54 \\).\n\nBehind the star he has written the units that he used.\n\n\\(\n54 \\, \\bigstar \n\\)\n\nWhich of the following units could be correct?\n\nOptions:\nA. \\( m \\)\nB. \\( \\mathrm{cm} \\)\nC. \\( \\mathrm{km}^{3} \\)\nD. \\( \\mathrm{mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "6:A", "QuestionText": "Convert this percentage to a fraction\n\\( 62 \\% \\)", "AnswerAText": "\\( \\frac{62}{10} \\)", "AnswerBText": "\\( \\frac{31}{50} \\)", "AnswerCText": "\\( \\frac{6}{2} \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{62}{10} \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nConvert this percentage to a fraction\n\\( 62 \\% \\)\n\nOptions:\nA. \\( \\frac{62}{10} \\)\nB. \\( \\frac{31}{50} \\)\nC. \\( \\frac{6}{2} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "6:C", "QuestionText": "Convert this percentage to a fraction\n\\( 62 \\% \\)", "AnswerAText": "\\( \\frac{62}{10} \\)", "AnswerBText": "\\( \\frac{31}{50} \\)", "AnswerCText": "\\( \\frac{6}{2} \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{6}{2} \\)", "MisconceptionId": "847", "MisconceptionName": "Thinks they can convert a 2 digit percentage to a fraction by writing one number over the other.", "prompt": "Misconception:\nThinks they can convert a 2 digit percentage to a fraction by writing one number over the other.\n\nQuestion:\nConvert this percentage to a fraction\n\\( 62 \\% \\)\n\nOptions:\nA. \\( \\frac{62}{10} \\)\nB. \\( \\frac{31}{50} \\)\nC. \\( \\frac{6}{2} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "6:D", "QuestionText": "Convert this percentage to a fraction\n\\( 62 \\% \\)", "AnswerAText": "\\( \\frac{62}{10} \\)", "AnswerBText": "\\( \\frac{31}{50} \\)", "AnswerCText": "\\( \\frac{6}{2} \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nConvert this percentage to a fraction\n\\( 62 \\% \\)\n\nOptions:\nA. \\( \\frac{62}{10} \\)\nB. \\( \\frac{31}{50} \\)\nC. \\( \\frac{6}{2} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "7:B", "QuestionText": "\\( 43.2 \\div 10= \\)", "AnswerAText": "\\( 4.32 \\)", "AnswerBText": "\\( 0.432 \\)", "AnswerCText": "\\( 33.2 \\)", "AnswerDText": "\\( 43.02 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.432 \\)", "MisconceptionId": "2123", "MisconceptionName": "Divided by 100 rather than 10", "prompt": "Misconception:\nDivided by 100 rather than 10\n\nQuestion:\n\\( 43.2 \\div 10= \\)\n\nOptions:\nA. \\( 4.32 \\)\nB. \\( 0.432 \\)\nC. \\( 33.2 \\)\nD. \\( 43.02 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "7:C", "QuestionText": "\\( 43.2 \\div 10= \\)", "AnswerAText": "\\( 4.32 \\)", "AnswerBText": "\\( 0.432 \\)", "AnswerCText": "\\( 33.2 \\)", "AnswerDText": "\\( 43.02 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 33.2 \\)", "MisconceptionId": "2273", "MisconceptionName": "Subtracts instead of divides", "prompt": "Misconception:\nSubtracts instead of divides\n\nQuestion:\n\\( 43.2 \\div 10= \\)\n\nOptions:\nA. \\( 4.32 \\)\nB. \\( 0.432 \\)\nC. \\( 33.2 \\)\nD. \\( 43.02 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "7:D", "QuestionText": "\\( 43.2 \\div 10= \\)", "AnswerAText": "\\( 4.32 \\)", "AnswerBText": "\\( 0.432 \\)", "AnswerCText": "\\( 33.2 \\)", "AnswerDText": "\\( 43.02 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 43.02 \\)", "MisconceptionId": "2133", "MisconceptionName": "When dividing a decimal by a multiple of 10, just divides the fractional place values", "prompt": "Misconception:\nWhen dividing a decimal by a multiple of 10, just divides the fractional place values\n\nQuestion:\n\\( 43.2 \\div 10= \\)\n\nOptions:\nA. \\( 4.32 \\)\nB. \\( 0.432 \\)\nC. \\( 33.2 \\)\nD. \\( 43.02 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "8:B", "QuestionText": "\\(\n\\frac{4}{5}-\\frac{1}{3}=\\frac{\\bigstar}{15}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{4}{5}-\\frac{1}{3}=\\frac{\\bigstar}{15}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 5 \\)\nC. \\( 17 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "8:C", "QuestionText": "\\(\n\\frac{4}{5}-\\frac{1}{3}=\\frac{\\bigstar}{15}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 17 \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\n\\(\n\\frac{4}{5}-\\frac{1}{3}=\\frac{\\bigstar}{15}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 5 \\)\nC. \\( 17 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "8:D", "QuestionText": "\\(\n\\frac{4}{5}-\\frac{1}{3}=\\frac{\\bigstar}{15}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{4}{5}-\\frac{1}{3}=\\frac{\\bigstar}{15}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 5 \\)\nC. \\( 17 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "9:A", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\n\\)\nto the graph of\n\\(\ny=f(x-3)\n\\)", "AnswerAText": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)", "AnswerBText": "Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)", "AnswerCText": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n3 \\\\\n0\n\\end{array}\\right]\n\\)", "AnswerDText": "Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)", "MisconceptionId": "1889", "MisconceptionName": "Believes f(x - a) translates the function up a units", "prompt": "Misconception:\nBelieves f(x - a) translates the function up a units\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\n\\)\nto the graph of\n\\(\ny=f(x-3)\n\\)\n\nOptions:\nA. Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)\nB. Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)\nC. Translation by vector\n\\(\n\\left[\\begin{array}{l}\n3 \\\\\n0\n\\end{array}\\right]\n\\)\nD. Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "9:B", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\n\\)\nto the graph of\n\\(\ny=f(x-3)\n\\)", "AnswerAText": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)", "AnswerBText": "Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)", "AnswerCText": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n3 \\\\\n0\n\\end{array}\\right]\n\\)", "AnswerDText": "Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)", "MisconceptionId": "1234", "MisconceptionName": "Believes f(x + a) translates the function up a units", "prompt": "Misconception:\nBelieves f(x + a) translates the function up a units\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\n\\)\nto the graph of\n\\(\ny=f(x-3)\n\\)\n\nOptions:\nA. Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)\nB. Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)\nC. Translation by vector\n\\(\n\\left[\\begin{array}{l}\n3 \\\\\n0\n\\end{array}\\right]\n\\)\nD. Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "9:D", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\n\\)\nto the graph of\n\\(\ny=f(x-3)\n\\)", "AnswerAText": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)", "AnswerBText": "Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)", "AnswerCText": "Translation by vector\n\\(\n\\left[\\begin{array}{l}\n3 \\\\\n0\n\\end{array}\\right]\n\\)", "AnswerDText": "Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)", "MisconceptionId": "1312", "MisconceptionName": "Believes f(x) + a translates the function right a units", "prompt": "Misconception:\nBelieves f(x) + a translates the function right a units\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\n\\)\nto the graph of\n\\(\ny=f(x-3)\n\\)\n\nOptions:\nA. Translation by vector\n\\(\n\\left[\\begin{array}{l}\n0 \\\\\n3\n\\end{array}\\right]\n\\)\nB. Translation by vector\n\\(\n\\left[\\begin{array}{c}\n0 \\\\\n-3\n\\end{array}\\right]\n\\)\nC. Translation by vector\n\\(\n\\left[\\begin{array}{l}\n3 \\\\\n0\n\\end{array}\\right]\n\\)\nD. Translation by vector\n\\(\n\\left[\\begin{array}{r}\n-3 \\\\\n0\n\\end{array}\\right]\n\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "10:C", "QuestionText": "John is expanding these three brackets:\n\\(\n(x+5)(x-3)(x+6)\n\\)\n\nHe finds it helpful to split the first bracket and view the problem as follows:\n\\(\nx(x-3)(x+6)+5(x-3)(x+6)\n\\)\n\nHe expands the brackets further. Before he simplifies, what are the terms than contain an \\( \\boldsymbol{x}^{2} \\) ?", "AnswerAText": "\\( +6 x^{2} \\)", "AnswerBText": "\\( \\begin{array}{l}+6 x^{2} \\\\ -3 x^{2} \\\\ +5 x^{2}\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}+6 x^{2} \\\\ +3 x^{2} \\\\ +5 x^{2}\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}+6 x^{2} \\\\ -3 x^{2} \\\\ -5 x^{2}\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}+6 x^{2} \\\\ +3 x^{2} \\\\ +5 x^{2}\\end{array} \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nJohn is expanding these three brackets:\n\\(\n(x+5)(x-3)(x+6)\n\\)\n\nHe finds it helpful to split the first bracket and view the problem as follows:\n\\(\nx(x-3)(x+6)+5(x-3)(x+6)\n\\)\n\nHe expands the brackets further. Before he simplifies, what are the terms than contain an \\( \\boldsymbol{x}^{2} \\) ?\n\nOptions:\nA. \\( +6 x^{2} \\)\nB. \\( \\begin{array}{l}+6 x^{2} \\\\ -3 x^{2} \\\\ +5 x^{2}\\end{array} \\)\nC. \\( \\begin{array}{l}+6 x^{2} \\\\ +3 x^{2} \\\\ +5 x^{2}\\end{array} \\)\nD. \\( \\begin{array}{l}+6 x^{2} \\\\ -3 x^{2} \\\\ -5 x^{2}\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "11:A", "QuestionText": "This is the net of a... ![A circle touching a sector]()", "AnswerAText": "Triangle", "AnswerBText": "Triangular prism", "AnswerCText": "Triangularbased pyramid", "AnswerDText": "Cone", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Triangle", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nThis is the net of a... ![A circle touching a sector]()\n\nOptions:\nA. Triangle\nB. Triangular prism\nC. Triangularbased pyramid\nD. Cone\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "11:B", "QuestionText": "This is the net of a... ![A circle touching a sector]()", "AnswerAText": "Triangle", "AnswerBText": "Triangular prism", "AnswerCText": "Triangularbased pyramid", "AnswerDText": "Cone", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Triangular prism", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nThis is the net of a... ![A circle touching a sector]()\n\nOptions:\nA. Triangle\nB. Triangular prism\nC. Triangularbased pyramid\nD. Cone\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "11:C", "QuestionText": "This is the net of a... ![A circle touching a sector]()", "AnswerAText": "Triangle", "AnswerBText": "Triangular prism", "AnswerCText": "Triangularbased pyramid", "AnswerDText": "Cone", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Triangularbased pyramid", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nThis is the net of a... ![A circle touching a sector]()\n\nOptions:\nA. Triangle\nB. Triangular prism\nC. Triangularbased pyramid\nD. Cone\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "12:B", "QuestionText": "Tom and Katie are arguing about alternate angles.\nTom says angles \\( p \\) and \\( q \\) are alternate.\n\nKatie says angles \\( p \\) and \\( q \\) are equal.\nWho is correct? ![Shows two non parallel lines that are intersected by another line. Angles P and Q are both on the outside of the lines and on opposite sides of the transversal.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "2156", "MisconceptionName": "Thinks alternate angles are always equal", "prompt": "Misconception:\nThinks alternate angles are always equal\n\nQuestion:\nTom and Katie are arguing about alternate angles.\nTom says angles \\( p \\) and \\( q \\) are alternate.\n\nKatie says angles \\( p \\) and \\( q \\) are equal.\nWho is correct? ![Shows two non parallel lines that are intersected by another line. Angles P and Q are both on the outside of the lines and on opposite sides of the transversal.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "12:C", "QuestionText": "Tom and Katie are arguing about alternate angles.\nTom says angles \\( p \\) and \\( q \\) are alternate.\n\nKatie says angles \\( p \\) and \\( q \\) are equal.\nWho is correct? ![Shows two non parallel lines that are intersected by another line. Angles P and Q are both on the outside of the lines and on opposite sides of the transversal.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2156", "MisconceptionName": "Thinks alternate angles are always equal", "prompt": "Misconception:\nThinks alternate angles are always equal\n\nQuestion:\nTom and Katie are arguing about alternate angles.\nTom says angles \\( p \\) and \\( q \\) are alternate.\n\nKatie says angles \\( p \\) and \\( q \\) are equal.\nWho is correct? ![Shows two non parallel lines that are intersected by another line. Angles P and Q are both on the outside of the lines and on opposite sides of the transversal.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "12:D", "QuestionText": "Tom and Katie are arguing about alternate angles.\nTom says angles \\( p \\) and \\( q \\) are alternate.\n\nKatie says angles \\( p \\) and \\( q \\) are equal.\nWho is correct? ![Shows two non parallel lines that are intersected by another line. Angles P and Q are both on the outside of the lines and on opposite sides of the transversal.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1588", "MisconceptionName": "Thinks only angles on parallel lines can be alternate", "prompt": "Misconception:\nThinks only angles on parallel lines can be alternate\n\nQuestion:\nTom and Katie are arguing about alternate angles.\nTom says angles \\( p \\) and \\( q \\) are alternate.\n\nKatie says angles \\( p \\) and \\( q \\) are equal.\nWho is correct? ![Shows two non parallel lines that are intersected by another line. Angles P and Q are both on the outside of the lines and on opposite sides of the transversal.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "13:C", "QuestionText": "Hannah's journey to camp is \\( 3 \\) hours and \\( 16 \\) minutes.\nTori's journey to camp is \\( 214 \\) minutes.\nWhat is the difference in their journeys in minutes?", "AnswerAText": "\\( 196 \\) minutes", "AnswerBText": "\\( 18 \\) minutes", "AnswerCText": "\\( 102 \\) minutes", "AnswerDText": "\\( 12 \\) minutes", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 102 \\) minutes", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\nHannah's journey to camp is \\( 3 \\) hours and \\( 16 \\) minutes.\nTori's journey to camp is \\( 214 \\) minutes.\nWhat is the difference in their journeys in minutes?\n\nOptions:\nA. \\( 196 \\) minutes\nB. \\( 18 \\) minutes\nC. \\( 102 \\) minutes\nD. \\( 12 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "14:A", "QuestionText": "\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the solution to \\( x=5-\\frac{1}{x} \\) to \\( 2 \\) decimal places?", "AnswerAText": "\\( 4.78 \\)", "AnswerBText": "\\( 4.79128 \\ldots \\)", "AnswerCText": "\\( 4.8 \\)", "AnswerDText": "\\( 4.79 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4.78 \\)", "MisconceptionId": "1775", "MisconceptionName": "Stops iteration too early when solving equations", "prompt": "Misconception:\nStops iteration too early when solving equations\n\nQuestion:\n\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the solution to \\( x=5-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 4.78 \\)\nB. \\( 4.79128 \\ldots \\)\nC. \\( 4.8 \\)\nD. \\( 4.79 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "14:B", "QuestionText": "\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the solution to \\( x=5-\\frac{1}{x} \\) to \\( 2 \\) decimal places?", "AnswerAText": "\\( 4.78 \\)", "AnswerBText": "\\( 4.79128 \\ldots \\)", "AnswerCText": "\\( 4.8 \\)", "AnswerDText": "\\( 4.79 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4.79128 \\ldots \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\n\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the solution to \\( x=5-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 4.78 \\)\nB. \\( 4.79128 \\ldots \\)\nC. \\( 4.8 \\)\nD. \\( 4.79 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "14:C", "QuestionText": "\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the solution to \\( x=5-\\frac{1}{x} \\) to \\( 2 \\) decimal places?", "AnswerAText": "\\( 4.78 \\)", "AnswerBText": "\\( 4.79128 \\ldots \\)", "AnswerCText": "\\( 4.8 \\)", "AnswerDText": "\\( 4.79 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4.8 \\)", "MisconceptionId": "1529", "MisconceptionName": "Rounds to the wrong degree of accuracy (significant figures rather than decimal places)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (significant figures rather than decimal places)\n\nQuestion:\n\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the solution to \\( x=5-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 4.78 \\)\nB. \\( 4.79128 \\ldots \\)\nC. \\( 4.8 \\)\nD. \\( 4.79 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "15:B", "QuestionText": "How would you calculate the area of this triangle? ![A triangle, base 12m. All three sides are equal.]()", "AnswerAText": "\\( \\frac{6 \\times 12}{2} \\)", "AnswerBText": "\\( \\frac{12 \\times 12}{2} \\)", "AnswerCText": "\\( \\frac{12 \\times 12 \\times 12}{2} \\)", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{12 \\times 12}{2} \\)", "MisconceptionId": "590", "MisconceptionName": "Has used slant height and base to find area of a triangle rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a triangle rather than perpendicular height and base\n\nQuestion:\nHow would you calculate the area of this triangle? ![A triangle, base 12m. All three sides are equal.]()\n\nOptions:\nA. \\( \\frac{6 \\times 12}{2} \\)\nB. \\( \\frac{12 \\times 12}{2} \\)\nC. \\( \\frac{12 \\times 12 \\times 12}{2} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "15:C", "QuestionText": "How would you calculate the area of this triangle? ![A triangle, base 12m. All three sides are equal.]()", "AnswerAText": "\\( \\frac{6 \\times 12}{2} \\)", "AnswerBText": "\\( \\frac{12 \\times 12}{2} \\)", "AnswerCText": "\\( \\frac{12 \\times 12 \\times 12}{2} \\)", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{12 \\times 12 \\times 12}{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nHow would you calculate the area of this triangle? ![A triangle, base 12m. All three sides are equal.]()\n\nOptions:\nA. \\( \\frac{6 \\times 12}{2} \\)\nB. \\( \\frac{12 \\times 12}{2} \\)\nC. \\( \\frac{12 \\times 12 \\times 12}{2} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "16:A", "QuestionText": "In the diagram, AN : NB \\( =3: 5 \\) \nWhat is the distance AN? ![A line that begins with point A, ends with point B, and has point N in between. The entire length of the line measures 48 m.]()", "AnswerAText": "\\( 16 \\mathrm{~m} \\)", "AnswerBText": "\\( 30 \\mathrm{~m} \\)", "AnswerCText": "\\( 6 \\mathrm{~m} \\)", "AnswerDText": "\\( 18 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 16 \\mathrm{~m} \\)", "MisconceptionId": "2378", "MisconceptionName": "Divides total amount by each side of the ratio instead of dividing by the sum of the parts", "prompt": "Misconception:\nDivides total amount by each side of the ratio instead of dividing by the sum of the parts\n\nQuestion:\nIn the diagram, AN : NB \\( =3: 5 \\) \nWhat is the distance AN? ![A line that begins with point A, ends with point B, and has point N in between. The entire length of the line measures 48 m.]()\n\nOptions:\nA. \\( 16 \\mathrm{~m} \\)\nB. \\( 30 \\mathrm{~m} \\)\nC. \\( 6 \\mathrm{~m} \\)\nD. \\( 18 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "16:B", "QuestionText": "In the diagram, AN : NB \\( =3: 5 \\) \nWhat is the distance AN? ![A line that begins with point A, ends with point B, and has point N in between. The entire length of the line measures 48 m.]()", "AnswerAText": "\\( 16 \\mathrm{~m} \\)", "AnswerBText": "\\( 30 \\mathrm{~m} \\)", "AnswerCText": "\\( 6 \\mathrm{~m} \\)", "AnswerDText": "\\( 18 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 30 \\mathrm{~m} \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nIn the diagram, AN : NB \\( =3: 5 \\) \nWhat is the distance AN? ![A line that begins with point A, ends with point B, and has point N in between. The entire length of the line measures 48 m.]()\n\nOptions:\nA. \\( 16 \\mathrm{~m} \\)\nB. \\( 30 \\mathrm{~m} \\)\nC. \\( 6 \\mathrm{~m} \\)\nD. \\( 18 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "16:C", "QuestionText": "In the diagram, AN : NB \\( =3: 5 \\) \nWhat is the distance AN? ![A line that begins with point A, ends with point B, and has point N in between. The entire length of the line measures 48 m.]()", "AnswerAText": "\\( 16 \\mathrm{~m} \\)", "AnswerBText": "\\( 30 \\mathrm{~m} \\)", "AnswerCText": "\\( 6 \\mathrm{~m} \\)", "AnswerDText": "\\( 18 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 6 \\mathrm{~m} \\)", "MisconceptionId": "1659", "MisconceptionName": "Finds one part of a ratio but doesn't multiply that by the number of parts needed", "prompt": "Misconception:\nFinds one part of a ratio but doesn't multiply that by the number of parts needed\n\nQuestion:\nIn the diagram, AN : NB \\( =3: 5 \\) \nWhat is the distance AN? ![A line that begins with point A, ends with point B, and has point N in between. The entire length of the line measures 48 m.]()\n\nOptions:\nA. \\( 16 \\mathrm{~m} \\)\nB. \\( 30 \\mathrm{~m} \\)\nC. \\( 6 \\mathrm{~m} \\)\nD. \\( 18 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "17:A", "QuestionText": "Which of these shows part of the proof that the sum of two odd numbers is even?", "AnswerAText": "\\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}(2 n-1)+(2 m+1) \\\\ =2 n+2 m \\\\ =2(n+m)\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)", "MisconceptionId": "616", "MisconceptionName": "Does not understand that 2n represents an even number", "prompt": "Misconception:\nDoes not understand that 2n represents an even number\n\nQuestion:\nWhich of these shows part of the proof that the sum of two odd numbers is even?\n\nOptions:\nA. \\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)\nB. \\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)\nC. \\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)\nD. \\( \\begin{array}{l}(2 n-1)+(2 m+1) \\\\ =2 n+2 m \\\\ =2(n+m)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "17:B", "QuestionText": "Which of these shows part of the proof that the sum of two odd numbers is even?", "AnswerAText": "\\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}(2 n-1)+(2 m+1) \\\\ =2 n+2 m \\\\ =2(n+m)\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)", "MisconceptionId": "2130", "MisconceptionName": "Does not know the meaning of the word \"sum\"", "prompt": "Misconception:\nDoes not know the meaning of the word \"sum\"\n\nQuestion:\nWhich of these shows part of the proof that the sum of two odd numbers is even?\n\nOptions:\nA. \\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)\nB. \\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)\nC. \\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)\nD. \\( \\begin{array}{l}(2 n-1)+(2 m+1) \\\\ =2 n+2 m \\\\ =2(n+m)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "17:C", "QuestionText": "Which of these shows part of the proof that the sum of two odd numbers is even?", "AnswerAText": "\\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}(2 n-1)+(2 m+1) \\\\ =2 n+2 m \\\\ =2(n+m)\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)", "MisconceptionId": "616", "MisconceptionName": "Does not understand that 2n represents an even number", "prompt": "Misconception:\nDoes not understand that 2n represents an even number\n\nQuestion:\nWhich of these shows part of the proof that the sum of two odd numbers is even?\n\nOptions:\nA. \\( \\begin{array}{l}2 n+(2 m+1) \\\\ =2(n+m)+1\\end{array} \\)\nB. \\( \\begin{array}{l}(2 n-1)(2 m+1) \\\\ =4 m n+2 n-2 m-1 \\\\ =2(2 m n-n-m)+1\\end{array} \\)\nC. \\( \\begin{array}{l}\\text { Odd + Odd } \\\\ =\\text { even }\\end{array} \\)\nD. \\( \\begin{array}{l}(2 n-1)+(2 m+1) \\\\ =2 n+2 m \\\\ =2(n+m)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "18:A", "QuestionText": "![Number line with -12 and -7 marked. Starting at -12, follow an arrow pointing to the right labelled +10. Then there is an arrow labelled b pointing to the left, which ends at -7 on the number line.]() What is the value of \\( b \\) ?", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "2179", "MisconceptionName": "Assumes that an arrow on a number line starts at zero", "prompt": "Misconception:\nAssumes that an arrow on a number line starts at zero\n\nQuestion:\n![Number line with -12 and -7 marked. Starting at -12, follow an arrow pointing to the right labelled +10. Then there is an arrow labelled b pointing to the left, which ends at -7 on the number line.]() What is the value of \\( b \\) ?\n\nOptions:\nA. \\( -7 \\)\nB. \\( -5 \\)\nC. \\( -2 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "18:D", "QuestionText": "![Number line with -12 and -7 marked. Starting at -12, follow an arrow pointing to the right labelled +10. Then there is an arrow labelled b pointing to the left, which ends at -7 on the number line.]() What is the value of \\( b \\) ?", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -6 \\)", "MisconceptionId": "1824", "MisconceptionName": "Counts the starting number when counting backwards", "prompt": "Misconception:\nCounts the starting number when counting backwards\n\nQuestion:\n![Number line with -12 and -7 marked. Starting at -12, follow an arrow pointing to the right labelled +10. Then there is an arrow labelled b pointing to the left, which ends at -7 on the number line.]() What is the value of \\( b \\) ?\n\nOptions:\nA. \\( -7 \\)\nB. \\( -5 \\)\nC. \\( -2 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "19:A", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible: \\( \\frac{1}{s}-\\frac{t}{3} \\)", "AnswerAText": "\\( \\frac{1-t}{3 s} \\)", "AnswerBText": "\\( \\frac{s-3 t}{3 s} \\)", "AnswerCText": "\\( \\frac{3-s t}{3 s} \\)", "AnswerDText": "\\( \\frac{1-t}{s-3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1-t}{3 s} \\)", "MisconceptionId": "1916", "MisconceptionName": "When subtracting fractions, subtracts the numerators and multiplies the denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and multiplies the denominators\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible: \\( \\frac{1}{s}-\\frac{t}{3} \\)\n\nOptions:\nA. \\( \\frac{1-t}{3 s} \\)\nB. \\( \\frac{s-3 t}{3 s} \\)\nC. \\( \\frac{3-s t}{3 s} \\)\nD. \\( \\frac{1-t}{s-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "19:B", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible: \\( \\frac{1}{s}-\\frac{t}{3} \\)", "AnswerAText": "\\( \\frac{1-t}{3 s} \\)", "AnswerBText": "\\( \\frac{s-3 t}{3 s} \\)", "AnswerCText": "\\( \\frac{3-s t}{3 s} \\)", "AnswerDText": "\\( \\frac{1-t}{s-3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{s-3 t}{3 s} \\)", "MisconceptionId": "2147", "MisconceptionName": "Believes they should multiply each numerator by its original denominator when adding/subtracting fractions", "prompt": "Misconception:\nBelieves they should multiply each numerator by its original denominator when adding/subtracting fractions\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible: \\( \\frac{1}{s}-\\frac{t}{3} \\)\n\nOptions:\nA. \\( \\frac{1-t}{3 s} \\)\nB. \\( \\frac{s-3 t}{3 s} \\)\nC. \\( \\frac{3-s t}{3 s} \\)\nD. \\( \\frac{1-t}{s-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "19:D", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible: \\( \\frac{1}{s}-\\frac{t}{3} \\)", "AnswerAText": "\\( \\frac{1-t}{3 s} \\)", "AnswerBText": "\\( \\frac{s-3 t}{3 s} \\)", "AnswerCText": "\\( \\frac{3-s t}{3 s} \\)", "AnswerDText": "\\( \\frac{1-t}{s-3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1-t}{s-3} \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible: \\( \\frac{1}{s}-\\frac{t}{3} \\)\n\nOptions:\nA. \\( \\frac{1-t}{3 s} \\)\nB. \\( \\frac{s-3 t}{3 s} \\)\nC. \\( \\frac{3-s t}{3 s} \\)\nD. \\( \\frac{1-t}{s-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "20:D", "QuestionText": "The volume of this cuboid is \\( 30 \\mathrm{~cm}^{3} \\)\n\nWhat length should replace the star? ![A cuboid, depth 2cm and height 3cm. The width is labelled with a star.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4 \\mathrm{~cm} \\)", "AnswerDText": "\\( 25 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 25 \\mathrm{~cm} \\)", "MisconceptionId": "1984", "MisconceptionName": "Adds when calculating volume instead of multiplying", "prompt": "Misconception:\nAdds when calculating volume instead of multiplying\n\nQuestion:\nThe volume of this cuboid is \\( 30 \\mathrm{~cm}^{3} \\)\n\nWhat length should replace the star? ![A cuboid, depth 2cm and height 3cm. The width is labelled with a star.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 4 \\mathrm{~cm} \\)\nD. \\( 25 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "21:A", "QuestionText": "Step 1: Factorise the following expression\n\n\\(\n3 x^{2}+5 x+2\n\\)", "AnswerAText": "\\( (3 x+2)(3 x+1) \\)", "AnswerBText": "\\( (3 x+2)(x+1) \\)", "AnswerCText": "Cannot be factorised", "AnswerDText": "\\( (3 x+1)(x+2) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (3 x+2)(3 x+1) \\)", "MisconceptionId": "2240", "MisconceptionName": "When factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form", "prompt": "Misconception:\nWhen factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form\n\nQuestion:\nStep 1: Factorise the following expression\n\n\\(\n3 x^{2}+5 x+2\n\\)\n\nOptions:\nA. \\( (3 x+2)(3 x+1) \\)\nB. \\( (3 x+2)(x+1) \\)\nC. Cannot be factorised\nD. \\( (3 x+1)(x+2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "22:B", "QuestionText": "Tom and Katie are discussing related calculations\nTom says if you know that \\( 3748+426=4174 \\), then \\( 3748+427 \\) must equal \\( \\mathbf{4 1 7 5} \\)\n\nKatie says if you know that \\( 3748-426=3322 \\), then \\( 3748 \\) - \\( 427 \\) must equal \\( \\mathbf{3 3 2 3} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1408", "MisconceptionName": "Does not realise that adding a larger number gives a larger answer", "prompt": "Misconception:\nDoes not realise that adding a larger number gives a larger answer\n\nQuestion:\nTom and Katie are discussing related calculations\nTom says if you know that \\( 3748+426=4174 \\), then \\( 3748+427 \\) must equal \\( \\mathbf{4 1 7 5} \\)\n\nKatie says if you know that \\( 3748-426=3322 \\), then \\( 3748 \\) - \\( 427 \\) must equal \\( \\mathbf{3 3 2 3} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "22:C", "QuestionText": "Tom and Katie are discussing related calculations\nTom says if you know that \\( 3748+426=4174 \\), then \\( 3748+427 \\) must equal \\( \\mathbf{4 1 7 5} \\)\n\nKatie says if you know that \\( 3748-426=3322 \\), then \\( 3748 \\) - \\( 427 \\) must equal \\( \\mathbf{3 3 2 3} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2408", "MisconceptionName": "Does not realise that subtracting a larger number will give a smaller answer", "prompt": "Misconception:\nDoes not realise that subtracting a larger number will give a smaller answer\n\nQuestion:\nTom and Katie are discussing related calculations\nTom says if you know that \\( 3748+426=4174 \\), then \\( 3748+427 \\) must equal \\( \\mathbf{4 1 7 5} \\)\n\nKatie says if you know that \\( 3748-426=3322 \\), then \\( 3748 \\) - \\( 427 \\) must equal \\( \\mathbf{3 3 2 3} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "23:B", "QuestionText": "This graph shows how far Fido the dog is from his home.\nWhat might the negative-sloping section represent? ![A graph with time (secs) on the horizontal axis and distance (m) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis. ]()", "AnswerAText": "Fido is walking home", "AnswerBText": "Fido has fallen asleep", "AnswerCText": "Fido is accelerating", "AnswerDText": "Fido is walking away from home", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Fido has fallen asleep", "MisconceptionId": "2492", "MisconceptionName": "Confuses rest and movement on a distance time graph", "prompt": "Misconception:\nConfuses rest and movement on a distance time graph\n\nQuestion:\nThis graph shows how far Fido the dog is from his home.\nWhat might the negative-sloping section represent? ![A graph with time (secs) on the horizontal axis and distance (m) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis. ]()\n\nOptions:\nA. Fido is walking home\nB. Fido has fallen asleep\nC. Fido is accelerating\nD. Fido is walking away from home\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "23:C", "QuestionText": "This graph shows how far Fido the dog is from his home.\nWhat might the negative-sloping section represent? ![A graph with time (secs) on the horizontal axis and distance (m) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis. ]()", "AnswerAText": "Fido is walking home", "AnswerBText": "Fido has fallen asleep", "AnswerCText": "Fido is accelerating", "AnswerDText": "Fido is walking away from home", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Fido is accelerating", "MisconceptionId": "2032", "MisconceptionName": "Believes the gradient of a distance-time graph is the acceleration", "prompt": "Misconception:\nBelieves the gradient of a distance-time graph is the acceleration\n\nQuestion:\nThis graph shows how far Fido the dog is from his home.\nWhat might the negative-sloping section represent? ![A graph with time (secs) on the horizontal axis and distance (m) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis. ]()\n\nOptions:\nA. Fido is walking home\nB. Fido has fallen asleep\nC. Fido is accelerating\nD. Fido is walking away from home\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "23:D", "QuestionText": "This graph shows how far Fido the dog is from his home.\nWhat might the negative-sloping section represent? ![A graph with time (secs) on the horizontal axis and distance (m) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis. ]()", "AnswerAText": "Fido is walking home", "AnswerBText": "Fido has fallen asleep", "AnswerCText": "Fido is accelerating", "AnswerDText": "Fido is walking away from home", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Fido is walking away from home", "MisconceptionId": "2437", "MisconceptionName": "Believes a downward slope on a distance-time graph means travelling away", "prompt": "Misconception:\nBelieves a downward slope on a distance-time graph means travelling away\n\nQuestion:\nThis graph shows how far Fido the dog is from his home.\nWhat might the negative-sloping section represent? ![A graph with time (secs) on the horizontal axis and distance (m) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis. ]()\n\nOptions:\nA. Fido is walking home\nB. Fido has fallen asleep\nC. Fido is accelerating\nD. Fido is walking away from home\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "24:C", "QuestionText": "What should replace the star?\n\\[\n\\bigstar \\times 4=108\n\\]", "AnswerAText": "\\( 112 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 432 \\)", "AnswerDText": "\\( 104 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 432 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat should replace the star?\n\\[\n\\bigstar \\times 4=108\n\\]\n\nOptions:\nA. \\( 112 \\)\nB. \\( 27 \\)\nC. \\( 432 \\)\nD. \\( 104 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "24:D", "QuestionText": "What should replace the star?\n\\[\n\\bigstar \\times 4=108\n\\]", "AnswerAText": "\\( 112 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 432 \\)", "AnswerDText": "\\( 104 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 104 \\)", "MisconceptionId": "1319", "MisconceptionName": "Adds instead of multiples", "prompt": "Misconception:\nAdds instead of multiples\n\nQuestion:\nWhat should replace the star?\n\\[\n\\bigstar \\times 4=108\n\\]\n\nOptions:\nA. \\( 112 \\)\nB. \\( 27 \\)\nC. \\( 432 \\)\nD. \\( 104 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "25:B", "QuestionText": "The formula for speed is\n\\(\n\\text { Speed }=\\frac{\\text { Distance }}{\\text { Time }}\n\\)\nA snail travels \\( 4 \\mathrm{~m} \\) in \\( 10 \\) hours. What was its speed?", "AnswerAText": "\\( 0.4 \\) metres per hour", "AnswerBText": "\\( 40 \\) metres per hour", "AnswerCText": "\\( 2.5 \\) metres per hour", "AnswerDText": "\\( 4 \\) metres per hour", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 40 \\) metres per hour", "MisconceptionId": "509", "MisconceptionName": "Believes speed is distance multiplied by time", "prompt": "Misconception:\nBelieves speed is distance multiplied by time\n\nQuestion:\nThe formula for speed is\n\\(\n\\text { Speed }=\\frac{\\text { Distance }}{\\text { Time }}\n\\)\nA snail travels \\( 4 \\mathrm{~m} \\) in \\( 10 \\) hours. What was its speed?\n\nOptions:\nA. \\( 0.4 \\) metres per hour\nB. \\( 40 \\) metres per hour\nC. \\( 2.5 \\) metres per hour\nD. \\( 4 \\) metres per hour\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "25:C", "QuestionText": "The formula for speed is\n\\(\n\\text { Speed }=\\frac{\\text { Distance }}{\\text { Time }}\n\\)\nA snail travels \\( 4 \\mathrm{~m} \\) in \\( 10 \\) hours. What was its speed?", "AnswerAText": "\\( 0.4 \\) metres per hour", "AnswerBText": "\\( 40 \\) metres per hour", "AnswerCText": "\\( 2.5 \\) metres per hour", "AnswerDText": "\\( 4 \\) metres per hour", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2.5 \\) metres per hour", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nThe formula for speed is\n\\(\n\\text { Speed }=\\frac{\\text { Distance }}{\\text { Time }}\n\\)\nA snail travels \\( 4 \\mathrm{~m} \\) in \\( 10 \\) hours. What was its speed?\n\nOptions:\nA. \\( 0.4 \\) metres per hour\nB. \\( 40 \\) metres per hour\nC. \\( 2.5 \\) metres per hour\nD. \\( 4 \\) metres per hour\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "26:B", "QuestionText": "What is the equation of this circle? ![A set of axes with a circle drawn. The circle goes through the points (4,0), (0, -4), (-4,0) and (0,4). ]()", "AnswerAText": "\\( x^{2}+y^{2}=16 \\)", "AnswerBText": "\\( x^{2}+y^{2}=\\sqrt{4} \\)", "AnswerCText": "\\( x^{2}+y^{2}=8 \\)", "AnswerDText": "\\( x^{2}+y^{2}=4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x^{2}+y^{2}=\\sqrt{4} \\)", "MisconceptionId": "2474", "MisconceptionName": "Confuses the square root of the radius with the radius squared in the equation of a circle", "prompt": "Misconception:\nConfuses the square root of the radius with the radius squared in the equation of a circle\n\nQuestion:\nWhat is the equation of this circle? ![A set of axes with a circle drawn. The circle goes through the points (4,0), (0, -4), (-4,0) and (0,4). ]()\n\nOptions:\nA. \\( x^{2}+y^{2}=16 \\)\nB. \\( x^{2}+y^{2}=\\sqrt{4} \\)\nC. \\( x^{2}+y^{2}=8 \\)\nD. \\( x^{2}+y^{2}=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "26:C", "QuestionText": "What is the equation of this circle? ![A set of axes with a circle drawn. The circle goes through the points (4,0), (0, -4), (-4,0) and (0,4). ]()", "AnswerAText": "\\( x^{2}+y^{2}=16 \\)", "AnswerBText": "\\( x^{2}+y^{2}=\\sqrt{4} \\)", "AnswerCText": "\\( x^{2}+y^{2}=8 \\)", "AnswerDText": "\\( x^{2}+y^{2}=4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x^{2}+y^{2}=8 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhat is the equation of this circle? ![A set of axes with a circle drawn. The circle goes through the points (4,0), (0, -4), (-4,0) and (0,4). ]()\n\nOptions:\nA. \\( x^{2}+y^{2}=16 \\)\nB. \\( x^{2}+y^{2}=\\sqrt{4} \\)\nC. \\( x^{2}+y^{2}=8 \\)\nD. \\( x^{2}+y^{2}=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "26:D", "QuestionText": "What is the equation of this circle? ![A set of axes with a circle drawn. The circle goes through the points (4,0), (0, -4), (-4,0) and (0,4). ]()", "AnswerAText": "\\( x^{2}+y^{2}=16 \\)", "AnswerBText": "\\( x^{2}+y^{2}=\\sqrt{4} \\)", "AnswerCText": "\\( x^{2}+y^{2}=8 \\)", "AnswerDText": "\\( x^{2}+y^{2}=4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x^{2}+y^{2}=4 \\)", "MisconceptionId": "1944", "MisconceptionName": "Confuses the radius with the radius squared in the equation of a circle", "prompt": "Misconception:\nConfuses the radius with the radius squared in the equation of a circle\n\nQuestion:\nWhat is the equation of this circle? ![A set of axes with a circle drawn. The circle goes through the points (4,0), (0, -4), (-4,0) and (0,4). ]()\n\nOptions:\nA. \\( x^{2}+y^{2}=16 \\)\nB. \\( x^{2}+y^{2}=\\sqrt{4} \\)\nC. \\( x^{2}+y^{2}=8 \\)\nD. \\( x^{2}+y^{2}=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "27:B", "QuestionText": "If \\( d=-2 \\) what is the value of \\( 10-2 d \\) ?", "AnswerAText": "\\( -12 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 32 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nIf \\( d=-2 \\) what is the value of \\( 10-2 d \\) ?\n\nOptions:\nA. \\( -12 \\)\nB. \\( 6 \\)\nC. \\( 14 \\)\nD. \\( 32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "28:A", "QuestionText": "George is counting backwards in steps of \\( 5 \\).\nHe starts at the number \\( 19,103 \\) what is the next number he will say?", "AnswerAText": "\\( 19,102 \\)", "AnswerBText": "\\( 19,099 \\)", "AnswerCText": "\\( 19,098 \\)", "AnswerDText": "\\( 19,097 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 19,102 \\)", "MisconceptionId": "878", "MisconceptionName": "Counts on by 1, when asked to count forward/backwards in a step other than 1", "prompt": "Misconception:\nCounts on by 1, when asked to count forward/backwards in a step other than 1\n\nQuestion:\nGeorge is counting backwards in steps of \\( 5 \\).\nHe starts at the number \\( 19,103 \\) what is the next number he will say?\n\nOptions:\nA. \\( 19,102 \\)\nB. \\( 19,099 \\)\nC. \\( 19,098 \\)\nD. \\( 19,097 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "28:B", "QuestionText": "George is counting backwards in steps of \\( 5 \\).\nHe starts at the number \\( 19,103 \\) what is the next number he will say?", "AnswerAText": "\\( 19,102 \\)", "AnswerBText": "\\( 19,099 \\)", "AnswerCText": "\\( 19,098 \\)", "AnswerDText": "\\( 19,097 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 19,099 \\)", "MisconceptionId": "1824", "MisconceptionName": "Counts the starting number when counting backwards", "prompt": "Misconception:\nCounts the starting number when counting backwards\n\nQuestion:\nGeorge is counting backwards in steps of \\( 5 \\).\nHe starts at the number \\( 19,103 \\) what is the next number he will say?\n\nOptions:\nA. \\( 19,102 \\)\nB. \\( 19,099 \\)\nC. \\( 19,098 \\)\nD. \\( 19,097 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "29:A", "QuestionText": "Solve\n\\[\n2 n+3 \\leq 3 n-7\n\\]", "AnswerAText": "\\( 2 \\leq n \\)", "AnswerBText": "\\( 10 \\leq n \\)", "AnswerCText": "\\( n \\leq 10 \\)", "AnswerDText": "\\( -4 \\leq n \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\leq n \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve\n\\[\n2 n+3 \\leq 3 n-7\n\\]\n\nOptions:\nA. \\( 2 \\leq n \\)\nB. \\( 10 \\leq n \\)\nC. \\( n \\leq 10 \\)\nD. \\( -4 \\leq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "29:C", "QuestionText": "Solve\n\\[\n2 n+3 \\leq 3 n-7\n\\]", "AnswerAText": "\\( 2 \\leq n \\)", "AnswerBText": "\\( 10 \\leq n \\)", "AnswerCText": "\\( n \\leq 10 \\)", "AnswerDText": "\\( -4 \\leq n \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( n \\leq 10 \\)", "MisconceptionId": "811", "MisconceptionName": "Believes they can multiply/divide through by a negative number without changing the direction of the inequality", "prompt": "Misconception:\nBelieves they can multiply/divide through by a negative number without changing the direction of the inequality\n\nQuestion:\nSolve\n\\[\n2 n+3 \\leq 3 n-7\n\\]\n\nOptions:\nA. \\( 2 \\leq n \\)\nB. \\( 10 \\leq n \\)\nC. \\( n \\leq 10 \\)\nD. \\( -4 \\leq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "29:D", "QuestionText": "Solve\n\\[\n2 n+3 \\leq 3 n-7\n\\]", "AnswerAText": "\\( 2 \\leq n \\)", "AnswerBText": "\\( 10 \\leq n \\)", "AnswerCText": "\\( n \\leq 10 \\)", "AnswerDText": "\\( -4 \\leq n \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -4 \\leq n \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve\n\\[\n2 n+3 \\leq 3 n-7\n\\]\n\nOptions:\nA. \\( 2 \\leq n \\)\nB. \\( 10 \\leq n \\)\nC. \\( n \\leq 10 \\)\nD. \\( -4 \\leq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "30:C", "QuestionText": "Tom and Katie are discussing this function machine ![A function machine with an input of m+2, no function labelled and an output of 3m+2]() Tom says the function could be \\( +2 m \\)\nKatie says the function could be \\( \\times 3 \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nTom and Katie are discussing this function machine ![A function machine with an input of m+2, no function labelled and an output of 3m+2]() Tom says the function could be \\( +2 m \\)\nKatie says the function could be \\( \\times 3 \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "31:B", "QuestionText": "\\[450 \\mathrm{~cm}=\\] \\[\\square \\mathrm{~m}\\]", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 45 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 45000 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 45 \\)", "MisconceptionId": "704", "MisconceptionName": "Thinks there are 10cm in a metre", "prompt": "Misconception:\nThinks there are 10cm in a metre\n\nQuestion:\n\\[450 \\mathrm{~cm}=\\] \\[\\square \\mathrm{~m}\\]\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 45 \\)\nC. \\( 5 \\)\nD. \\( 45000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "31:C", "QuestionText": "\\[450 \\mathrm{~cm}=\\] \\[\\square \\mathrm{~m}\\]", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 45 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 45000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1272", "MisconceptionName": "Gives a rounded whole number instead of a decimal", "prompt": "Misconception:\nGives a rounded whole number instead of a decimal\n\nQuestion:\n\\[450 \\mathrm{~cm}=\\] \\[\\square \\mathrm{~m}\\]\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 45 \\)\nC. \\( 5 \\)\nD. \\( 45000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "31:D", "QuestionText": "\\[450 \\mathrm{~cm}=\\] \\[\\square \\mathrm{~m}\\]", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 45 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 45000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 45000 \\)", "MisconceptionId": "1651", "MisconceptionName": "Multiplies when converting to a larger unit", "prompt": "Misconception:\nMultiplies when converting to a larger unit\n\nQuestion:\n\\[450 \\mathrm{~cm}=\\] \\[\\square \\mathrm{~m}\\]\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 45 \\)\nC. \\( 5 \\)\nD. \\( 45000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "32:A", "QuestionText": "Which of the following is a correct first step to solve this equation:\n\\(\\frac{2 r-3}{5}=2+r\\)", "AnswerAText": "\\( \\frac{2 r}{5}=5+r \\)", "AnswerBText": "\\( 10 r-15=10+5 r \\)", "AnswerCText": "\\( 2 r-3=10+r \\)", "AnswerDText": "\\( 2 r-3=10+5 r \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2 r}{5}=5+r \\)", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nWhich of the following is a correct first step to solve this equation:\n\\(\\frac{2 r-3}{5}=2+r\\)\n\nOptions:\nA. \\( \\frac{2 r}{5}=5+r \\)\nB. \\( 10 r-15=10+5 r \\)\nC. \\( 2 r-3=10+r \\)\nD. \\( 2 r-3=10+5 r \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "32:B", "QuestionText": "Which of the following is a correct first step to solve this equation:\n\\(\\frac{2 r-3}{5}=2+r\\)", "AnswerAText": "\\( \\frac{2 r}{5}=5+r \\)", "AnswerBText": "\\( 10 r-15=10+5 r \\)", "AnswerCText": "\\( 2 r-3=10+r \\)", "AnswerDText": "\\( 2 r-3=10+5 r \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 10 r-15=10+5 r \\)", "MisconceptionId": "98", "MisconceptionName": "Incorrectly clears fractions from equations", "prompt": "Misconception:\nIncorrectly clears fractions from equations\n\nQuestion:\nWhich of the following is a correct first step to solve this equation:\n\\(\\frac{2 r-3}{5}=2+r\\)\n\nOptions:\nA. \\( \\frac{2 r}{5}=5+r \\)\nB. \\( 10 r-15=10+5 r \\)\nC. \\( 2 r-3=10+r \\)\nD. \\( 2 r-3=10+5 r \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "32:C", "QuestionText": "Which of the following is a correct first step to solve this equation:\n\\(\\frac{2 r-3}{5}=2+r\\)", "AnswerAText": "\\( \\frac{2 r}{5}=5+r \\)", "AnswerBText": "\\( 10 r-15=10+5 r \\)", "AnswerCText": "\\( 2 r-3=10+r \\)", "AnswerDText": "\\( 2 r-3=10+5 r \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 r-3=10+r \\)", "MisconceptionId": "347", "MisconceptionName": "When solving an equation with a fraction, thinks you don't need to multiply every term on both sides when multiplying by the denominator", "prompt": "Misconception:\nWhen solving an equation with a fraction, thinks you don't need to multiply every term on both sides when multiplying by the denominator\n\nQuestion:\nWhich of the following is a correct first step to solve this equation:\n\\(\\frac{2 r-3}{5}=2+r\\)\n\nOptions:\nA. \\( \\frac{2 r}{5}=5+r \\)\nB. \\( 10 r-15=10+5 r \\)\nC. \\( 2 r-3=10+r \\)\nD. \\( 2 r-3=10+5 r \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "33:A", "QuestionText": "Water is poured into a glass at a constant rate.\n\nThis graph shows how the depth \\( (d) \\) of water in a glass changes over time \\( (t) \\).\n\nWhich of the following glasses is this most likely to be the graph of? ![A depth-time graph which is a curve starting at (0, 0), with a steep gradient to begin with but then the gradient decreases and the graph levels off to almost horizontal.]()", "AnswerAText": "![A cylinder sitting on one of its circular faces.]()", "AnswerBText": "![A wide cylinder with a narrow cylinder on top.]()", "AnswerCText": "![A narrow cylinder with a wide cylinder on top.]()", "AnswerDText": "![A shape that looks like a beaker. It has a circular base, with sloped edges up to a larger circular face at the top.]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A cylinder sitting on one of its circular faces.]()", "MisconceptionId": "218", "MisconceptionName": "Does not interpret a sloping gradient as a change in rate", "prompt": "Misconception:\nDoes not interpret a sloping gradient as a change in rate\n\nQuestion:\nWater is poured into a glass at a constant rate.\n\nThis graph shows how the depth \\( (d) \\) of water in a glass changes over time \\( (t) \\).\n\nWhich of the following glasses is this most likely to be the graph of? ![A depth-time graph which is a curve starting at (0, 0), with a steep gradient to begin with but then the gradient decreases and the graph levels off to almost horizontal.]()\n\nOptions:\nA. ![A cylinder sitting on one of its circular faces.]()\nB. ![A wide cylinder with a narrow cylinder on top.]()\nC. ![A narrow cylinder with a wide cylinder on top.]()\nD. ![A shape that looks like a beaker. It has a circular base, with sloped edges up to a larger circular face at the top.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "33:C", "QuestionText": "Water is poured into a glass at a constant rate.\n\nThis graph shows how the depth \\( (d) \\) of water in a glass changes over time \\( (t) \\).\n\nWhich of the following glasses is this most likely to be the graph of? ![A depth-time graph which is a curve starting at (0, 0), with a steep gradient to begin with but then the gradient decreases and the graph levels off to almost horizontal.]()", "AnswerAText": "![A cylinder sitting on one of its circular faces.]()", "AnswerBText": "![A wide cylinder with a narrow cylinder on top.]()", "AnswerCText": "![A narrow cylinder with a wide cylinder on top.]()", "AnswerDText": "![A shape that looks like a beaker. It has a circular base, with sloped edges up to a larger circular face at the top.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A narrow cylinder with a wide cylinder on top.]()", "MisconceptionId": "961", "MisconceptionName": "Does not spot the difference between a gradual change of gradient and 2 distinct line segments with different constant gradients", "prompt": "Misconception:\nDoes not spot the difference between a gradual change of gradient and 2 distinct line segments with different constant gradients\n\nQuestion:\nWater is poured into a glass at a constant rate.\n\nThis graph shows how the depth \\( (d) \\) of water in a glass changes over time \\( (t) \\).\n\nWhich of the following glasses is this most likely to be the graph of? ![A depth-time graph which is a curve starting at (0, 0), with a steep gradient to begin with but then the gradient decreases and the graph levels off to almost horizontal.]()\n\nOptions:\nA. ![A cylinder sitting on one of its circular faces.]()\nB. ![A wide cylinder with a narrow cylinder on top.]()\nC. ![A narrow cylinder with a wide cylinder on top.]()\nD. ![A shape that looks like a beaker. It has a circular base, with sloped edges up to a larger circular face at the top.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "34:A", "QuestionText": "What number is \\( 10,000 \\) less than \\( 901,426 \\) ?", "AnswerAText": "\\( 801,426 \\)", "AnswerBText": "\\( 911,426 \\)", "AnswerCText": "\\( 891,426 \\)", "AnswerDText": "\\( 90.1426 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 801,426 \\)", "MisconceptionId": "2264", "MisconceptionName": "When subtracting a power of 10, subtracts from the wrong column", "prompt": "Misconception:\nWhen subtracting a power of 10, subtracts from the wrong column\n\nQuestion:\nWhat number is \\( 10,000 \\) less than \\( 901,426 \\) ?\n\nOptions:\nA. \\( 801,426 \\)\nB. \\( 911,426 \\)\nC. \\( 891,426 \\)\nD. \\( 90.1426 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "34:B", "QuestionText": "What number is \\( 10,000 \\) less than \\( 901,426 \\) ?", "AnswerAText": "\\( 801,426 \\)", "AnswerBText": "\\( 911,426 \\)", "AnswerCText": "\\( 891,426 \\)", "AnswerDText": "\\( 90.1426 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 911,426 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nWhat number is \\( 10,000 \\) less than \\( 901,426 \\) ?\n\nOptions:\nA. \\( 801,426 \\)\nB. \\( 911,426 \\)\nC. \\( 891,426 \\)\nD. \\( 90.1426 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "34:D", "QuestionText": "What number is \\( 10,000 \\) less than \\( 901,426 \\) ?", "AnswerAText": "\\( 801,426 \\)", "AnswerBText": "\\( 911,426 \\)", "AnswerCText": "\\( 891,426 \\)", "AnswerDText": "\\( 90.1426 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 90.1426 \\)", "MisconceptionId": "228", "MisconceptionName": "Divides rather than subtracts when given the command 'less than'", "prompt": "Misconception:\nDivides rather than subtracts when given the command 'less than'\n\nQuestion:\nWhat number is \\( 10,000 \\) less than \\( 901,426 \\) ?\n\nOptions:\nA. \\( 801,426 \\)\nB. \\( 911,426 \\)\nC. \\( 891,426 \\)\nD. \\( 90.1426 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "35:B", "QuestionText": "Convert this decimal to a percentage\n\\[\n0.6\n\\]", "AnswerAText": "\\( 60 \\% \\)", "AnswerBText": "\\( 6 \\% \\)", "AnswerCText": "\\( 0.6 \\% \\)", "AnswerDText": "\\( 0.006 \\% \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\nConvert this decimal to a percentage\n\\[\n0.6\n\\]\n\nOptions:\nA. \\( 60 \\% \\)\nB. \\( 6 \\% \\)\nC. \\( 0.6 \\% \\)\nD. \\( 0.006 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "35:C", "QuestionText": "Convert this decimal to a percentage\n\\[\n0.6\n\\]", "AnswerAText": "\\( 60 \\% \\)", "AnswerBText": "\\( 6 \\% \\)", "AnswerCText": "\\( 0.6 \\% \\)", "AnswerDText": "\\( 0.006 \\% \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.6 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nConvert this decimal to a percentage\n\\[\n0.6\n\\]\n\nOptions:\nA. \\( 60 \\% \\)\nB. \\( 6 \\% \\)\nC. \\( 0.6 \\% \\)\nD. \\( 0.006 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "35:D", "QuestionText": "Convert this decimal to a percentage\n\\[\n0.6\n\\]", "AnswerAText": "\\( 60 \\% \\)", "AnswerBText": "\\( 6 \\% \\)", "AnswerCText": "\\( 0.6 \\% \\)", "AnswerDText": "\\( 0.006 \\% \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.006 \\% \\)", "MisconceptionId": "1973", "MisconceptionName": "Divides instead of multiplies when converting a decimal to a percentage", "prompt": "Misconception:\nDivides instead of multiplies when converting a decimal to a percentage\n\nQuestion:\nConvert this decimal to a percentage\n\\[\n0.6\n\\]\n\nOptions:\nA. \\( 60 \\% \\)\nB. \\( 6 \\% \\)\nC. \\( 0.6 \\% \\)\nD. \\( 0.006 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "36:A", "QuestionText": "Simplify the following by collecting like terms.\n\\[\nd+d+d+d\n\\]", "AnswerAText": "\\( 4 \\times d \\)", "AnswerBText": "\\( d 4 \\)", "AnswerCText": "\\( 4 d \\)", "AnswerDText": "\\( d^{4} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4 \\times d \\)", "MisconceptionId": "1680", "MisconceptionName": "Does not realize we can omit the multiplication symbol in algebraic expressions", "prompt": "Misconception:\nDoes not realize we can omit the multiplication symbol in algebraic expressions\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\nd+d+d+d\n\\]\n\nOptions:\nA. \\( 4 \\times d \\)\nB. \\( d 4 \\)\nC. \\( 4 d \\)\nD. \\( d^{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "36:B", "QuestionText": "Simplify the following by collecting like terms.\n\\[\nd+d+d+d\n\\]", "AnswerAText": "\\( 4 \\times d \\)", "AnswerBText": "\\( d 4 \\)", "AnswerCText": "\\( 4 d \\)", "AnswerDText": "\\( d^{4} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( d 4 \\)", "MisconceptionId": "267", "MisconceptionName": "Writes the variable before the coefficient in an algebraic term", "prompt": "Misconception:\nWrites the variable before the coefficient in an algebraic term\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\nd+d+d+d\n\\]\n\nOptions:\nA. \\( 4 \\times d \\)\nB. \\( d 4 \\)\nC. \\( 4 d \\)\nD. \\( d^{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "36:D", "QuestionText": "Simplify the following by collecting like terms.\n\\[\nd+d+d+d\n\\]", "AnswerAText": "\\( 4 \\times d \\)", "AnswerBText": "\\( d 4 \\)", "AnswerCText": "\\( 4 d \\)", "AnswerDText": "\\( d^{4} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( d^{4} \\)", "MisconceptionId": "1644", "MisconceptionName": "Confuses collecting like terms with multiplication", "prompt": "Misconception:\nConfuses collecting like terms with multiplication\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\nd+d+d+d\n\\]\n\nOptions:\nA. \\( 4 \\times d \\)\nB. \\( d 4 \\)\nC. \\( 4 d \\)\nD. \\( d^{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "37:A", "QuestionText": "Write this fraction as simply as possible:\n\\(\n\\frac{9}{12}\n\\)", "AnswerAText": "\\( \\frac{3}{6} \\)", "AnswerBText": "\\( \\frac{2}{6} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( \\frac{9}{12} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{3}{6} \\)", "MisconceptionId": "848", "MisconceptionName": "Believes when simplifying a fraction you can divide the numerator and denominator by different values", "prompt": "Misconception:\nBelieves when simplifying a fraction you can divide the numerator and denominator by different values\n\nQuestion:\nWrite this fraction as simply as possible:\n\\(\n\\frac{9}{12}\n\\)\n\nOptions:\nA. \\( \\frac{3}{6} \\)\nB. \\( \\frac{2}{6} \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( \\frac{9}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "37:D", "QuestionText": "Write this fraction as simply as possible:\n\\(\n\\frac{9}{12}\n\\)", "AnswerAText": "\\( \\frac{3}{6} \\)", "AnswerBText": "\\( \\frac{2}{6} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( \\frac{9}{12} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{9}{12} \\)", "MisconceptionId": "2021", "MisconceptionName": "Does not recognise when a fraction can be simplified", "prompt": "Misconception:\nDoes not recognise when a fraction can be simplified\n\nQuestion:\nWrite this fraction as simply as possible:\n\\(\n\\frac{9}{12}\n\\)\n\nOptions:\nA. \\( \\frac{3}{6} \\)\nB. \\( \\frac{2}{6} \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( \\frac{9}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "38:B", "QuestionText": "Write this as a single fraction as simply as possible:\n\\(\n\\frac{3}{2 x}+\\frac{4}{x}\n\\)", "AnswerAText": "\\( \\frac{11}{2 x} \\)", "AnswerBText": "\\( \\frac{7}{3 x} \\)", "AnswerCText": "\\( \\frac{11}{x} \\)", "AnswerDText": "\\( \\frac{7}{2 x} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{7}{3 x} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nWrite this as a single fraction as simply as possible:\n\\(\n\\frac{3}{2 x}+\\frac{4}{x}\n\\)\n\nOptions:\nA. \\( \\frac{11}{2 x} \\)\nB. \\( \\frac{7}{3 x} \\)\nC. \\( \\frac{11}{x} \\)\nD. \\( \\frac{7}{2 x} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "38:D", "QuestionText": "Write this as a single fraction as simply as possible:\n\\(\n\\frac{3}{2 x}+\\frac{4}{x}\n\\)", "AnswerAText": "\\( \\frac{11}{2 x} \\)", "AnswerBText": "\\( \\frac{7}{3 x} \\)", "AnswerCText": "\\( \\frac{11}{x} \\)", "AnswerDText": "\\( \\frac{7}{2 x} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{7}{2 x} \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\nWrite this as a single fraction as simply as possible:\n\\(\n\\frac{3}{2 x}+\\frac{4}{x}\n\\)\n\nOptions:\nA. \\( \\frac{11}{2 x} \\)\nB. \\( \\frac{7}{3 x} \\)\nC. \\( \\frac{11}{x} \\)\nD. \\( \\frac{7}{2 x} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "39:A", "QuestionText": "\\( 598-1000= \\)", "AnswerAText": "\\( 402 \\)", "AnswerBText": "\\( -402 \\)", "AnswerCText": "\\( -412 \\)", "AnswerDText": "This problem cannot be solved", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 402 \\)", "MisconceptionId": "1958", "MisconceptionName": "Believes the smaller number is always subtracted from the larger, regardless of the order of the calculation", "prompt": "Misconception:\nBelieves the smaller number is always subtracted from the larger, regardless of the order of the calculation\n\nQuestion:\n\\( 598-1000= \\)\n\nOptions:\nA. \\( 402 \\)\nB. \\( -402 \\)\nC. \\( -412 \\)\nD. This problem cannot be solved\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "39:C", "QuestionText": "\\( 598-1000= \\)", "AnswerAText": "\\( 402 \\)", "AnswerBText": "\\( -402 \\)", "AnswerCText": "\\( -412 \\)", "AnswerDText": "This problem cannot be solved", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -412 \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\n\\( 598-1000= \\)\n\nOptions:\nA. \\( 402 \\)\nB. \\( -402 \\)\nC. \\( -412 \\)\nD. This problem cannot be solved\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "39:D", "QuestionText": "\\( 598-1000= \\)", "AnswerAText": "\\( 402 \\)", "AnswerBText": "\\( -402 \\)", "AnswerCText": "\\( -412 \\)", "AnswerDText": "This problem cannot be solved", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "This problem cannot be solved", "MisconceptionId": "959", "MisconceptionName": "Believes it is impossible to subtract a bigger number from a smaller number", "prompt": "Misconception:\nBelieves it is impossible to subtract a bigger number from a smaller number\n\nQuestion:\n\\( 598-1000= \\)\n\nOptions:\nA. \\( 402 \\)\nB. \\( -402 \\)\nC. \\( -412 \\)\nD. This problem cannot be solved\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "40:A", "QuestionText": "Lethna pays at one rate for the first \\( 100 \\) units of electricity she uses. She pays at a different rate for all the other units of electricity she uses.\n\nHow much must she pay for using a total of \\( 1000 \\) units of electricity? ![A graph showing how the cost changes for different numbers of units. The first 100 units cost £0.25 per unit. Then the rate changes to £0.10 per unit.]()", "AnswerAText": "\\( £ 130 \\)", "AnswerBText": "\\( £ 250 \\)", "AnswerCText": "\\( £ 115 \\)", "AnswerDText": "\\( £ 175 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( £ 130 \\)", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nLethna pays at one rate for the first \\( 100 \\) units of electricity she uses. She pays at a different rate for all the other units of electricity she uses.\n\nHow much must she pay for using a total of \\( 1000 \\) units of electricity? ![A graph showing how the cost changes for different numbers of units. The first 100 units cost £0.25 per unit. Then the rate changes to £0.10 per unit.]()\n\nOptions:\nA. \\( £ 130 \\)\nB. \\( £ 250 \\)\nC. \\( £ 115 \\)\nD. \\( £ 175 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "41:B", "QuestionText": "The \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 7 \\).\n\nThe \\( 4^{\\text {th }} \\) term of the sequence is \\( 25 \\).\n\nWhat is the \\( 8^{\\text {th }} \\) term of the sequence?", "AnswerAText": "\\( 49 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 42 \\)", "AnswerDText": "\\( 56 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "2386", "MisconceptionName": "Believes there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term", "prompt": "Misconception:\nBelieves there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term\n\nQuestion:\nThe \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 7 \\).\n\nThe \\( 4^{\\text {th }} \\) term of the sequence is \\( 25 \\).\n\nWhat is the \\( 8^{\\text {th }} \\) term of the sequence?\n\nOptions:\nA. \\( 49 \\)\nB. \\( 50 \\)\nC. \\( 42 \\)\nD. \\( 56 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "41:D", "QuestionText": "The \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 7 \\).\n\nThe \\( 4^{\\text {th }} \\) term of the sequence is \\( 25 \\).\n\nWhat is the \\( 8^{\\text {th }} \\) term of the sequence?", "AnswerAText": "\\( 49 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 42 \\)", "AnswerDText": "\\( 56 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 56 \\)", "MisconceptionId": "2252", "MisconceptionName": "Believes you multiply the constant difference by the term number to get the term value", "prompt": "Misconception:\nBelieves you multiply the constant difference by the term number to get the term value\n\nQuestion:\nThe \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 7 \\).\n\nThe \\( 4^{\\text {th }} \\) term of the sequence is \\( 25 \\).\n\nWhat is the \\( 8^{\\text {th }} \\) term of the sequence?\n\nOptions:\nA. \\( 49 \\)\nB. \\( 50 \\)\nC. \\( 42 \\)\nD. \\( 56 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "42:A", "QuestionText": "A line has a gradient of \\( 5 \\)\n\nA line parallel to this line would have a gradient of...", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( -\\frac{1}{5} \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "182", "MisconceptionName": "Believes parallel lines have gradients of opposite signs", "prompt": "Misconception:\nBelieves parallel lines have gradients of opposite signs\n\nQuestion:\nA line has a gradient of \\( 5 \\)\n\nA line parallel to this line would have a gradient of...\n\nOptions:\nA. \\( -5 \\)\nB. \\( -\\frac{1}{5} \\)\nC. \\( 5 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "42:B", "QuestionText": "A line has a gradient of \\( 5 \\)\n\nA line parallel to this line would have a gradient of...", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( -\\frac{1}{5} \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -\\frac{1}{5} \\)", "MisconceptionId": "1461", "MisconceptionName": "Believes parallel lines have gradients that multiply to give -1", "prompt": "Misconception:\nBelieves parallel lines have gradients that multiply to give -1\n\nQuestion:\nA line has a gradient of \\( 5 \\)\n\nA line parallel to this line would have a gradient of...\n\nOptions:\nA. \\( -5 \\)\nB. \\( -\\frac{1}{5} \\)\nC. \\( 5 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "42:D", "QuestionText": "A line has a gradient of \\( 5 \\)\n\nA line parallel to this line would have a gradient of...", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( -\\frac{1}{5} \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "630", "MisconceptionName": "Does not know parallel lines have equal gradients", "prompt": "Misconception:\nDoes not know parallel lines have equal gradients\n\nQuestion:\nA line has a gradient of \\( 5 \\)\n\nA line parallel to this line would have a gradient of...\n\nOptions:\nA. \\( -5 \\)\nB. \\( -\\frac{1}{5} \\)\nC. \\( 5 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "43:A", "QuestionText": "Calculate: \\( \\frac{4}{8} \\div 2 \\)", "AnswerAText": "\\( \\frac{2}{4} \\)", "AnswerBText": "\\( \\frac{2}{8} \\)", "AnswerCText": "\\( \\frac{2}{16} \\)", "AnswerDText": "\\( \\frac{4}{4} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{4} \\)", "MisconceptionId": "381", "MisconceptionName": "When dividing a fraction by an integer, divides both the numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, divides both the numerator and denominator by the integer\n\nQuestion:\nCalculate: \\( \\frac{4}{8} \\div 2 \\)\n\nOptions:\nA. \\( \\frac{2}{4} \\)\nB. \\( \\frac{2}{8} \\)\nC. \\( \\frac{2}{16} \\)\nD. \\( \\frac{4}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "43:D", "QuestionText": "Calculate: \\( \\frac{4}{8} \\div 2 \\)", "AnswerAText": "\\( \\frac{2}{4} \\)", "AnswerBText": "\\( \\frac{2}{8} \\)", "AnswerCText": "\\( \\frac{2}{16} \\)", "AnswerDText": "\\( \\frac{4}{4} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{4}{4} \\)", "MisconceptionId": "1156", "MisconceptionName": "When dividing a fraction by an integer, divides the denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, divides the denominator by the integer\n\nQuestion:\nCalculate: \\( \\frac{4}{8} \\div 2 \\)\n\nOptions:\nA. \\( \\frac{2}{4} \\)\nB. \\( \\frac{2}{8} \\)\nC. \\( \\frac{2}{16} \\)\nD. \\( \\frac{4}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "44:A", "QuestionText": "\\( A B C D \\) is a rectangle.\nWhat type of triangle is triangle \\( \\mathrm{BCD} \\) ? ![Rectangle ABCD with the diagonal shown using a red dotted line]()", "AnswerAText": "Scalene", "AnswerBText": "Isosceles", "AnswerCText": "Right-angled", "AnswerDText": "Equilateral", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Scalene", "MisconceptionId": "646", "MisconceptionName": "Confuses scalene and right angle triangles", "prompt": "Misconception:\nConfuses scalene and right angle triangles\n\nQuestion:\n\\( A B C D \\) is a rectangle.\nWhat type of triangle is triangle \\( \\mathrm{BCD} \\) ? ![Rectangle ABCD with the diagonal shown using a red dotted line]()\n\nOptions:\nA. Scalene\nB. Isosceles\nC. Right-angled\nD. Equilateral\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "44:B", "QuestionText": "\\( A B C D \\) is a rectangle.\nWhat type of triangle is triangle \\( \\mathrm{BCD} \\) ? ![Rectangle ABCD with the diagonal shown using a red dotted line]()", "AnswerAText": "Scalene", "AnswerBText": "Isosceles", "AnswerCText": "Right-angled", "AnswerDText": "Equilateral", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Isosceles", "MisconceptionId": "1970", "MisconceptionName": "Confuses isosceles and right angle triangles", "prompt": "Misconception:\nConfuses isosceles and right angle triangles\n\nQuestion:\n\\( A B C D \\) is a rectangle.\nWhat type of triangle is triangle \\( \\mathrm{BCD} \\) ? ![Rectangle ABCD with the diagonal shown using a red dotted line]()\n\nOptions:\nA. Scalene\nB. Isosceles\nC. Right-angled\nD. Equilateral\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "44:D", "QuestionText": "\\( A B C D \\) is a rectangle.\nWhat type of triangle is triangle \\( \\mathrm{BCD} \\) ? ![Rectangle ABCD with the diagonal shown using a red dotted line]()", "AnswerAText": "Scalene", "AnswerBText": "Isosceles", "AnswerCText": "Right-angled", "AnswerDText": "Equilateral", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Equilateral", "MisconceptionId": "1970", "MisconceptionName": "Confuses isosceles and right angle triangles", "prompt": "Misconception:\nConfuses isosceles and right angle triangles\n\nQuestion:\n\\( A B C D \\) is a rectangle.\nWhat type of triangle is triangle \\( \\mathrm{BCD} \\) ? ![Rectangle ABCD with the diagonal shown using a red dotted line]()\n\nOptions:\nA. Scalene\nB. Isosceles\nC. Right-angled\nD. Equilateral\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "45:A", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"5a + 2\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 10 a+2 \\)", "AnswerBText": "\\( 5 a+4 \\)", "AnswerCText": "\\( 7 a+4 \\)", "AnswerDText": "\\( 10 a+4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 10 a+2 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"5a + 2\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 10 a+2 \\)\nB. \\( 5 a+4 \\)\nC. \\( 7 a+4 \\)\nD. \\( 10 a+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "45:B", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"5a + 2\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 10 a+2 \\)", "AnswerBText": "\\( 5 a+4 \\)", "AnswerCText": "\\( 7 a+4 \\)", "AnswerDText": "\\( 10 a+4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5 a+4 \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"5a + 2\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 10 a+2 \\)\nB. \\( 5 a+4 \\)\nC. \\( 7 a+4 \\)\nD. \\( 10 a+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "45:C", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"5a + 2\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 10 a+2 \\)", "AnswerBText": "\\( 5 a+4 \\)", "AnswerCText": "\\( 7 a+4 \\)", "AnswerDText": "\\( 10 a+4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 7 a+4 \\)", "MisconceptionId": "2085", "MisconceptionName": "Adds instead of multiplies when multiplying algebraic terms", "prompt": "Misconception:\nAdds instead of multiplies when multiplying algebraic terms\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"5a + 2\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 10 a+2 \\)\nB. \\( 5 a+4 \\)\nC. \\( 7 a+4 \\)\nD. \\( 10 a+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "46:A", "QuestionText": "![Tom and Katie are discussing bar models.]() Tom says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline \\( 2 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n![Tom and Katie are discussing bar models.]() Tom says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline \\( 2 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "46:C", "QuestionText": "![Tom and Katie are discussing bar models.]() Tom says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline \\( 2 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n![Tom and Katie are discussing bar models.]() Tom says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline \\( 2 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "46:D", "QuestionText": "![Tom and Katie are discussing bar models.]() Tom says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline \\( 2 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n![Tom and Katie are discussing bar models.]() Tom says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline \\( 2 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 2 x \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "47:A", "QuestionText": "What should replace the star?\n\\(\n\\frac{1}{3} \\text { of } \\color{yellow}\\bigstar\\)\\(=27\n\\)", "AnswerAText": "\\( 61 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 61 \\)", "MisconceptionId": "1403", "MisconceptionName": "When two digits multiply to 10 or more during a multiplication problem, does not add carried value to the preceding digit", "prompt": "Misconception:\nWhen two digits multiply to 10 or more during a multiplication problem, does not add carried value to the preceding digit\n\nQuestion:\nWhat should replace the star?\n\\(\n\\frac{1}{3} \\text { of } \\color{yellow}\\bigstar\\)\\(=27\n\\)\n\nOptions:\nA. \\( 61 \\)\nB. \\( 9 \\)\nC. \\( 81 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "47:B", "QuestionText": "What should replace the star?\n\\(\n\\frac{1}{3} \\text { of } \\color{yellow}\\bigstar\\)\\(=27\n\\)", "AnswerAText": "\\( 61 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat should replace the star?\n\\(\n\\frac{1}{3} \\text { of } \\color{yellow}\\bigstar\\)\\(=27\n\\)\n\nOptions:\nA. \\( 61 \\)\nB. \\( 9 \\)\nC. \\( 81 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "48:A", "QuestionText": "input \\(\\Rightarrow-3 \\Rightarrow \\times 3 \\Rightarrow 9a-21 \\) What is the input of this function machine?", "AnswerAText": "\\( 3 a-18 \\)", "AnswerBText": "\\( 3 a-4 \\)", "AnswerCText": "\\( 3 a-21 \\)", "AnswerDText": "\\( 3 a-7 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 a-18 \\)", "MisconceptionId": "617", "MisconceptionName": "Does not apply the inverse function to every term in an expression", "prompt": "Misconception:\nDoes not apply the inverse function to every term in an expression\n\nQuestion:\ninput \\(\\Rightarrow-3 \\Rightarrow \\times 3 \\Rightarrow 9a-21 \\) What is the input of this function machine?\n\nOptions:\nA. \\( 3 a-18 \\)\nB. \\( 3 a-4 \\)\nC. \\( 3 a-21 \\)\nD. \\( 3 a-7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "48:C", "QuestionText": "input \\(\\Rightarrow-3 \\Rightarrow \\times 3 \\Rightarrow 9a-21 \\) What is the input of this function machine?", "AnswerAText": "\\( 3 a-18 \\)", "AnswerBText": "\\( 3 a-4 \\)", "AnswerCText": "\\( 3 a-21 \\)", "AnswerDText": "\\( 3 a-7 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 a-21 \\)", "MisconceptionId": "657", "MisconceptionName": "Has completed only one of the two operations.", "prompt": "Misconception:\nHas completed only one of the two operations.\n\nQuestion:\ninput \\(\\Rightarrow-3 \\Rightarrow \\times 3 \\Rightarrow 9a-21 \\) What is the input of this function machine?\n\nOptions:\nA. \\( 3 a-18 \\)\nB. \\( 3 a-4 \\)\nC. \\( 3 a-21 \\)\nD. \\( 3 a-7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "48:D", "QuestionText": "input \\(\\Rightarrow-3 \\Rightarrow \\times 3 \\Rightarrow 9a-21 \\) What is the input of this function machine?", "AnswerAText": "\\( 3 a-18 \\)", "AnswerBText": "\\( 3 a-4 \\)", "AnswerCText": "\\( 3 a-21 \\)", "AnswerDText": "\\( 3 a-7 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 a-7 \\)", "MisconceptionId": "657", "MisconceptionName": "Has completed only one of the two operations.", "prompt": "Misconception:\nHas completed only one of the two operations.\n\nQuestion:\ninput \\(\\Rightarrow-3 \\Rightarrow \\times 3 \\Rightarrow 9a-21 \\) What is the input of this function machine?\n\nOptions:\nA. \\( 3 a-18 \\)\nB. \\( 3 a-4 \\)\nC. \\( 3 a-21 \\)\nD. \\( 3 a-7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "49:A", "QuestionText": "\\( 2 \\) leap years \\( =\\square \\) days", "AnswerAText": "\\( 728 \\)", "AnswerBText": "\\( 730 \\)", "AnswerCText": "\\( 366 \\)", "AnswerDText": "\\( 732 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 728 \\)", "MisconceptionId": "1322", "MisconceptionName": "Does not know how many days are in a leap year", "prompt": "Misconception:\nDoes not know how many days are in a leap year\n\nQuestion:\n\\( 2 \\) leap years \\( =\\square \\) days\n\nOptions:\nA. \\( 728 \\)\nB. \\( 730 \\)\nC. \\( 366 \\)\nD. \\( 732 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "49:B", "QuestionText": "\\( 2 \\) leap years \\( =\\square \\) days", "AnswerAText": "\\( 728 \\)", "AnswerBText": "\\( 730 \\)", "AnswerCText": "\\( 366 \\)", "AnswerDText": "\\( 732 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 730 \\)", "MisconceptionId": "1322", "MisconceptionName": "Does not know how many days are in a leap year", "prompt": "Misconception:\nDoes not know how many days are in a leap year\n\nQuestion:\n\\( 2 \\) leap years \\( =\\square \\) days\n\nOptions:\nA. \\( 728 \\)\nB. \\( 730 \\)\nC. \\( 366 \\)\nD. \\( 732 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "50:B", "QuestionText": "What is the value of:\n\\[\n23.04 \\div 1000\n\\]", "AnswerAText": "\\( 0.02304 \\)", "AnswerBText": "\\( 0.2304 \\)", "AnswerCText": "\\( 0.0002304 \\)", "AnswerDText": "\\( 0.002304 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.2304 \\)", "MisconceptionId": "944", "MisconceptionName": "When dividing involving a power of 10, gives an answer 10 times bigger than it should be", "prompt": "Misconception:\nWhen dividing involving a power of 10, gives an answer 10 times bigger than it should be\n\nQuestion:\nWhat is the value of:\n\\[\n23.04 \\div 1000\n\\]\n\nOptions:\nA. \\( 0.02304 \\)\nB. \\( 0.2304 \\)\nC. \\( 0.0002304 \\)\nD. \\( 0.002304 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "50:C", "QuestionText": "What is the value of:\n\\[\n23.04 \\div 1000\n\\]", "AnswerAText": "\\( 0.02304 \\)", "AnswerBText": "\\( 0.2304 \\)", "AnswerCText": "\\( 0.0002304 \\)", "AnswerDText": "\\( 0.002304 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.0002304 \\)", "MisconceptionId": "544", "MisconceptionName": "When dividing a decimal by a power of 10 adds zeroes to start of the number ignoring the placement of the initial decimal point", "prompt": "Misconception:\nWhen dividing a decimal by a power of 10 adds zeroes to start of the number ignoring the placement of the initial decimal point\n\nQuestion:\nWhat is the value of:\n\\[\n23.04 \\div 1000\n\\]\n\nOptions:\nA. \\( 0.02304 \\)\nB. \\( 0.2304 \\)\nC. \\( 0.0002304 \\)\nD. \\( 0.002304 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "50:D", "QuestionText": "What is the value of:\n\\[\n23.04 \\div 1000\n\\]", "AnswerAText": "\\( 0.02304 \\)", "AnswerBText": "\\( 0.2304 \\)", "AnswerCText": "\\( 0.0002304 \\)", "AnswerDText": "\\( 0.002304 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.002304 \\)", "MisconceptionId": "964", "MisconceptionName": "When dividing involving a power of 10, gives an answer 10 times smaller than it should be", "prompt": "Misconception:\nWhen dividing involving a power of 10, gives an answer 10 times smaller than it should be\n\nQuestion:\nWhat is the value of:\n\\[\n23.04 \\div 1000\n\\]\n\nOptions:\nA. \\( 0.02304 \\)\nB. \\( 0.2304 \\)\nC. \\( 0.0002304 \\)\nD. \\( 0.002304 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "51:A", "QuestionText": "\\( 427 \\times 6= \\)", "AnswerAText": "\\( 240+120+42 \\)", "AnswerBText": "\\( 2400+120+47 \\)", "AnswerCText": "\\( 400+20+7 \\)", "AnswerDText": "\\( 2400+120+42 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 240+120+42 \\)", "MisconceptionId": "779", "MisconceptionName": "When multiplying multiples of ten and the answer requires an extra digit, leaves off that extra digit", "prompt": "Misconception:\nWhen multiplying multiples of ten and the answer requires an extra digit, leaves off that extra digit\n\nQuestion:\n\\( 427 \\times 6= \\)\n\nOptions:\nA. \\( 240+120+42 \\)\nB. \\( 2400+120+47 \\)\nC. \\( 400+20+7 \\)\nD. \\( 2400+120+42 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "52:B", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\nb \\div a\n\\)", "AnswerAText": "\\( \\frac{b}{a} \\)", "AnswerBText": "\\( a \\div b \\)", "AnswerCText": "\\( \\frac{a}{b} \\)", "AnswerDText": "\\( a b \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( a \\div b \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\nb \\div a\n\\)\n\nOptions:\nA. \\( \\frac{b}{a} \\)\nB. \\( a \\div b \\)\nC. \\( \\frac{a}{b} \\)\nD. \\( a b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "52:C", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\nb \\div a\n\\)", "AnswerAText": "\\( \\frac{b}{a} \\)", "AnswerBText": "\\( a \\div b \\)", "AnswerCText": "\\( \\frac{a}{b} \\)", "AnswerDText": "\\( a b \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{a}{b} \\)", "MisconceptionId": "1542", "MisconceptionName": "Believes that a fraction means dividing the denominator by the numerator", "prompt": "Misconception:\nBelieves that a fraction means dividing the denominator by the numerator\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\nb \\div a\n\\)\n\nOptions:\nA. \\( \\frac{b}{a} \\)\nB. \\( a \\div b \\)\nC. \\( \\frac{a}{b} \\)\nD. \\( a b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "52:D", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\nb \\div a\n\\)", "AnswerAText": "\\( \\frac{b}{a} \\)", "AnswerBText": "\\( a \\div b \\)", "AnswerCText": "\\( \\frac{a}{b} \\)", "AnswerDText": "\\( a b \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( a b \\)", "MisconceptionId": "1734", "MisconceptionName": "Thinks that we can remove a division symbol and just write the variables next to each other", "prompt": "Misconception:\nThinks that we can remove a division symbol and just write the variables next to each other\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\nb \\div a\n\\)\n\nOptions:\nA. \\( \\frac{b}{a} \\)\nB. \\( a \\div b \\)\nC. \\( \\frac{a}{b} \\)\nD. \\( a b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "53:A", "QuestionText": "In which region would a rectangle belong? ![Venn diagram with two circles labelled with 'exactly two lines of symmetry' and 'rotational symmetry of order 2'. A is in the only exactly two lines of symmetry region, B is in the intersection, C is in the only rotational symmetry of order 2 region and D is outside the two circles.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1877", "MisconceptionName": "Thinks rectangles have rotational symmetry or order 4", "prompt": "Misconception:\nThinks rectangles have rotational symmetry or order 4\n\nQuestion:\nIn which region would a rectangle belong? ![Venn diagram with two circles labelled with 'exactly two lines of symmetry' and 'rotational symmetry of order 2'. A is in the only exactly two lines of symmetry region, B is in the intersection, C is in the only rotational symmetry of order 2 region and D is outside the two circles.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "53:C", "QuestionText": "In which region would a rectangle belong? ![Venn diagram with two circles labelled with 'exactly two lines of symmetry' and 'rotational symmetry of order 2'. A is in the only exactly two lines of symmetry region, B is in the intersection, C is in the only rotational symmetry of order 2 region and D is outside the two circles.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "226", "MisconceptionName": "Thinks rectangles have line symmetry in the diagonals", "prompt": "Misconception:\nThinks rectangles have line symmetry in the diagonals\n\nQuestion:\nIn which region would a rectangle belong? ![Venn diagram with two circles labelled with 'exactly two lines of symmetry' and 'rotational symmetry of order 2'. A is in the only exactly two lines of symmetry region, B is in the intersection, C is in the only rotational symmetry of order 2 region and D is outside the two circles.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "54:B", "QuestionText": "What fraction of the rectangle is shaded? ![A rectangle split into 10 equal parts with 3 parts shaded in yellow]()", "AnswerAText": "\\( \\frac{7}{10} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{3}{10} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "659", "MisconceptionName": "Does not know how to write a fraction - just given an integer answer", "prompt": "Misconception:\nDoes not know how to write a fraction - just given an integer answer\n\nQuestion:\nWhat fraction of the rectangle is shaded? ![A rectangle split into 10 equal parts with 3 parts shaded in yellow]()\n\nOptions:\nA. \\( \\frac{7}{10} \\)\nB. \\( 3 \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{3}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "54:C", "QuestionText": "What fraction of the rectangle is shaded? ![A rectangle split into 10 equal parts with 3 parts shaded in yellow]()", "AnswerAText": "\\( \\frac{7}{10} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{3}{10} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{7} \\)", "MisconceptionId": "2190", "MisconceptionName": "Denominator used for other parts rather than total parts", "prompt": "Misconception:\nDenominator used for other parts rather than total parts\n\nQuestion:\nWhat fraction of the rectangle is shaded? ![A rectangle split into 10 equal parts with 3 parts shaded in yellow]()\n\nOptions:\nA. \\( \\frac{7}{10} \\)\nB. \\( 3 \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{3}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "55:B", "QuestionText": "What should replace the star? \\( \\bigstar-37=38 \\)", "AnswerAText": "\\( 75 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat should replace the star? \\( \\bigstar-37=38 \\)\n\nOptions:\nA. \\( 75 \\)\nB. \\( 1 \\)\nC. \\( -1 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "55:C", "QuestionText": "What should replace the star? \\( \\bigstar-37=38 \\)", "AnswerAText": "\\( 75 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -1 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat should replace the star? \\( \\bigstar-37=38 \\)\n\nOptions:\nA. \\( 75 \\)\nB. \\( 1 \\)\nC. \\( -1 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "55:D", "QuestionText": "What should replace the star? \\( \\bigstar-37=38 \\)", "AnswerAText": "\\( 75 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 65 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat should replace the star? \\( \\bigstar-37=38 \\)\n\nOptions:\nA. \\( 75 \\)\nB. \\( 1 \\)\nC. \\( -1 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "56:D", "QuestionText": "For every \\( 5 \\) marbles Karen has, Marty has three times as many.\n\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.", "AnswerAText": "\\( 1: 3 \\)", "AnswerBText": "\\( 5: 3 \\)", "AnswerCText": "\\( 5: 8 \\)", "AnswerDText": "None of these", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "499", "MisconceptionName": "Does not realise ratio in worded problem can be simplified", "prompt": "Misconception:\nDoes not realise ratio in worded problem can be simplified\n\nQuestion:\nFor every \\( 5 \\) marbles Karen has, Marty has three times as many.\n\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.\n\nOptions:\nA. \\( 1: 3 \\)\nB. \\( 5: 3 \\)\nC. \\( 5: 8 \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "57:A", "QuestionText": "Which ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle where the angle is 52 degrees, the side next to this is p and the side opposite is 6cm.]()", "AnswerAText": "\\( \\operatorname{Sin} \\)", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\operatorname{Sin} \\)", "MisconceptionId": "718", "MisconceptionName": "Uses sin when tan is required", "prompt": "Misconception:\nUses sin when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle where the angle is 52 degrees, the side next to this is p and the side opposite is 6cm.]()\n\nOptions:\nA. \\( \\operatorname{Sin} \\)\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "57:B", "QuestionText": "Which ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle where the angle is 52 degrees, the side next to this is p and the side opposite is 6cm.]()", "AnswerAText": "\\( \\operatorname{Sin} \\)", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Cos", "MisconceptionId": "809", "MisconceptionName": "Uses cos when tan is required", "prompt": "Misconception:\nUses cos when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle where the angle is 52 degrees, the side next to this is p and the side opposite is 6cm.]()\n\nOptions:\nA. \\( \\operatorname{Sin} \\)\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "57:D", "QuestionText": "Which ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle where the angle is 52 degrees, the side next to this is p and the side opposite is 6cm.]()", "AnswerAText": "\\( \\operatorname{Sin} \\)", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "1450", "MisconceptionName": "Does not understand how to apply sohcahtoa", "prompt": "Misconception:\nDoes not understand how to apply sohcahtoa\n\nQuestion:\nWhich ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle where the angle is 52 degrees, the side next to this is p and the side opposite is 6cm.]()\n\nOptions:\nA. \\( \\operatorname{Sin} \\)\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "58:A", "QuestionText": "Which of the following diagrams represents \\( x>-1 \\) ?", "AnswerAText": "![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()", "AnswerBText": "![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()", "AnswerCText": "![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()", "AnswerDText": "![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following diagrams represents \\( x>-1 \\) ?\n\nOptions:\nA. ![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()\nB. ![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()\nC. ![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()\nD. ![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "58:D", "QuestionText": "Which of the following diagrams represents \\( x>-1 \\) ?", "AnswerAText": "![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()", "AnswerBText": "![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()", "AnswerCText": "![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()", "AnswerDText": "![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich of the following diagrams represents \\( x>-1 \\) ?\n\nOptions:\nA. ![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()\nB. ![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the left, towards the negative numbers in the number line.]()\nC. ![Image of a number line. At -1 there is an open, unfilled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()\nD. ![Image of a number line. At -1 there is a red, filled circle drawn, with a arrow pointing to the right, towards the higher positive numbers in the number line.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "59:A", "QuestionText": "\\( 130 \\% \\) of \\( 40= \\)", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 52 \\)", "AnswerCText": "\\( 170 \\)", "AnswerDText": "Impossible as you cannot have a percentage greater than \\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1313", "MisconceptionName": "Found the percentage but forgot to add to 100%", "prompt": "Misconception:\nFound the percentage but forgot to add to 100%\n\nQuestion:\n\\( 130 \\% \\) of \\( 40= \\)\n\nOptions:\nA. \\( 12 \\)\nB. \\( 52 \\)\nC. \\( 170 \\)\nD. Impossible as you cannot have a percentage greater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "59:C", "QuestionText": "\\( 130 \\% \\) of \\( 40= \\)", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 52 \\)", "AnswerCText": "\\( 170 \\)", "AnswerDText": "Impossible as you cannot have a percentage greater than \\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 170 \\)", "MisconceptionId": "2206", "MisconceptionName": "Added the values together instead of finding the percentage", "prompt": "Misconception:\nAdded the values together instead of finding the percentage\n\nQuestion:\n\\( 130 \\% \\) of \\( 40= \\)\n\nOptions:\nA. \\( 12 \\)\nB. \\( 52 \\)\nC. \\( 170 \\)\nD. Impossible as you cannot have a percentage greater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "59:D", "QuestionText": "\\( 130 \\% \\) of \\( 40= \\)", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 52 \\)", "AnswerCText": "\\( 170 \\)", "AnswerDText": "Impossible as you cannot have a percentage greater than \\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Impossible as you cannot have a percentage greater than \\( 100 \\)", "MisconceptionId": "1601", "MisconceptionName": "Does not understand that you can have percentages greater than 100%", "prompt": "Misconception:\nDoes not understand that you can have percentages greater than 100%\n\nQuestion:\n\\( 130 \\% \\) of \\( 40= \\)\n\nOptions:\nA. \\( 12 \\)\nB. \\( 52 \\)\nC. \\( 170 \\)\nD. Impossible as you cannot have a percentage greater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "60:B", "QuestionText": "Write the following fraction in its simplest form: \\( 3 \\frac{7}{21} \\)", "AnswerAText": "\\( 1 \\frac{16}{21} \\)", "AnswerBText": "\\( 1 \\frac{1}{3} \\)", "AnswerCText": "\\( 3 \\frac{1}{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\frac{1}{3} \\)", "MisconceptionId": "1104", "MisconceptionName": "Simplifies integers when simplifying a mixed number", "prompt": "Misconception:\nSimplifies integers when simplifying a mixed number\n\nQuestion:\nWrite the following fraction in its simplest form: \\( 3 \\frac{7}{21} \\)\n\nOptions:\nA. \\( 1 \\frac{16}{21} \\)\nB. \\( 1 \\frac{1}{3} \\)\nC. \\( 3 \\frac{1}{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "60:D", "QuestionText": "Write the following fraction in its simplest form: \\( 3 \\frac{7}{21} \\)", "AnswerAText": "\\( 1 \\frac{16}{21} \\)", "AnswerBText": "\\( 1 \\frac{1}{3} \\)", "AnswerCText": "\\( 3 \\frac{1}{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Cannot be simplified", "MisconceptionId": "2178", "MisconceptionName": "Believes mixed numbers cannot be simplified", "prompt": "Misconception:\nBelieves mixed numbers cannot be simplified\n\nQuestion:\nWrite the following fraction in its simplest form: \\( 3 \\frac{7}{21} \\)\n\nOptions:\nA. \\( 1 \\frac{16}{21} \\)\nB. \\( 1 \\frac{1}{3} \\)\nC. \\( 3 \\frac{1}{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "61:D", "QuestionText": "What fraction should replace the star? ![A number line marked with 1/4, 2/4, 3/4, 4/4, 5/4. The star is halfway between 2/4 and 3/4.]()", "AnswerAText": "\\( \\frac{3}{8} \\)", "AnswerBText": "\\( \\frac{5}{8} \\)", "AnswerCText": "\\( \\frac{1}{2} \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "990", "MisconceptionName": "Does not realise you can use equivalent fractions to break fractions up into smaller divisions", "prompt": "Misconception:\nDoes not realise you can use equivalent fractions to break fractions up into smaller divisions\n\nQuestion:\nWhat fraction should replace the star? ![A number line marked with 1/4, 2/4, 3/4, 4/4, 5/4. The star is halfway between 2/4 and 3/4.]()\n\nOptions:\nA. \\( \\frac{3}{8} \\)\nB. \\( \\frac{5}{8} \\)\nC. \\( \\frac{1}{2} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "62:A", "QuestionText": "This table shows the number of pets a group of students owns.\nIf calculating the mean number of pets owned, what would replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Number of pets & Frequency & \\\\\n\\hline \\( 0 \\) & \\( 9 \\) & \\\\\n\\hline \\( 1 \\) & \\( 5 \\) & \\\\\n\\hline \\( 2 \\) & \\( 4 \\) & \\( \\color{gold}\\bigstar \\)\n\\hline \\( 3 \\) & \\( 2 \\) & \\\\\n\\hline \\( 4 \\) & \\( 3 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 2+4=6 \\)", "AnswerBText": "\\( 2-4=(-2) \\)", "AnswerCText": "\\( 2 \\times 4=8 \\)", "AnswerDText": "\\( 2 \\div 4=0.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2+4=6 \\)", "MisconceptionId": "1068", "MisconceptionName": "Believes the fx column for calculating mean is value + frequency", "prompt": "Misconception:\nBelieves the fx column for calculating mean is value + frequency\n\nQuestion:\nThis table shows the number of pets a group of students owns.\nIf calculating the mean number of pets owned, what would replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Number of pets & Frequency & \\\\\n\\hline \\( 0 \\) & \\( 9 \\) & \\\\\n\\hline \\( 1 \\) & \\( 5 \\) & \\\\\n\\hline \\( 2 \\) & \\( 4 \\) & \\( \\color{gold}\\bigstar \\)\n\\hline \\( 3 \\) & \\( 2 \\) & \\\\\n\\hline \\( 4 \\) & \\( 3 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 2+4=6 \\)\nB. \\( 2-4=(-2) \\)\nC. \\( 2 \\times 4=8 \\)\nD. \\( 2 \\div 4=0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "62:B", "QuestionText": "This table shows the number of pets a group of students owns.\nIf calculating the mean number of pets owned, what would replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Number of pets & Frequency & \\\\\n\\hline \\( 0 \\) & \\( 9 \\) & \\\\\n\\hline \\( 1 \\) & \\( 5 \\) & \\\\\n\\hline \\( 2 \\) & \\( 4 \\) & \\( \\color{gold}\\bigstar \\)\n\\hline \\( 3 \\) & \\( 2 \\) & \\\\\n\\hline \\( 4 \\) & \\( 3 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 2+4=6 \\)", "AnswerBText": "\\( 2-4=(-2) \\)", "AnswerCText": "\\( 2 \\times 4=8 \\)", "AnswerDText": "\\( 2 \\div 4=0.5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2-4=(-2) \\)", "MisconceptionId": "352", "MisconceptionName": "Believes the fx column for calculating mean is value - frequency", "prompt": "Misconception:\nBelieves the fx column for calculating mean is value - frequency\n\nQuestion:\nThis table shows the number of pets a group of students owns.\nIf calculating the mean number of pets owned, what would replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Number of pets & Frequency & \\\\\n\\hline \\( 0 \\) & \\( 9 \\) & \\\\\n\\hline \\( 1 \\) & \\( 5 \\) & \\\\\n\\hline \\( 2 \\) & \\( 4 \\) & \\( \\color{gold}\\bigstar \\)\n\\hline \\( 3 \\) & \\( 2 \\) & \\\\\n\\hline \\( 4 \\) & \\( 3 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 2+4=6 \\)\nB. \\( 2-4=(-2) \\)\nC. \\( 2 \\times 4=8 \\)\nD. \\( 2 \\div 4=0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "62:D", "QuestionText": "This table shows the number of pets a group of students owns.\nIf calculating the mean number of pets owned, what would replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Number of pets & Frequency & \\\\\n\\hline \\( 0 \\) & \\( 9 \\) & \\\\\n\\hline \\( 1 \\) & \\( 5 \\) & \\\\\n\\hline \\( 2 \\) & \\( 4 \\) & \\( \\color{gold}\\bigstar \\)\n\\hline \\( 3 \\) & \\( 2 \\) & \\\\\n\\hline \\( 4 \\) & \\( 3 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 2+4=6 \\)", "AnswerBText": "\\( 2-4=(-2) \\)", "AnswerCText": "\\( 2 \\times 4=8 \\)", "AnswerDText": "\\( 2 \\div 4=0.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2 \\div 4=0.5 \\)", "MisconceptionId": "2159", "MisconceptionName": "Believes the fx column for calculating mean is value/frequency", "prompt": "Misconception:\nBelieves the fx column for calculating mean is value/frequency\n\nQuestion:\nThis table shows the number of pets a group of students owns.\nIf calculating the mean number of pets owned, what would replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Number of pets & Frequency & \\\\\n\\hline \\( 0 \\) & \\( 9 \\) & \\\\\n\\hline \\( 1 \\) & \\( 5 \\) & \\\\\n\\hline \\( 2 \\) & \\( 4 \\) & \\( \\color{gold}\\bigstar \\)\n\\hline \\( 3 \\) & \\( 2 \\) & \\\\\n\\hline \\( 4 \\) & \\( 3 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 2+4=6 \\)\nB. \\( 2-4=(-2) \\)\nC. \\( 2 \\times 4=8 \\)\nD. \\( 2 \\div 4=0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "63:B", "QuestionText": "What number should replace the star? \\begin{tabular}{cccc}\n\\(\\space\\) & \\( 9 \\) & \\( 3 \\) & \\( 5 \\) & \\( 2 \\) \\\\\n\\(-\\) & \\(4\\) & \\(5\\) & \\(7\\) & \\(\\bigstar\\)\\\\\n\\(\\space\\) & \\(4\\) & \\(7\\) & \\(7\\) & \\(3\\)\\\\\n\\end{tabular}", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "It is not possible", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat number should replace the star? \\begin{tabular}{cccc}\n\\(\\space\\) & \\( 9 \\) & \\( 3 \\) & \\( 5 \\) & \\( 2 \\) \\\\\n\\(-\\) & \\(4\\) & \\(5\\) & \\(7\\) & \\(\\bigstar\\)\\\\\n\\(\\space\\) & \\(4\\) & \\(7\\) & \\(7\\) & \\(3\\)\\\\\n\\end{tabular}\n\nOptions:\nA. \\( 9 \\)\nB. \\( 1 \\)\nC. \\( 5 \\)\nD. It is not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "63:C", "QuestionText": "What number should replace the star? \\begin{tabular}{cccc}\n\\(\\space\\) & \\( 9 \\) & \\( 3 \\) & \\( 5 \\) & \\( 2 \\) \\\\\n\\(-\\) & \\(4\\) & \\(5\\) & \\(7\\) & \\(\\bigstar\\)\\\\\n\\(\\space\\) & \\(4\\) & \\(7\\) & \\(7\\) & \\(3\\)\\\\\n\\end{tabular}", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "It is not possible", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1894", "MisconceptionName": "Confuses the part and the whole in missing number subtraction problems", "prompt": "Misconception:\nConfuses the part and the whole in missing number subtraction problems\n\nQuestion:\nWhat number should replace the star? \\begin{tabular}{cccc}\n\\(\\space\\) & \\( 9 \\) & \\( 3 \\) & \\( 5 \\) & \\( 2 \\) \\\\\n\\(-\\) & \\(4\\) & \\(5\\) & \\(7\\) & \\(\\bigstar\\)\\\\\n\\(\\space\\) & \\(4\\) & \\(7\\) & \\(7\\) & \\(3\\)\\\\\n\\end{tabular}\n\nOptions:\nA. \\( 9 \\)\nB. \\( 1 \\)\nC. \\( 5 \\)\nD. It is not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "63:D", "QuestionText": "What number should replace the star? \\begin{tabular}{cccc}\n\\(\\space\\) & \\( 9 \\) & \\( 3 \\) & \\( 5 \\) & \\( 2 \\) \\\\\n\\(-\\) & \\(4\\) & \\(5\\) & \\(7\\) & \\(\\bigstar\\)\\\\\n\\(\\space\\) & \\(4\\) & \\(7\\) & \\(7\\) & \\(3\\)\\\\\n\\end{tabular}", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "It is not possible", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "It is not possible", "MisconceptionId": "1751", "MisconceptionName": "Does not realise we can borrow from the preceding digit in a subtraction problem", "prompt": "Misconception:\nDoes not realise we can borrow from the preceding digit in a subtraction problem\n\nQuestion:\nWhat number should replace the star? \\begin{tabular}{cccc}\n\\(\\space\\) & \\( 9 \\) & \\( 3 \\) & \\( 5 \\) & \\( 2 \\) \\\\\n\\(-\\) & \\(4\\) & \\(5\\) & \\(7\\) & \\(\\bigstar\\)\\\\\n\\(\\space\\) & \\(4\\) & \\(7\\) & \\(7\\) & \\(3\\)\\\\\n\\end{tabular}\n\nOptions:\nA. \\( 9 \\)\nB. \\( 1 \\)\nC. \\( 5 \\)\nD. It is not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "64:A", "QuestionText": "Solve the equation:\n\\[\n0.45=0.3 p\n\\]", "AnswerAText": "\\( p=\\frac{2}{3} \\)", "AnswerBText": "\\( p=1.5 \\)", "AnswerCText": "\\( p=0.135 \\)", "AnswerDText": "\\( p=0.15 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( p=\\frac{2}{3} \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nSolve the equation:\n\\[\n0.45=0.3 p\n\\]\n\nOptions:\nA. \\( p=\\frac{2}{3} \\)\nB. \\( p=1.5 \\)\nC. \\( p=0.135 \\)\nD. \\( p=0.15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "64:C", "QuestionText": "Solve the equation:\n\\[\n0.45=0.3 p\n\\]", "AnswerAText": "\\( p=\\frac{2}{3} \\)", "AnswerBText": "\\( p=1.5 \\)", "AnswerCText": "\\( p=0.135 \\)", "AnswerDText": "\\( p=0.15 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( p=0.135 \\)", "MisconceptionId": "975", "MisconceptionName": "When solving an equation, multiplies instead of dividing", "prompt": "Misconception:\nWhen solving an equation, multiplies instead of dividing\n\nQuestion:\nSolve the equation:\n\\[\n0.45=0.3 p\n\\]\n\nOptions:\nA. \\( p=\\frac{2}{3} \\)\nB. \\( p=1.5 \\)\nC. \\( p=0.135 \\)\nD. \\( p=0.15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "65:B", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the triangle? ![The image shows the structure of the quadratic formula. It says plus or minus the square root, and the triangle is the first thing after the square root sign, with a minus sign after it.]()", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the triangle? ![The image shows the structure of the quadratic formula. It says plus or minus the square root, and the triangle is the first thing after the square root sign, with a minus sign after it.]()\n\nOptions:\nA. \\( 8 \\)\nB. \\( -10 \\)\nC. \\( 16 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "65:C", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the triangle? ![The image shows the structure of the quadratic formula. It says plus or minus the square root, and the triangle is the first thing after the square root sign, with a minus sign after it.]()", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "2245", "MisconceptionName": "When using the formula to solve a quadratic equation, believes that a, b and c are always taken from the 1st, 2nd and 3rd terms, respectively, of the quadratic.", "prompt": "Misconception:\nWhen using the formula to solve a quadratic equation, believes that a, b and c are always taken from the 1st, 2nd and 3rd terms, respectively, of the quadratic.\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the triangle? ![The image shows the structure of the quadratic formula. It says plus or minus the square root, and the triangle is the first thing after the square root sign, with a minus sign after it.]()\n\nOptions:\nA. \\( 8 \\)\nB. \\( -10 \\)\nC. \\( 16 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "66:A", "QuestionText": "\\( 4.72-3.1 \\) What should replace the star?", "AnswerAText": "\\( 4.41 \\)", "AnswerBText": "\\( 1.71 \\)", "AnswerCText": "\\( 1.62 \\)", "AnswerDText": "\\( 7.82 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4.41 \\)", "MisconceptionId": "980", "MisconceptionName": "Hasn't lined up the place value columns when writing out the calculation", "prompt": "Misconception:\nHasn't lined up the place value columns when writing out the calculation\n\nQuestion:\n\\( 4.72-3.1 \\) What should replace the star?\n\nOptions:\nA. \\( 4.41 \\)\nB. \\( 1.71 \\)\nC. \\( 1.62 \\)\nD. \\( 7.82 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "66:B", "QuestionText": "\\( 4.72-3.1 \\) What should replace the star?", "AnswerAText": "\\( 4.41 \\)", "AnswerBText": "\\( 1.71 \\)", "AnswerCText": "\\( 1.62 \\)", "AnswerDText": "\\( 7.82 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1.71 \\)", "MisconceptionId": "980", "MisconceptionName": "Hasn't lined up the place value columns when writing out the calculation", "prompt": "Misconception:\nHasn't lined up the place value columns when writing out the calculation\n\nQuestion:\n\\( 4.72-3.1 \\) What should replace the star?\n\nOptions:\nA. \\( 4.41 \\)\nB. \\( 1.71 \\)\nC. \\( 1.62 \\)\nD. \\( 7.82 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "66:D", "QuestionText": "\\( 4.72-3.1 \\) What should replace the star?", "AnswerAText": "\\( 4.41 \\)", "AnswerBText": "\\( 1.71 \\)", "AnswerCText": "\\( 1.62 \\)", "AnswerDText": "\\( 7.82 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 7.82 \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\n\\( 4.72-3.1 \\) What should replace the star?\n\nOptions:\nA. \\( 4.41 \\)\nB. \\( 1.71 \\)\nC. \\( 1.62 \\)\nD. \\( 7.82 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "67:B", "QuestionText": "What is the square root of nine?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4.5 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4.5 \\)", "MisconceptionId": "2248", "MisconceptionName": "Halves when asked to find the square root", "prompt": "Misconception:\nHalves when asked to find the square root\n\nQuestion:\nWhat is the square root of nine?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4.5 \\)\nC. \\( 81 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "67:C", "QuestionText": "What is the square root of nine?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4.5 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 81 \\)", "MisconceptionId": "1012", "MisconceptionName": "Squares when asked to find the square root", "prompt": "Misconception:\nSquares when asked to find the square root\n\nQuestion:\nWhat is the square root of nine?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4.5 \\)\nC. \\( 81 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "67:D", "QuestionText": "What is the square root of nine?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4.5 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhat is the square root of nine?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4.5 \\)\nC. \\( 81 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "68:C", "QuestionText": "One of these equations has no real solutions\nWhich is it?", "AnswerAText": "\\( (w-4)^{2}-16=0 \\)", "AnswerBText": "\\( (w-4)^{2}+16=0 \\)", "AnswerCText": "\\( (w-4)^{2}=0 \\)", "AnswerDText": "\\( (w-4)^{2}-4=0 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (w-4)^{2}=0 \\)", "MisconceptionId": "882", "MisconceptionName": "Believes 0 has no square root", "prompt": "Misconception:\nBelieves 0 has no square root\n\nQuestion:\nOne of these equations has no real solutions\nWhich is it?\n\nOptions:\nA. \\( (w-4)^{2}-16=0 \\)\nB. \\( (w-4)^{2}+16=0 \\)\nC. \\( (w-4)^{2}=0 \\)\nD. \\( (w-4)^{2}-4=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "69:A", "QuestionText": "A vegetarian restaurant wants to know people's eating habits\n\\( 50 \\) people in Town \\( A \\) are asked if they eat meat. \\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{ Town A } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 39 \\) \\\\\n\\hline No & \\( 11 \\) \\\\\n\\hline\n\\end{tabular} \\( 200 \\) people in Town B are asked if they eat meat. \\begin{tabular}{|cc|}\n\\hline \\multicolumn{2}{|c|}{ Town B } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 143 \\) \\\\\n\\hline No & \\( 57 \\) \\\\\n\\hline\n\\end{tabular} Which results are more reliable?", "AnswerAText": "Town A", "AnswerBText": "Town B", "AnswerCText": "They are the same", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Town A", "MisconceptionId": "906", "MisconceptionName": "Does not know that sample size affects reliability", "prompt": "Misconception:\nDoes not know that sample size affects reliability\n\nQuestion:\nA vegetarian restaurant wants to know people's eating habits\n\\( 50 \\) people in Town \\( A \\) are asked if they eat meat. \\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{ Town A } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 39 \\) \\\\\n\\hline No & \\( 11 \\) \\\\\n\\hline\n\\end{tabular} \\( 200 \\) people in Town B are asked if they eat meat. \\begin{tabular}{|cc|}\n\\hline \\multicolumn{2}{|c|}{ Town B } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 143 \\) \\\\\n\\hline No & \\( 57 \\) \\\\\n\\hline\n\\end{tabular} Which results are more reliable?\n\nOptions:\nA. Town A\nB. Town B\nC. They are the same\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "69:C", "QuestionText": "A vegetarian restaurant wants to know people's eating habits\n\\( 50 \\) people in Town \\( A \\) are asked if they eat meat. \\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{ Town A } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 39 \\) \\\\\n\\hline No & \\( 11 \\) \\\\\n\\hline\n\\end{tabular} \\( 200 \\) people in Town B are asked if they eat meat. \\begin{tabular}{|cc|}\n\\hline \\multicolumn{2}{|c|}{ Town B } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 143 \\) \\\\\n\\hline No & \\( 57 \\) \\\\\n\\hline\n\\end{tabular} Which results are more reliable?", "AnswerAText": "Town A", "AnswerBText": "Town B", "AnswerCText": "They are the same", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "They are the same", "MisconceptionId": "906", "MisconceptionName": "Does not know that sample size affects reliability", "prompt": "Misconception:\nDoes not know that sample size affects reliability\n\nQuestion:\nA vegetarian restaurant wants to know people's eating habits\n\\( 50 \\) people in Town \\( A \\) are asked if they eat meat. \\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{ Town A } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 39 \\) \\\\\n\\hline No & \\( 11 \\) \\\\\n\\hline\n\\end{tabular} \\( 200 \\) people in Town B are asked if they eat meat. \\begin{tabular}{|cc|}\n\\hline \\multicolumn{2}{|c|}{ Town B } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 143 \\) \\\\\n\\hline No & \\( 57 \\) \\\\\n\\hline\n\\end{tabular} Which results are more reliable?\n\nOptions:\nA. Town A\nB. Town B\nC. They are the same\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "69:D", "QuestionText": "A vegetarian restaurant wants to know people's eating habits\n\\( 50 \\) people in Town \\( A \\) are asked if they eat meat. \\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{ Town A } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 39 \\) \\\\\n\\hline No & \\( 11 \\) \\\\\n\\hline\n\\end{tabular} \\( 200 \\) people in Town B are asked if they eat meat. \\begin{tabular}{|cc|}\n\\hline \\multicolumn{2}{|c|}{ Town B } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 143 \\) \\\\\n\\hline No & \\( 57 \\) \\\\\n\\hline\n\\end{tabular} Which results are more reliable?", "AnswerAText": "Town A", "AnswerBText": "Town B", "AnswerCText": "They are the same", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Impossible to say", "MisconceptionId": "906", "MisconceptionName": "Does not know that sample size affects reliability", "prompt": "Misconception:\nDoes not know that sample size affects reliability\n\nQuestion:\nA vegetarian restaurant wants to know people's eating habits\n\\( 50 \\) people in Town \\( A \\) are asked if they eat meat. \\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{ Town A } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 39 \\) \\\\\n\\hline No & \\( 11 \\) \\\\\n\\hline\n\\end{tabular} \\( 200 \\) people in Town B are asked if they eat meat. \\begin{tabular}{|cc|}\n\\hline \\multicolumn{2}{|c|}{ Town B } \\\\\n\\hline Do you eat meat? & Frequency \\\\\n\\hline Yes & \\( 143 \\) \\\\\n\\hline No & \\( 57 \\) \\\\\n\\hline\n\\end{tabular} Which results are more reliable?\n\nOptions:\nA. Town A\nB. Town B\nC. They are the same\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "70:A", "QuestionText": "What should replace the star? ![A percentage number line representing the value 630 with a star above the 84% mark]() Use your calculator, if needed, and give your answer to \\( 1 \\) decimal place.", "AnswerAText": "\\( 750 \\)", "AnswerBText": "\\( 529.2 \\)", "AnswerCText": "\\( 546 \\)", "AnswerDText": "\\( 614 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 750 \\)", "MisconceptionId": "2023", "MisconceptionName": "Thinks when finding a percentage you divide by the percentage being asked", "prompt": "Misconception:\nThinks when finding a percentage you divide by the percentage being asked\n\nQuestion:\nWhat should replace the star? ![A percentage number line representing the value 630 with a star above the 84% mark]() Use your calculator, if needed, and give your answer to \\( 1 \\) decimal place.\n\nOptions:\nA. \\( 750 \\)\nB. \\( 529.2 \\)\nC. \\( 546 \\)\nD. \\( 614 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "71:B", "QuestionText": "![A line graph with title \"Height of rocket\". \nThe x-axis is titled \"Time in seconds\" and the scale is labelled from 0 to 90 seconds in steps of 10 seconds.\nThe y-axis is titled \"Height in metres\" and the scale is labelled from 0 to 60 in steps of 10 metres. The following points are plotted and joined together: (0, 0), (10, 10), (20, 30),(30, 40), (40, 50), (60, 60).\n]() How many metres did the rocket travel between \\( 20 \\) and \\( 50 \\) seconds?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 85 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 55 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 85 \\)", "MisconceptionId": "1887", "MisconceptionName": "Adds instead of subtracts when asked to find the difference", "prompt": "Misconception:\nAdds instead of subtracts when asked to find the difference\n\nQuestion:\n![A line graph with title \"Height of rocket\". \nThe x-axis is titled \"Time in seconds\" and the scale is labelled from 0 to 90 seconds in steps of 10 seconds.\nThe y-axis is titled \"Height in metres\" and the scale is labelled from 0 to 60 in steps of 10 metres. The following points are plotted and joined together: (0, 0), (10, 10), (20, 30),(30, 40), (40, 50), (60, 60).\n]() How many metres did the rocket travel between \\( 20 \\) and \\( 50 \\) seconds?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 85 \\)\nC. \\( 30 \\)\nD. \\( 55 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "71:C", "QuestionText": "![A line graph with title \"Height of rocket\". \nThe x-axis is titled \"Time in seconds\" and the scale is labelled from 0 to 90 seconds in steps of 10 seconds.\nThe y-axis is titled \"Height in metres\" and the scale is labelled from 0 to 60 in steps of 10 metres. The following points are plotted and joined together: (0, 0), (10, 10), (20, 30),(30, 40), (40, 50), (60, 60).\n]() How many metres did the rocket travel between \\( 20 \\) and \\( 50 \\) seconds?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 85 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 55 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\n![A line graph with title \"Height of rocket\". \nThe x-axis is titled \"Time in seconds\" and the scale is labelled from 0 to 90 seconds in steps of 10 seconds.\nThe y-axis is titled \"Height in metres\" and the scale is labelled from 0 to 60 in steps of 10 metres. The following points are plotted and joined together: (0, 0), (10, 10), (20, 30),(30, 40), (40, 50), (60, 60).\n]() How many metres did the rocket travel between \\( 20 \\) and \\( 50 \\) seconds?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 85 \\)\nC. \\( 30 \\)\nD. \\( 55 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "71:D", "QuestionText": "![A line graph with title \"Height of rocket\". \nThe x-axis is titled \"Time in seconds\" and the scale is labelled from 0 to 90 seconds in steps of 10 seconds.\nThe y-axis is titled \"Height in metres\" and the scale is labelled from 0 to 60 in steps of 10 metres. The following points are plotted and joined together: (0, 0), (10, 10), (20, 30),(30, 40), (40, 50), (60, 60).\n]() How many metres did the rocket travel between \\( 20 \\) and \\( 50 \\) seconds?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 85 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 55 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 55 \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\n![A line graph with title \"Height of rocket\". \nThe x-axis is titled \"Time in seconds\" and the scale is labelled from 0 to 90 seconds in steps of 10 seconds.\nThe y-axis is titled \"Height in metres\" and the scale is labelled from 0 to 60 in steps of 10 metres. The following points are plotted and joined together: (0, 0), (10, 10), (20, 30),(30, 40), (40, 50), (60, 60).\n]() How many metres did the rocket travel between \\( 20 \\) and \\( 50 \\) seconds?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 85 \\)\nC. \\( 30 \\)\nD. \\( 55 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "72:A", "QuestionText": "What is the equation of the \\( y \\) axis?", "AnswerAText": "\\( y=1 \\)", "AnswerBText": "\\( y=0 \\)", "AnswerCText": "\\( y=x \\)", "AnswerDText": "\\( x=0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( y=1 \\)", "MisconceptionId": "2083", "MisconceptionName": "Thinks y =1 is the y axis", "prompt": "Misconception:\nThinks y =1 is the y axis\n\nQuestion:\nWhat is the equation of the \\( y \\) axis?\n\nOptions:\nA. \\( y=1 \\)\nB. \\( y=0 \\)\nC. \\( y=x \\)\nD. \\( x=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "72:B", "QuestionText": "What is the equation of the \\( y \\) axis?", "AnswerAText": "\\( y=1 \\)", "AnswerBText": "\\( y=0 \\)", "AnswerCText": "\\( y=x \\)", "AnswerDText": "\\( x=0 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( y=0 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of the \\( y \\) axis?\n\nOptions:\nA. \\( y=1 \\)\nB. \\( y=0 \\)\nC. \\( y=x \\)\nD. \\( x=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "72:C", "QuestionText": "What is the equation of the \\( y \\) axis?", "AnswerAText": "\\( y=1 \\)", "AnswerBText": "\\( y=0 \\)", "AnswerCText": "\\( y=x \\)", "AnswerDText": "\\( x=0 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( y=x \\)", "MisconceptionId": "422", "MisconceptionName": "Thinks x = y is an axis", "prompt": "Misconception:\nThinks x = y is an axis\n\nQuestion:\nWhat is the equation of the \\( y \\) axis?\n\nOptions:\nA. \\( y=1 \\)\nB. \\( y=0 \\)\nC. \\( y=x \\)\nD. \\( x=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "73:A", "QuestionText": "What is \\( 326 \\) rounded to the nearest \\( 1000 \\) ?", "AnswerAText": "\\( 1000 \\)", "AnswerBText": "\\( 3000 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1000 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nWhat is \\( 326 \\) rounded to the nearest \\( 1000 \\) ?\n\nOptions:\nA. \\( 1000 \\)\nB. \\( 3000 \\)\nC. \\( 500 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "73:C", "QuestionText": "What is \\( 326 \\) rounded to the nearest \\( 1000 \\) ?", "AnswerAText": "\\( 1000 \\)", "AnswerBText": "\\( 3000 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 500 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( 326 \\) rounded to the nearest \\( 1000 \\) ?\n\nOptions:\nA. \\( 1000 \\)\nB. \\( 3000 \\)\nC. \\( 500 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "74:B", "QuestionText": "One of these equations has no real solutions.\nWhich is it?", "AnswerAText": "\\( t^{2}-45=0 \\)", "AnswerBText": "\\( t^{2}-45=-45 \\)", "AnswerCText": "\\( t^{3}=-45 \\)", "AnswerDText": "\\( t^{2}=-45 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( t^{2}-45=-45 \\)", "MisconceptionId": "1494", "MisconceptionName": "Believes 0 is not a real solution to an equation", "prompt": "Misconception:\nBelieves 0 is not a real solution to an equation\n\nQuestion:\nOne of these equations has no real solutions.\nWhich is it?\n\nOptions:\nA. \\( t^{2}-45=0 \\)\nB. \\( t^{2}-45=-45 \\)\nC. \\( t^{3}=-45 \\)\nD. \\( t^{2}=-45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "74:C", "QuestionText": "One of these equations has no real solutions.\nWhich is it?", "AnswerAText": "\\( t^{2}-45=0 \\)", "AnswerBText": "\\( t^{2}-45=-45 \\)", "AnswerCText": "\\( t^{3}=-45 \\)", "AnswerDText": "\\( t^{2}=-45 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( t^{3}=-45 \\)", "MisconceptionId": "868", "MisconceptionName": "Believes a number raised to a power will always give a positive answer", "prompt": "Misconception:\nBelieves a number raised to a power will always give a positive answer\n\nQuestion:\nOne of these equations has no real solutions.\nWhich is it?\n\nOptions:\nA. \\( t^{2}-45=0 \\)\nB. \\( t^{2}-45=-45 \\)\nC. \\( t^{3}=-45 \\)\nD. \\( t^{2}=-45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "75:B", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x^{3}{ }_{n}}{9}\\)\n\nIf \\( x_{0}=0 \\), what is the value of \\( x \\) to \\( 3 \\) decimal places? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()", "AnswerAText": "\\( 0.826 \\)", "AnswerBText": "\\( 0.830 \\)", "AnswerCText": "\\( 0.825 \\)", "AnswerDText": "\\( 0.8101 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.830 \\)", "MisconceptionId": "1775", "MisconceptionName": "Stops iteration too early when solving equations", "prompt": "Misconception:\nStops iteration too early when solving equations\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x^{3}{ }_{n}}{9}\\)\n\nIf \\( x_{0}=0 \\), what is the value of \\( x \\) to \\( 3 \\) decimal places? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()\n\nOptions:\nA. \\( 0.826 \\)\nB. \\( 0.830 \\)\nC. \\( 0.825 \\)\nD. \\( 0.8101 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "75:C", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x^{3}{ }_{n}}{9}\\)\n\nIf \\( x_{0}=0 \\), what is the value of \\( x \\) to \\( 3 \\) decimal places? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()", "AnswerAText": "\\( 0.826 \\)", "AnswerBText": "\\( 0.830 \\)", "AnswerCText": "\\( 0.825 \\)", "AnswerDText": "\\( 0.8101 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.825 \\)", "MisconceptionId": "1775", "MisconceptionName": "Stops iteration too early when solving equations", "prompt": "Misconception:\nStops iteration too early when solving equations\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x^{3}{ }_{n}}{9}\\)\n\nIf \\( x_{0}=0 \\), what is the value of \\( x \\) to \\( 3 \\) decimal places? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()\n\nOptions:\nA. \\( 0.826 \\)\nB. \\( 0.830 \\)\nC. \\( 0.825 \\)\nD. \\( 0.8101 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "75:D", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x^{3}{ }_{n}}{9}\\)\n\nIf \\( x_{0}=0 \\), what is the value of \\( x \\) to \\( 3 \\) decimal places? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()", "AnswerAText": "\\( 0.826 \\)", "AnswerBText": "\\( 0.830 \\)", "AnswerCText": "\\( 0.825 \\)", "AnswerDText": "\\( 0.8101 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.8101 \\)", "MisconceptionId": "1775", "MisconceptionName": "Stops iteration too early when solving equations", "prompt": "Misconception:\nStops iteration too early when solving equations\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x^{3}{ }_{n}}{9}\\)\n\nIf \\( x_{0}=0 \\), what is the value of \\( x \\) to \\( 3 \\) decimal places? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()\n\nOptions:\nA. \\( 0.826 \\)\nB. \\( 0.830 \\)\nC. \\( 0.825 \\)\nD. \\( 0.8101 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "76:A", "QuestionText": "The diagonals of a rectangle with different length sides \\(_____________\\) intersect at right-angles ![A rectangle]()", "AnswerAText": "always", "AnswerBText": "sometimes", "AnswerCText": "never", "AnswerDText": "I don't know", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "always", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nThe diagonals of a rectangle with different length sides \\(_____________\\) intersect at right-angles ![A rectangle]()\n\nOptions:\nA. always\nB. sometimes\nC. never\nD. I don't know\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "76:B", "QuestionText": "The diagonals of a rectangle with different length sides \\(_____________\\) intersect at right-angles ![A rectangle]()", "AnswerAText": "always", "AnswerBText": "sometimes", "AnswerCText": "never", "AnswerDText": "I don't know", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "sometimes", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nThe diagonals of a rectangle with different length sides \\(_____________\\) intersect at right-angles ![A rectangle]()\n\nOptions:\nA. always\nB. sometimes\nC. never\nD. I don't know\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "76:D", "QuestionText": "The diagonals of a rectangle with different length sides \\(_____________\\) intersect at right-angles ![A rectangle]()", "AnswerAText": "always", "AnswerBText": "sometimes", "AnswerCText": "never", "AnswerDText": "I don't know", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "I don't know", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nThe diagonals of a rectangle with different length sides \\(_____________\\) intersect at right-angles ![A rectangle]()\n\nOptions:\nA. always\nB. sometimes\nC. never\nD. I don't know\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "77:A", "QuestionText": "Which of the following lines is perpendicular to\n\\[\ny=3 x-2 ?\n\\]", "AnswerAText": "\\( y=\\frac{1}{3} x+1 \\)", "AnswerBText": "\\( y=5-\\frac{1}{3} x \\)", "AnswerCText": "\\( y=3 x+7 \\)", "AnswerDText": "\\( x=3 y-4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y=\\frac{1}{3} x+1 \\)", "MisconceptionId": "925", "MisconceptionName": "Believes the gradients of perpendicular lines are reciprocals of the same sign", "prompt": "Misconception:\nBelieves the gradients of perpendicular lines are reciprocals of the same sign\n\nQuestion:\nWhich of the following lines is perpendicular to\n\\[\ny=3 x-2 ?\n\\]\n\nOptions:\nA. \\( y=\\frac{1}{3} x+1 \\)\nB. \\( y=5-\\frac{1}{3} x \\)\nC. \\( y=3 x+7 \\)\nD. \\( x=3 y-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "77:C", "QuestionText": "Which of the following lines is perpendicular to\n\\[\ny=3 x-2 ?\n\\]", "AnswerAText": "\\( y=\\frac{1}{3} x+1 \\)", "AnswerBText": "\\( y=5-\\frac{1}{3} x \\)", "AnswerCText": "\\( y=3 x+7 \\)", "AnswerDText": "\\( x=3 y-4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( y=3 x+7 \\)", "MisconceptionId": "1917", "MisconceptionName": "Confuses the meaning of parallel and perpendicular", "prompt": "Misconception:\nConfuses the meaning of parallel and perpendicular\n\nQuestion:\nWhich of the following lines is perpendicular to\n\\[\ny=3 x-2 ?\n\\]\n\nOptions:\nA. \\( y=\\frac{1}{3} x+1 \\)\nB. \\( y=5-\\frac{1}{3} x \\)\nC. \\( y=3 x+7 \\)\nD. \\( x=3 y-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "78:B", "QuestionText": "The area of this parallelogram is \\( 24 \\mathrm{~cm}^{2} \\)\n\nWhat measurement should replace the star? ![Parallelogram with base length 6cm and the perpendicular height has a star symbol.]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 2 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\mathrm{~cm} \\)", "MisconceptionId": "272", "MisconceptionName": "When finding a missing side of a parallelogram given the area completes an extra step of dividing by 2", "prompt": "Misconception:\nWhen finding a missing side of a parallelogram given the area completes an extra step of dividing by 2\n\nQuestion:\nThe area of this parallelogram is \\( 24 \\mathrm{~cm}^{2} \\)\n\nWhat measurement should replace the star? ![Parallelogram with base length 6cm and the perpendicular height has a star symbol.]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 2 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "78:C", "QuestionText": "The area of this parallelogram is \\( 24 \\mathrm{~cm}^{2} \\)\n\nWhat measurement should replace the star? ![Parallelogram with base length 6cm and the perpendicular height has a star symbol.]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 2 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8 \\mathrm{~cm} \\)", "MisconceptionId": "1835", "MisconceptionName": "When finding the area of a parallelogram finds base x perpendicular height but divides the answer by 2", "prompt": "Misconception:\nWhen finding the area of a parallelogram finds base x perpendicular height but divides the answer by 2\n\nQuestion:\nThe area of this parallelogram is \\( 24 \\mathrm{~cm}^{2} \\)\n\nWhat measurement should replace the star? ![Parallelogram with base length 6cm and the perpendicular height has a star symbol.]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 2 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "78:D", "QuestionText": "The area of this parallelogram is \\( 24 \\mathrm{~cm}^{2} \\)\n\nWhat measurement should replace the star? ![Parallelogram with base length 6cm and the perpendicular height has a star symbol.]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 2 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2397", "MisconceptionName": "Does not realise we can find a missing length if we know the base of a parallelogram and its area.", "prompt": "Misconception:\nDoes not realise we can find a missing length if we know the base of a parallelogram and its area.\n\nQuestion:\nThe area of this parallelogram is \\( 24 \\mathrm{~cm}^{2} \\)\n\nWhat measurement should replace the star? ![Parallelogram with base length 6cm and the perpendicular height has a star symbol.]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 2 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "79:B", "QuestionText": "Using the graph of\n\\(\ny=x^{2}-x-6\n\\)\n\nWhat is the correct way to write the solution to\n\\(\ny=x^{2}-x-6 \\geq 0 ?\n\\) ![The is a parabolic graph that crosses the x axis at the points (-2,0) and (3,0) and crosses the y axis at (0, -6).]()", "AnswerAText": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 3\\} \\)", "AnswerBText": "\\( \\{-2 \\leq x \\leq 3\\} \\)", "AnswerCText": "\\( \\{-2 \\geq x \\geq 3\\} \\)", "AnswerDText": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\{-2 \\leq x \\leq 3\\} \\)", "MisconceptionId": "1771", "MisconceptionName": "Believes the solution of a quadratic inequality is always the interval between the roots", "prompt": "Misconception:\nBelieves the solution of a quadratic inequality is always the interval between the roots\n\nQuestion:\nUsing the graph of\n\\(\ny=x^{2}-x-6\n\\)\n\nWhat is the correct way to write the solution to\n\\(\ny=x^{2}-x-6 \\geq 0 ?\n\\) ![The is a parabolic graph that crosses the x axis at the points (-2,0) and (3,0) and crosses the y axis at (0, -6).]()\n\nOptions:\nA. \\( \\{x \\leq-2\\} \\cup\\{x \\geq 3\\} \\)\nB. \\( \\{-2 \\leq x \\leq 3\\} \\)\nC. \\( \\{-2 \\geq x \\geq 3\\} \\)\nD. \\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "79:C", "QuestionText": "Using the graph of\n\\(\ny=x^{2}-x-6\n\\)\n\nWhat is the correct way to write the solution to\n\\(\ny=x^{2}-x-6 \\geq 0 ?\n\\) ![The is a parabolic graph that crosses the x axis at the points (-2,0) and (3,0) and crosses the y axis at (0, -6).]()", "AnswerAText": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 3\\} \\)", "AnswerBText": "\\( \\{-2 \\leq x \\leq 3\\} \\)", "AnswerCText": "\\( \\{-2 \\geq x \\geq 3\\} \\)", "AnswerDText": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\{-2 \\geq x \\geq 3\\} \\)", "MisconceptionId": "1590", "MisconceptionName": "Believes any two inequalities can be combined into a double inequality", "prompt": "Misconception:\nBelieves any two inequalities can be combined into a double inequality\n\nQuestion:\nUsing the graph of\n\\(\ny=x^{2}-x-6\n\\)\n\nWhat is the correct way to write the solution to\n\\(\ny=x^{2}-x-6 \\geq 0 ?\n\\) ![The is a parabolic graph that crosses the x axis at the points (-2,0) and (3,0) and crosses the y axis at (0, -6).]()\n\nOptions:\nA. \\( \\{x \\leq-2\\} \\cup\\{x \\geq 3\\} \\)\nB. \\( \\{-2 \\leq x \\leq 3\\} \\)\nC. \\( \\{-2 \\geq x \\geq 3\\} \\)\nD. \\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "79:D", "QuestionText": "Using the graph of\n\\(\ny=x^{2}-x-6\n\\)\n\nWhat is the correct way to write the solution to\n\\(\ny=x^{2}-x-6 \\geq 0 ?\n\\) ![The is a parabolic graph that crosses the x axis at the points (-2,0) and (3,0) and crosses the y axis at (0, -6).]()", "AnswerAText": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 3\\} \\)", "AnswerBText": "\\( \\{-2 \\leq x \\leq 3\\} \\)", "AnswerCText": "\\( \\{-2 \\geq x \\geq 3\\} \\)", "AnswerDText": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nUsing the graph of\n\\(\ny=x^{2}-x-6\n\\)\n\nWhat is the correct way to write the solution to\n\\(\ny=x^{2}-x-6 \\geq 0 ?\n\\) ![The is a parabolic graph that crosses the x axis at the points (-2,0) and (3,0) and crosses the y axis at (0, -6).]()\n\nOptions:\nA. \\( \\{x \\leq-2\\} \\cup\\{x \\geq 3\\} \\)\nB. \\( \\{-2 \\leq x \\leq 3\\} \\)\nC. \\( \\{-2 \\geq x \\geq 3\\} \\)\nD. \\( \\{x \\geq-2\\} \\cup\\{x \\leq 3\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "80:A", "QuestionText": "In which region would \\( \\mathbf{1 5} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "478", "MisconceptionName": "Does not know what a square number is", "prompt": "Misconception:\nDoes not know what a square number is\n\nQuestion:\nIn which region would \\( \\mathbf{1 5} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "80:B", "QuestionText": "In which region would \\( \\mathbf{1 5} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "478", "MisconceptionName": "Does not know what a square number is", "prompt": "Misconception:\nDoes not know what a square number is\n\nQuestion:\nIn which region would \\( \\mathbf{1 5} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "80:D", "QuestionText": "In which region would \\( \\mathbf{1 5} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\nIn which region would \\( \\mathbf{1 5} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "81:A", "QuestionText": "Which of these options show the numbers\n650,312  \n3,506,212\n3,652\n605,321\nin order from smallest to largest?", "AnswerAText": "\\( \\begin{array}{l}3,506,212 \\\\ 3,652 \\\\ 605,321 \\\\ 650,312\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}3,652 \\\\ 605,321 \\\\ 650,312 \\\\ 3,506,212\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}605,321 \\\\ 3,506,212 \\\\ 650,312 \\\\ 3,652\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3,506,212 \\\\ 650,312 \\\\ 605,321 \\\\ 3,652\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}3,506,212 \\\\ 3,652 \\\\ 605,321 \\\\ 650,312\\end{array} \\)", "MisconceptionId": "1468", "MisconceptionName": "Orders integers based on first digits without taking into account place value", "prompt": "Misconception:\nOrders integers based on first digits without taking into account place value\n\nQuestion:\nWhich of these options show the numbers\n650,312  \n3,506,212\n3,652\n605,321\nin order from smallest to largest?\n\nOptions:\nA. \\( \\begin{array}{l}3,506,212 \\\\ 3,652 \\\\ 605,321 \\\\ 650,312\\end{array} \\)\nB. \\( \\begin{array}{l}3,652 \\\\ 605,321 \\\\ 650,312 \\\\ 3,506,212\\end{array} \\)\nC. \\( \\begin{array}{l}605,321 \\\\ 3,506,212 \\\\ 650,312 \\\\ 3,652\\end{array} \\)\nD. \\( \\begin{array}{l}3,506,212 \\\\ 650,312 \\\\ 605,321 \\\\ 3,652\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "81:C", "QuestionText": "Which of these options show the numbers\n650,312  \n3,506,212\n3,652\n605,321\nin order from smallest to largest?", "AnswerAText": "\\( \\begin{array}{l}3,506,212 \\\\ 3,652 \\\\ 605,321 \\\\ 650,312\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}3,652 \\\\ 605,321 \\\\ 650,312 \\\\ 3,506,212\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}605,321 \\\\ 3,506,212 \\\\ 650,312 \\\\ 3,652\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3,506,212 \\\\ 650,312 \\\\ 605,321 \\\\ 3,652\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}605,321 \\\\ 3,506,212 \\\\ 650,312 \\\\ 3,652\\end{array} \\)", "MisconceptionId": "1365", "MisconceptionName": "When ordering integers, orders from the digits at the end of the number instead of the digits at the start", "prompt": "Misconception:\nWhen ordering integers, orders from the digits at the end of the number instead of the digits at the start\n\nQuestion:\nWhich of these options show the numbers\n650,312  \n3,506,212\n3,652\n605,321\nin order from smallest to largest?\n\nOptions:\nA. \\( \\begin{array}{l}3,506,212 \\\\ 3,652 \\\\ 605,321 \\\\ 650,312\\end{array} \\)\nB. \\( \\begin{array}{l}3,652 \\\\ 605,321 \\\\ 650,312 \\\\ 3,506,212\\end{array} \\)\nC. \\( \\begin{array}{l}605,321 \\\\ 3,506,212 \\\\ 650,312 \\\\ 3,652\\end{array} \\)\nD. \\( \\begin{array}{l}3,506,212 \\\\ 650,312 \\\\ 605,321 \\\\ 3,652\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "82:A", "QuestionText": "Which of the following shows \" \\( x \\) is greater than \\( 9 \\) \"?", "AnswerAText": "\\( x<9 \\)", "AnswerBText": "\\( x \\leq 9 \\)", "AnswerCText": "\\( x>9 \\)", "AnswerDText": "\\( x \\geq 9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x<9 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following shows \" \\( x \\) is greater than \\( 9 \\) \"?\n\nOptions:\nA. \\( x<9 \\)\nB. \\( x \\leq 9 \\)\nC. \\( x>9 \\)\nD. \\( x \\geq 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "82:D", "QuestionText": "Which of the following shows \" \\( x \\) is greater than \\( 9 \\) \"?", "AnswerAText": "\\( x<9 \\)", "AnswerBText": "\\( x \\leq 9 \\)", "AnswerCText": "\\( x>9 \\)", "AnswerDText": "\\( x \\geq 9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( x \\geq 9 \\)", "MisconceptionId": "1660", "MisconceptionName": "When using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa", "prompt": "Misconception:\nWhen using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa\n\nQuestion:\nWhich of the following shows \" \\( x \\) is greater than \\( 9 \\) \"?\n\nOptions:\nA. \\( x<9 \\)\nB. \\( x \\leq 9 \\)\nC. \\( x>9 \\)\nD. \\( x \\geq 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "83:B", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 400099 \\)", "AnswerAText": "\\( 400000 \\)", "AnswerBText": "\\( 500000 \\)", "AnswerCText": "\\( 400100 \\)", "AnswerDText": "\\( 400099 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 500000 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 400099 \\)\n\nOptions:\nA. \\( 400000 \\)\nB. \\( 500000 \\)\nC. \\( 400100 \\)\nD. \\( 400099 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "83:C", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 400099 \\)", "AnswerAText": "\\( 400000 \\)", "AnswerBText": "\\( 500000 \\)", "AnswerCText": "\\( 400100 \\)", "AnswerDText": "\\( 400099 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 400100 \\)", "MisconceptionId": "1744", "MisconceptionName": "Rounded to nearest 100 instead of 1sf", "prompt": "Misconception:\nRounded to nearest 100 instead of 1sf\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 400099 \\)\n\nOptions:\nA. \\( 400000 \\)\nB. \\( 500000 \\)\nC. \\( 400100 \\)\nD. \\( 400099 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "84:A", "QuestionText": "What is the equation of this line? ![A graph of a horizontal line going through 3 on the y axis. ]()", "AnswerAText": "\\( y=3 x \\)", "AnswerBText": "\\( y=3 \\)", "AnswerCText": "\\( x=3 \\)", "AnswerDText": "\\( x=3 y \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y=3 x \\)", "MisconceptionId": "1568", "MisconceptionName": "Includes the x variable when giving the equation of a horizontal line", "prompt": "Misconception:\nIncludes the x variable when giving the equation of a horizontal line\n\nQuestion:\nWhat is the equation of this line? ![A graph of a horizontal line going through 3 on the y axis. ]()\n\nOptions:\nA. \\( y=3 x \\)\nB. \\( y=3 \\)\nC. \\( x=3 \\)\nD. \\( x=3 y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "84:C", "QuestionText": "What is the equation of this line? ![A graph of a horizontal line going through 3 on the y axis. ]()", "AnswerAText": "\\( y=3 x \\)", "AnswerBText": "\\( y=3 \\)", "AnswerCText": "\\( x=3 \\)", "AnswerDText": "\\( x=3 y \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( x=3 \\)", "MisconceptionId": "642", "MisconceptionName": "Thinks x = ? is a horizontal line through ?", "prompt": "Misconception:\nThinks x = ? is a horizontal line through ?\n\nQuestion:\nWhat is the equation of this line? ![A graph of a horizontal line going through 3 on the y axis. ]()\n\nOptions:\nA. \\( y=3 x \\)\nB. \\( y=3 \\)\nC. \\( x=3 \\)\nD. \\( x=3 y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "84:D", "QuestionText": "What is the equation of this line? ![A graph of a horizontal line going through 3 on the y axis. ]()", "AnswerAText": "\\( y=3 x \\)", "AnswerBText": "\\( y=3 \\)", "AnswerCText": "\\( x=3 \\)", "AnswerDText": "\\( x=3 y \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( x=3 y \\)", "MisconceptionId": "2301", "MisconceptionName": "Believes the equation of a horizontal line is in the form x = ay, where a is the y intercept", "prompt": "Misconception:\nBelieves the equation of a horizontal line is in the form x = ay, where a is the y intercept\n\nQuestion:\nWhat is the equation of this line? ![A graph of a horizontal line going through 3 on the y axis. ]()\n\nOptions:\nA. \\( y=3 x \\)\nB. \\( y=3 \\)\nC. \\( x=3 \\)\nD. \\( x=3 y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "85:A", "QuestionText": "What is the first term of the sequence given by this rule:\n\\[\n2-7 n\n\\]", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( -7 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1240", "MisconceptionName": "Thinks the first term of a sequence must be 1", "prompt": "Misconception:\nThinks the first term of a sequence must be 1\n\nQuestion:\nWhat is the first term of the sequence given by this rule:\n\\[\n2-7 n\n\\]\n\nOptions:\nA. \\( 1 \\)\nB. \\( -7 \\)\nC. \\( -5 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "85:B", "QuestionText": "What is the first term of the sequence given by this rule:\n\\[\n2-7 n\n\\]", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( -7 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "2376", "MisconceptionName": "When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.", "prompt": "Misconception:\nWhen finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.\n\nQuestion:\nWhat is the first term of the sequence given by this rule:\n\\[\n2-7 n\n\\]\n\nOptions:\nA. \\( 1 \\)\nB. \\( -7 \\)\nC. \\( -5 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "86:A", "QuestionText": "Work out:\n\\(\n\\frac{4}{11}+\\frac{7}{11}\n\\)\nWrite your answer in its simplest form.", "AnswerAText": "\\( \\frac{11}{22} \\)", "AnswerBText": "\\( \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{11}{11} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{11}{22} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nWork out:\n\\(\n\\frac{4}{11}+\\frac{7}{11}\n\\)\nWrite your answer in its simplest form.\n\nOptions:\nA. \\( \\frac{11}{22} \\)\nB. \\( \\frac{1}{2} \\)\nC. \\( \\frac{11}{11} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "86:B", "QuestionText": "Work out:\n\\(\n\\frac{4}{11}+\\frac{7}{11}\n\\)\nWrite your answer in its simplest form.", "AnswerAText": "\\( \\frac{11}{22} \\)", "AnswerBText": "\\( \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{11}{11} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{2} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nWork out:\n\\(\n\\frac{4}{11}+\\frac{7}{11}\n\\)\nWrite your answer in its simplest form.\n\nOptions:\nA. \\( \\frac{11}{22} \\)\nB. \\( \\frac{1}{2} \\)\nC. \\( \\frac{11}{11} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "86:C", "QuestionText": "Work out:\n\\(\n\\frac{4}{11}+\\frac{7}{11}\n\\)\nWrite your answer in its simplest form.", "AnswerAText": "\\( \\frac{11}{22} \\)", "AnswerBText": "\\( \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{11}{11} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{11}{11} \\)", "MisconceptionId": "29", "MisconceptionName": "Forgot to simplify the fraction", "prompt": "Misconception:\nForgot to simplify the fraction\n\nQuestion:\nWork out:\n\\(\n\\frac{4}{11}+\\frac{7}{11}\n\\)\nWrite your answer in its simplest form.\n\nOptions:\nA. \\( \\frac{11}{22} \\)\nB. \\( \\frac{1}{2} \\)\nC. \\( \\frac{11}{11} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "87:C", "QuestionText": "According to the graph, what is the approximate solution to\n\\(x^{2}+4 x-1=-6\\) ![A set of axes with the quadratic graph y=x^2+4x-1 drawn on.]()", "AnswerAText": "\\( x=4.25, \\quad x=-0.25 \\)", "AnswerBText": "No real solutions", "AnswerCText": "\\( x=-4.25, \\quad x=0.25 \\)", "AnswerDText": "\\( x=-1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( x=-4.25, \\quad x=0.25 \\)", "MisconceptionId": "212", "MisconceptionName": "Solves for y=0 instead of given y-value when reading from a quadratic graph", "prompt": "Misconception:\nSolves for y=0 instead of given y-value when reading from a quadratic graph\n\nQuestion:\nAccording to the graph, what is the approximate solution to\n\\(x^{2}+4 x-1=-6\\) ![A set of axes with the quadratic graph y=x^2+4x-1 drawn on.]()\n\nOptions:\nA. \\( x=4.25, \\quad x=-0.25 \\)\nB. No real solutions\nC. \\( x=-4.25, \\quad x=0.25 \\)\nD. \\( x=-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "87:D", "QuestionText": "According to the graph, what is the approximate solution to\n\\(x^{2}+4 x-1=-6\\) ![A set of axes with the quadratic graph y=x^2+4x-1 drawn on.]()", "AnswerAText": "\\( x=4.25, \\quad x=-0.25 \\)", "AnswerBText": "No real solutions", "AnswerCText": "\\( x=-4.25, \\quad x=0.25 \\)", "AnswerDText": "\\( x=-1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( x=-1 \\)", "MisconceptionId": "379", "MisconceptionName": "Finds the y intercept when asked to read the solution to a quadratic equation from a graph", "prompt": "Misconception:\nFinds the y intercept when asked to read the solution to a quadratic equation from a graph\n\nQuestion:\nAccording to the graph, what is the approximate solution to\n\\(x^{2}+4 x-1=-6\\) ![A set of axes with the quadratic graph y=x^2+4x-1 drawn on.]()\n\nOptions:\nA. \\( x=4.25, \\quad x=-0.25 \\)\nB. No real solutions\nC. \\( x=-4.25, \\quad x=0.25 \\)\nD. \\( x=-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "88:A", "QuestionText": "![A triangular based prism]() Tom likes to remember:\n\nVolume of a prism = Area of cross section \\( X \\) depth\n\nIn this shape, what length is the \"depth\"?", "AnswerAText": "\\( 5 \\mathrm{~mm} \\)", "AnswerBText": "\\( 7 \\mathrm{~mm} \\)", "AnswerCText": "\\( 10 \\mathrm{~mm} \\)", "AnswerDText": "\\( 15 \\mathrm{~mm} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\mathrm{~mm} \\)", "MisconceptionId": "2091", "MisconceptionName": "Thinks depth always goes front to back in a diagram of a 3D shape", "prompt": "Misconception:\nThinks depth always goes front to back in a diagram of a 3D shape\n\nQuestion:\n![A triangular based prism]() Tom likes to remember:\n\nVolume of a prism = Area of cross section \\( X \\) depth\n\nIn this shape, what length is the \"depth\"?\n\nOptions:\nA. \\( 5 \\mathrm{~mm} \\)\nB. \\( 7 \\mathrm{~mm} \\)\nC. \\( 10 \\mathrm{~mm} \\)\nD. \\( 15 \\mathrm{~mm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "89:A", "QuestionText": "What is the first term of the sequence given by this rule:\n\\[\n1-5 n\n\\]", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1240", "MisconceptionName": "Thinks the first term of a sequence must be 1", "prompt": "Misconception:\nThinks the first term of a sequence must be 1\n\nQuestion:\nWhat is the first term of the sequence given by this rule:\n\\[\n1-5 n\n\\]\n\nOptions:\nA. \\( 1 \\)\nB. \\( -5 \\)\nC. \\( 6 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "89:B", "QuestionText": "What is the first term of the sequence given by this rule:\n\\[\n1-5 n\n\\]", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "2376", "MisconceptionName": "When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.", "prompt": "Misconception:\nWhen finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.\n\nQuestion:\nWhat is the first term of the sequence given by this rule:\n\\[\n1-5 n\n\\]\n\nOptions:\nA. \\( 1 \\)\nB. \\( -5 \\)\nC. \\( 6 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "90:A", "QuestionText": "What is the size of angle \\( p \\) in this quadrilateral? ![Not drawn to scale]()", "AnswerAText": "\\( 120^{\\circ} \\)", "AnswerBText": "\\( 50^{\\circ} \\)", "AnswerCText": "\\( 70^{\\circ} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 120^{\\circ} \\)", "MisconceptionId": "2218", "MisconceptionName": "Assumes that opposite angles are equal in a quadrilateral", "prompt": "Misconception:\nAssumes that opposite angles are equal in a quadrilateral\n\nQuestion:\nWhat is the size of angle \\( p \\) in this quadrilateral? ![Not drawn to scale]()\n\nOptions:\nA. \\( 120^{\\circ} \\)\nB. \\( 50^{\\circ} \\)\nC. \\( 70^{\\circ} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "90:B", "QuestionText": "What is the size of angle \\( p \\) in this quadrilateral? ![Not drawn to scale]()", "AnswerAText": "\\( 120^{\\circ} \\)", "AnswerBText": "\\( 50^{\\circ} \\)", "AnswerCText": "\\( 70^{\\circ} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 50^{\\circ} \\)", "MisconceptionId": "2137", "MisconceptionName": "Does not know what dashes on the sides of shapes mean", "prompt": "Misconception:\nDoes not know what dashes on the sides of shapes mean\n\nQuestion:\nWhat is the size of angle \\( p \\) in this quadrilateral? ![Not drawn to scale]()\n\nOptions:\nA. \\( 120^{\\circ} \\)\nB. \\( 50^{\\circ} \\)\nC. \\( 70^{\\circ} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "90:C", "QuestionText": "What is the size of angle \\( p \\) in this quadrilateral? ![Not drawn to scale]()", "AnswerAText": "\\( 120^{\\circ} \\)", "AnswerBText": "\\( 50^{\\circ} \\)", "AnswerCText": "\\( 70^{\\circ} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 70^{\\circ} \\)", "MisconceptionId": "2137", "MisconceptionName": "Does not know what dashes on the sides of shapes mean", "prompt": "Misconception:\nDoes not know what dashes on the sides of shapes mean\n\nQuestion:\nWhat is the size of angle \\( p \\) in this quadrilateral? ![Not drawn to scale]()\n\nOptions:\nA. \\( 120^{\\circ} \\)\nB. \\( 50^{\\circ} \\)\nC. \\( 70^{\\circ} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "91:A", "QuestionText": "What would be the most useful first step if we wanted to solve the following quadratic equation? \\( x^{2}+7 x=8 \\)", "AnswerAText": "Divide by \\( x \\)", "AnswerBText": "Square root both sides of the equation", "AnswerCText": "Subtract \\( 7 x \\) from both sides of the equation", "AnswerDText": "Subtract \\( 8 \\) from both sides of the equation", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Divide by \\( x \\)", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nWhat would be the most useful first step if we wanted to solve the following quadratic equation? \\( x^{2}+7 x=8 \\)\n\nOptions:\nA. Divide by \\( x \\)\nB. Square root both sides of the equation\nC. Subtract \\( 7 x \\) from both sides of the equation\nD. Subtract \\( 8 \\) from both sides of the equation\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "91:B", "QuestionText": "What would be the most useful first step if we wanted to solve the following quadratic equation? \\( x^{2}+7 x=8 \\)", "AnswerAText": "Divide by \\( x \\)", "AnswerBText": "Square root both sides of the equation", "AnswerCText": "Subtract \\( 7 x \\) from both sides of the equation", "AnswerDText": "Subtract \\( 8 \\) from both sides of the equation", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Square root both sides of the equation", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nWhat would be the most useful first step if we wanted to solve the following quadratic equation? \\( x^{2}+7 x=8 \\)\n\nOptions:\nA. Divide by \\( x \\)\nB. Square root both sides of the equation\nC. Subtract \\( 7 x \\) from both sides of the equation\nD. Subtract \\( 8 \\) from both sides of the equation\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "91:C", "QuestionText": "What would be the most useful first step if we wanted to solve the following quadratic equation? \\( x^{2}+7 x=8 \\)", "AnswerAText": "Divide by \\( x \\)", "AnswerBText": "Square root both sides of the equation", "AnswerCText": "Subtract \\( 7 x \\) from both sides of the equation", "AnswerDText": "Subtract \\( 8 \\) from both sides of the equation", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Subtract \\( 7 x \\) from both sides of the equation", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nWhat would be the most useful first step if we wanted to solve the following quadratic equation? \\( x^{2}+7 x=8 \\)\n\nOptions:\nA. Divide by \\( x \\)\nB. Square root both sides of the equation\nC. Subtract \\( 7 x \\) from both sides of the equation\nD. Subtract \\( 8 \\) from both sides of the equation\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "92:B", "QuestionText": "Write the following ratio in its simplest form so both sides of the ratio are integers:\n\\(\n\\frac{1}{4}: \\frac{1}{2}\n\\)", "AnswerAText": "\\( 4: 2 \\)", "AnswerBText": "\\( 2: 4 \\)", "AnswerCText": "\\( 2: 1 \\)", "AnswerDText": "\\( 1: 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2: 4 \\)", "MisconceptionId": "1918", "MisconceptionName": "Does not fully simplify ratio", "prompt": "Misconception:\nDoes not fully simplify ratio\n\nQuestion:\nWrite the following ratio in its simplest form so both sides of the ratio are integers:\n\\(\n\\frac{1}{4}: \\frac{1}{2}\n\\)\n\nOptions:\nA. \\( 4: 2 \\)\nB. \\( 2: 4 \\)\nC. \\( 2: 1 \\)\nD. \\( 1: 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "93:B", "QuestionText": "What is the equation of this curve? ![A quadratic curve with minimum point (1,0).]()", "AnswerAText": "\\( y=(x-1)^{2} \\)", "AnswerBText": "\\( y=(x+1)^{2} \\)", "AnswerCText": "\\( y=x^{2}-1 \\)", "AnswerDText": "\\( y=x^{2}+1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=(x+1)^{2} \\)", "MisconceptionId": "224", "MisconceptionName": "Forgets to swap the sign of roots when placing into brackets", "prompt": "Misconception:\nForgets to swap the sign of roots when placing into brackets\n\nQuestion:\nWhat is the equation of this curve? ![A quadratic curve with minimum point (1,0).]()\n\nOptions:\nA. \\( y=(x-1)^{2} \\)\nB. \\( y=(x+1)^{2} \\)\nC. \\( y=x^{2}-1 \\)\nD. \\( y=x^{2}+1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "93:C", "QuestionText": "What is the equation of this curve? ![A quadratic curve with minimum point (1,0).]()", "AnswerAText": "\\( y=(x-1)^{2} \\)", "AnswerBText": "\\( y=(x+1)^{2} \\)", "AnswerCText": "\\( y=x^{2}-1 \\)", "AnswerDText": "\\( y=x^{2}+1 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( y=x^{2}-1 \\)", "MisconceptionId": "460", "MisconceptionName": "Believes the graph of x squared + c has the turning point of (-c, 0)", "prompt": "Misconception:\nBelieves the graph of x squared + c has the turning point of (-c, 0)\n\nQuestion:\nWhat is the equation of this curve? ![A quadratic curve with minimum point (1,0).]()\n\nOptions:\nA. \\( y=(x-1)^{2} \\)\nB. \\( y=(x+1)^{2} \\)\nC. \\( y=x^{2}-1 \\)\nD. \\( y=x^{2}+1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "93:D", "QuestionText": "What is the equation of this curve? ![A quadratic curve with minimum point (1,0).]()", "AnswerAText": "\\( y=(x-1)^{2} \\)", "AnswerBText": "\\( y=(x+1)^{2} \\)", "AnswerCText": "\\( y=x^{2}-1 \\)", "AnswerDText": "\\( y=x^{2}+1 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=x^{2}+1 \\)", "MisconceptionId": "492", "MisconceptionName": "Believes the graph of x squared + c has the turning point of (c, 0)", "prompt": "Misconception:\nBelieves the graph of x squared + c has the turning point of (c, 0)\n\nQuestion:\nWhat is the equation of this curve? ![A quadratic curve with minimum point (1,0).]()\n\nOptions:\nA. \\( y=(x-1)^{2} \\)\nB. \\( y=(x+1)^{2} \\)\nC. \\( y=x^{2}-1 \\)\nD. \\( y=x^{2}+1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "94:B", "QuestionText": "Tom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 24,15,8,3,0 \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 124,63,26,7,3,0, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1388", "MisconceptionName": "Does not understand the term quadratic", "prompt": "Misconception:\nDoes not understand the term quadratic\n\nQuestion:\nTom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 24,15,8,3,0 \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 124,63,26,7,3,0, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "94:C", "QuestionText": "Tom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 24,15,8,3,0 \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 124,63,26,7,3,0, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1388", "MisconceptionName": "Does not understand the term quadratic", "prompt": "Misconception:\nDoes not understand the term quadratic\n\nQuestion:\nTom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 24,15,8,3,0 \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 124,63,26,7,3,0, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "94:D", "QuestionText": "Tom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 24,15,8,3,0 \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 124,63,26,7,3,0, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "290", "MisconceptionName": "Thinks a decreasing sequence cannot be quadratic", "prompt": "Misconception:\nThinks a decreasing sequence cannot be quadratic\n\nQuestion:\nTom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 24,15,8,3,0 \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 124,63,26,7,3,0, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "95:A", "QuestionText": "Percy, Quentin and Robbie share gold coins in the ratio of\n\\[\n3: 7: 8\n\\]\nPercy gets \\( 36 \\) fewer coins than Quentin.\nHow many gold coins did Robbie get?", "AnswerAText": "\\( 96 \\)", "AnswerBText": "\\( 72 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 63 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 96 \\)", "MisconceptionId": "312", "MisconceptionName": "In ratio question where the difference between the sides is given, uses that as the total for one side instead", "prompt": "Misconception:\nIn ratio question where the difference between the sides is given, uses that as the total for one side instead\n\nQuestion:\nPercy, Quentin and Robbie share gold coins in the ratio of\n\\[\n3: 7: 8\n\\]\nPercy gets \\( 36 \\) fewer coins than Quentin.\nHow many gold coins did Robbie get?\n\nOptions:\nA. \\( 96 \\)\nB. \\( 72 \\)\nC. \\( 12 \\)\nD. \\( 63 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "95:C", "QuestionText": "Percy, Quentin and Robbie share gold coins in the ratio of\n\\[\n3: 7: 8\n\\]\nPercy gets \\( 36 \\) fewer coins than Quentin.\nHow many gold coins did Robbie get?", "AnswerAText": "\\( 96 \\)", "AnswerBText": "\\( 72 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 63 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "372", "MisconceptionName": "In ratio question where the difference between the sides is given, uses that as the total", "prompt": "Misconception:\nIn ratio question where the difference between the sides is given, uses that as the total\n\nQuestion:\nPercy, Quentin and Robbie share gold coins in the ratio of\n\\[\n3: 7: 8\n\\]\nPercy gets \\( 36 \\) fewer coins than Quentin.\nHow many gold coins did Robbie get?\n\nOptions:\nA. \\( 96 \\)\nB. \\( 72 \\)\nC. \\( 12 \\)\nD. \\( 63 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "95:D", "QuestionText": "Percy, Quentin and Robbie share gold coins in the ratio of\n\\[\n3: 7: 8\n\\]\nPercy gets \\( 36 \\) fewer coins than Quentin.\nHow many gold coins did Robbie get?", "AnswerAText": "\\( 96 \\)", "AnswerBText": "\\( 72 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 63 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 63 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nPercy, Quentin and Robbie share gold coins in the ratio of\n\\[\n3: 7: 8\n\\]\nPercy gets \\( 36 \\) fewer coins than Quentin.\nHow many gold coins did Robbie get?\n\nOptions:\nA. \\( 96 \\)\nB. \\( 72 \\)\nC. \\( 12 \\)\nD. \\( 63 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "96:A", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(4 v+1=9 v-3\\)\n\nTom says you can write: \\( 5 v+1=-3 \\)\n\nKatie says you can write: \\( 4 v+4=9 v \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1138", "MisconceptionName": "Subtracts the smallest digit from the largest digit", "prompt": "Misconception:\nSubtracts the smallest digit from the largest digit\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(4 v+1=9 v-3\\)\n\nTom says you can write: \\( 5 v+1=-3 \\)\n\nKatie says you can write: \\( 4 v+4=9 v \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "96:C", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(4 v+1=9 v-3\\)\n\nTom says you can write: \\( 5 v+1=-3 \\)\n\nKatie says you can write: \\( 4 v+4=9 v \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1138", "MisconceptionName": "Subtracts the smallest digit from the largest digit", "prompt": "Misconception:\nSubtracts the smallest digit from the largest digit\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(4 v+1=9 v-3\\)\n\nTom says you can write: \\( 5 v+1=-3 \\)\n\nKatie says you can write: \\( 4 v+4=9 v \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "97:A", "QuestionText": "Which of the following correctly describes the relationship between the two marked angles? ![A diagram showing 3 lines crossing at a point to form 6 angles. Two angles are marked in orange, there are two unmarked angles between them on either side.]()", "AnswerAText": "Alternate angles", "AnswerBText": "Corresponding angles", "AnswerCText": "Vertically opposite angles", "AnswerDText": "Angles on a straight line", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Alternate angles", "MisconceptionId": "532", "MisconceptionName": "Confuses alternate and opposite angles", "prompt": "Misconception:\nConfuses alternate and opposite angles\n\nQuestion:\nWhich of the following correctly describes the relationship between the two marked angles? ![A diagram showing 3 lines crossing at a point to form 6 angles. Two angles are marked in orange, there are two unmarked angles between them on either side.]()\n\nOptions:\nA. Alternate angles\nB. Corresponding angles\nC. Vertically opposite angles\nD. Angles on a straight line\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "97:B", "QuestionText": "Which of the following correctly describes the relationship between the two marked angles? ![A diagram showing 3 lines crossing at a point to form 6 angles. Two angles are marked in orange, there are two unmarked angles between them on either side.]()", "AnswerAText": "Alternate angles", "AnswerBText": "Corresponding angles", "AnswerCText": "Vertically opposite angles", "AnswerDText": "Angles on a straight line", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Corresponding angles", "MisconceptionId": "625", "MisconceptionName": "Confuses corresponding and vertically opposite angles", "prompt": "Misconception:\nConfuses corresponding and vertically opposite angles\n\nQuestion:\nWhich of the following correctly describes the relationship between the two marked angles? ![A diagram showing 3 lines crossing at a point to form 6 angles. Two angles are marked in orange, there are two unmarked angles between them on either side.]()\n\nOptions:\nA. Alternate angles\nB. Corresponding angles\nC. Vertically opposite angles\nD. Angles on a straight line\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "97:D", "QuestionText": "Which of the following correctly describes the relationship between the two marked angles? ![A diagram showing 3 lines crossing at a point to form 6 angles. Two angles are marked in orange, there are two unmarked angles between them on either side.]()", "AnswerAText": "Alternate angles", "AnswerBText": "Corresponding angles", "AnswerCText": "Vertically opposite angles", "AnswerDText": "Angles on a straight line", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Angles on a straight line", "MisconceptionId": "2365", "MisconceptionName": "Confuses vertically opposite angles with angles on a straight line", "prompt": "Misconception:\nConfuses vertically opposite angles with angles on a straight line\n\nQuestion:\nWhich of the following correctly describes the relationship between the two marked angles? ![A diagram showing 3 lines crossing at a point to form 6 angles. Two angles are marked in orange, there are two unmarked angles between them on either side.]()\n\nOptions:\nA. Alternate angles\nB. Corresponding angles\nC. Vertically opposite angles\nD. Angles on a straight line\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "98:A", "QuestionText": "This is a graph of\n\\(y=0.4 x-3\\) ![A set of axes with the graph y=0.4x-3 drawn on.]() Use the graph to solve\n\\(0.4 x-3=-1\\)", "AnswerAText": "\\( x=-3.3 \\)", "AnswerBText": "\\( x=7.5 \\)", "AnswerCText": "\\( x=-1 \\)", "AnswerDText": "\\( x=5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x=-3.3 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\nThis is a graph of\n\\(y=0.4 x-3\\) ![A set of axes with the graph y=0.4x-3 drawn on.]() Use the graph to solve\n\\(0.4 x-3=-1\\)\n\nOptions:\nA. \\( x=-3.3 \\)\nB. \\( x=7.5 \\)\nC. \\( x=-1 \\)\nD. \\( x=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "98:B", "QuestionText": "This is a graph of\n\\(y=0.4 x-3\\) ![A set of axes with the graph y=0.4x-3 drawn on.]() Use the graph to solve\n\\(0.4 x-3=-1\\)", "AnswerAText": "\\( x=-3.3 \\)", "AnswerBText": "\\( x=7.5 \\)", "AnswerCText": "\\( x=-1 \\)", "AnswerDText": "\\( x=5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x=7.5 \\)", "MisconceptionId": "57", "MisconceptionName": "Believes the solution to mx + c = a is the x intercept of y = mx +c", "prompt": "Misconception:\nBelieves the solution to mx + c = a is the x intercept of y = mx +c\n\nQuestion:\nThis is a graph of\n\\(y=0.4 x-3\\) ![A set of axes with the graph y=0.4x-3 drawn on.]() Use the graph to solve\n\\(0.4 x-3=-1\\)\n\nOptions:\nA. \\( x=-3.3 \\)\nB. \\( x=7.5 \\)\nC. \\( x=-1 \\)\nD. \\( x=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "98:C", "QuestionText": "This is a graph of\n\\(y=0.4 x-3\\) ![A set of axes with the graph y=0.4x-3 drawn on.]() Use the graph to solve\n\\(0.4 x-3=-1\\)", "AnswerAText": "\\( x=-3.3 \\)", "AnswerBText": "\\( x=7.5 \\)", "AnswerCText": "\\( x=-1 \\)", "AnswerDText": "\\( x=5 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( x=-1 \\)", "MisconceptionId": "337", "MisconceptionName": "Believes the solution of mx + c = a is x =a", "prompt": "Misconception:\nBelieves the solution of mx + c = a is x =a\n\nQuestion:\nThis is a graph of\n\\(y=0.4 x-3\\) ![A set of axes with the graph y=0.4x-3 drawn on.]() Use the graph to solve\n\\(0.4 x-3=-1\\)\n\nOptions:\nA. \\( x=-3.3 \\)\nB. \\( x=7.5 \\)\nC. \\( x=-1 \\)\nD. \\( x=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "99:A", "QuestionText": "A regular pentagon has a total perimeter of \\( 17 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?", "AnswerAText": "\\( 85 \\mathrm{~cm} \\)", "AnswerBText": "\\( 12 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.4 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 85 \\mathrm{~cm} \\)", "MisconceptionId": "545", "MisconceptionName": "When given the perimeter of a regular polygon, multiplies instead of divides to find each side length", "prompt": "Misconception:\nWhen given the perimeter of a regular polygon, multiplies instead of divides to find each side length\n\nQuestion:\nA regular pentagon has a total perimeter of \\( 17 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?\n\nOptions:\nA. \\( 85 \\mathrm{~cm} \\)\nB. \\( 12 \\mathrm{~cm} \\)\nC. \\( 3.4 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "99:B", "QuestionText": "A regular pentagon has a total perimeter of \\( 17 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?", "AnswerAText": "\\( 85 \\mathrm{~cm} \\)", "AnswerBText": "\\( 12 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.4 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 12 \\mathrm{~cm} \\)", "MisconceptionId": "1815", "MisconceptionName": "When given the perimeter of a regular polygon, subtracts instead of divides to find each side length", "prompt": "Misconception:\nWhen given the perimeter of a regular polygon, subtracts instead of divides to find each side length\n\nQuestion:\nA regular pentagon has a total perimeter of \\( 17 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?\n\nOptions:\nA. \\( 85 \\mathrm{~cm} \\)\nB. \\( 12 \\mathrm{~cm} \\)\nC. \\( 3.4 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "99:D", "QuestionText": "A regular pentagon has a total perimeter of \\( 17 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?", "AnswerAText": "\\( 85 \\mathrm{~cm} \\)", "AnswerBText": "\\( 12 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.4 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nA regular pentagon has a total perimeter of \\( 17 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?\n\nOptions:\nA. \\( 85 \\mathrm{~cm} \\)\nB. \\( 12 \\mathrm{~cm} \\)\nC. \\( 3.4 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "100:A", "QuestionText": "This pie chart shows the colour of hats that Tom owns. ![Pie chart showing the colour of Tom's hats. Blue is 90 degrees. Yellow is approximately 195 degrees. Red is approximately 40 degrees and green approximately 35 degrees.]() What fraction of Tom's hats are not blue?", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( 75 \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "Impossible to say", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "463", "MisconceptionName": "Reads the complement of what is required from a pie chart", "prompt": "Misconception:\nReads the complement of what is required from a pie chart\n\nQuestion:\nThis pie chart shows the colour of hats that Tom owns. ![Pie chart showing the colour of Tom's hats. Blue is 90 degrees. Yellow is approximately 195 degrees. Red is approximately 40 degrees and green approximately 35 degrees.]() What fraction of Tom's hats are not blue?\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( 75 \\)\nC. \\( \\frac{3}{4} \\)\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "100:B", "QuestionText": "This pie chart shows the colour of hats that Tom owns. ![Pie chart showing the colour of Tom's hats. Blue is 90 degrees. Yellow is approximately 195 degrees. Red is approximately 40 degrees and green approximately 35 degrees.]() What fraction of Tom's hats are not blue?", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( 75 \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "Impossible to say", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 75 \\)", "MisconceptionId": "1396", "MisconceptionName": "Finds a percentage when asked for a fraction", "prompt": "Misconception:\nFinds a percentage when asked for a fraction\n\nQuestion:\nThis pie chart shows the colour of hats that Tom owns. ![Pie chart showing the colour of Tom's hats. Blue is 90 degrees. Yellow is approximately 195 degrees. Red is approximately 40 degrees and green approximately 35 degrees.]() What fraction of Tom's hats are not blue?\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( 75 \\)\nC. \\( \\frac{3}{4} \\)\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "100:D", "QuestionText": "This pie chart shows the colour of hats that Tom owns. ![Pie chart showing the colour of Tom's hats. Blue is 90 degrees. Yellow is approximately 195 degrees. Red is approximately 40 degrees and green approximately 35 degrees.]() What fraction of Tom's hats are not blue?", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( 75 \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "Impossible to say", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Impossible to say", "MisconceptionId": "1326", "MisconceptionName": "Does not know the meaning of square sign for right angle", "prompt": "Misconception:\nDoes not know the meaning of square sign for right angle\n\nQuestion:\nThis pie chart shows the colour of hats that Tom owns. ![Pie chart showing the colour of Tom's hats. Blue is 90 degrees. Yellow is approximately 195 degrees. Red is approximately 40 degrees and green approximately 35 degrees.]() What fraction of Tom's hats are not blue?\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( 75 \\)\nC. \\( \\frac{3}{4} \\)\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "101:A", "QuestionText": "What is \\( 8 \\) out of \\( 40 \\) as a percentage?", "AnswerAText": "\\( 8.4 \\% \\)", "AnswerBText": "\\( 20 \\% \\)", "AnswerCText": "\\( 16 \\% \\)", "AnswerDText": "\\( 24 \\% \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8.4 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\nWhat is \\( 8 \\) out of \\( 40 \\) as a percentage?\n\nOptions:\nA. \\( 8.4 \\% \\)\nB. \\( 20 \\% \\)\nC. \\( 16 \\% \\)\nD. \\( 24 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "101:C", "QuestionText": "What is \\( 8 \\) out of \\( 40 \\) as a percentage?", "AnswerAText": "\\( 8.4 \\% \\)", "AnswerBText": "\\( 20 \\% \\)", "AnswerCText": "\\( 16 \\% \\)", "AnswerDText": "\\( 24 \\% \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 16 \\% \\)", "MisconceptionId": "658", "MisconceptionName": "Thinks they double the numerator to turn a fraction into a percentage", "prompt": "Misconception:\nThinks they double the numerator to turn a fraction into a percentage\n\nQuestion:\nWhat is \\( 8 \\) out of \\( 40 \\) as a percentage?\n\nOptions:\nA. \\( 8.4 \\% \\)\nB. \\( 20 \\% \\)\nC. \\( 16 \\% \\)\nD. \\( 24 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "102:B", "QuestionText": "What is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p (in red) cm, 15 cm, 12 cm, 7 cm and 7 cm. One side is unlabelled]()", "AnswerAText": "\\( 5 \\mathrm{~cm} \\)", "AnswerBText": "\\( 6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\)", "MisconceptionId": "1953", "MisconceptionName": "Makes an assumption about line segments being equal within a shape", "prompt": "Misconception:\nMakes an assumption about line segments being equal within a shape\n\nQuestion:\nWhat is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p (in red) cm, 15 cm, 12 cm, 7 cm and 7 cm. One side is unlabelled]()\n\nOptions:\nA. \\( 5 \\mathrm{~cm} \\)\nB. \\( 6 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "102:C", "QuestionText": "What is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p (in red) cm, 15 cm, 12 cm, 7 cm and 7 cm. One side is unlabelled]()", "AnswerAText": "\\( 5 \\mathrm{~cm} \\)", "AnswerBText": "\\( 6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 7 \\mathrm{~cm} \\)", "MisconceptionId": "1953", "MisconceptionName": "Makes an assumption about line segments being equal within a shape", "prompt": "Misconception:\nMakes an assumption about line segments being equal within a shape\n\nQuestion:\nWhat is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p (in red) cm, 15 cm, 12 cm, 7 cm and 7 cm. One side is unlabelled]()\n\nOptions:\nA. \\( 5 \\mathrm{~cm} \\)\nB. \\( 6 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "102:D", "QuestionText": "What is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p (in red) cm, 15 cm, 12 cm, 7 cm and 7 cm. One side is unlabelled]()", "AnswerAText": "\\( 5 \\mathrm{~cm} \\)", "AnswerBText": "\\( 6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "398", "MisconceptionName": "Does not know that we can use the conservation of perimeter to find missing lengths", "prompt": "Misconception:\nDoes not know that we can use the conservation of perimeter to find missing lengths\n\nQuestion:\nWhat is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p (in red) cm, 15 cm, 12 cm, 7 cm and 7 cm. One side is unlabelled]()\n\nOptions:\nA. \\( 5 \\mathrm{~cm} \\)\nB. \\( 6 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "103:A", "QuestionText": "What is the area of the parallelogram? ![A parallelogram with the length labelled 10cm, the slanted height labelled 4cm, and the perpendicular height (marked with a right angle) labelled 3cm]()", "AnswerAText": "\\( 120 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 15 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 120 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "867", "MisconceptionName": "When finding the area of a parallelogram does not understand which lengths to use", "prompt": "Misconception:\nWhen finding the area of a parallelogram does not understand which lengths to use\n\nQuestion:\nWhat is the area of the parallelogram? ![A parallelogram with the length labelled 10cm, the slanted height labelled 4cm, and the perpendicular height (marked with a right angle) labelled 3cm]()\n\nOptions:\nA. \\( 120 \\mathrm{~cm}^{2} \\)\nB. \\( 40 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 15 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "103:B", "QuestionText": "What is the area of the parallelogram? ![A parallelogram with the length labelled 10cm, the slanted height labelled 4cm, and the perpendicular height (marked with a right angle) labelled 3cm]()", "AnswerAText": "\\( 120 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 15 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 40 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "669", "MisconceptionName": "Has used slant height and base to find area of a parallelogram rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a parallelogram rather than perpendicular height and base\n\nQuestion:\nWhat is the area of the parallelogram? ![A parallelogram with the length labelled 10cm, the slanted height labelled 4cm, and the perpendicular height (marked with a right angle) labelled 3cm]()\n\nOptions:\nA. \\( 120 \\mathrm{~cm}^{2} \\)\nB. \\( 40 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 15 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "103:D", "QuestionText": "What is the area of the parallelogram? ![A parallelogram with the length labelled 10cm, the slanted height labelled 4cm, and the perpendicular height (marked with a right angle) labelled 3cm]()", "AnswerAText": "\\( 120 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 15 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 15 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "695", "MisconceptionName": "Has found the area of a triangle rather than an area of a parallelogram", "prompt": "Misconception:\nHas found the area of a triangle rather than an area of a parallelogram\n\nQuestion:\nWhat is the area of the parallelogram? ![A parallelogram with the length labelled 10cm, the slanted height labelled 4cm, and the perpendicular height (marked with a right angle) labelled 3cm]()\n\nOptions:\nA. \\( 120 \\mathrm{~cm}^{2} \\)\nB. \\( 40 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 15 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "104:A", "QuestionText": "A student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d-6)^{2}-16=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d-6)^{2}=16\n\\)", "AnswerAText": "\\( d^{2}=22 \\)", "AnswerBText": "\\( d-6= \\pm 4 \\)", "AnswerCText": "\\( d-6=4 \\)", "AnswerDText": "\\( d-3=8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( d^{2}=22 \\)", "MisconceptionId": "969", "MisconceptionName": "Believes you can subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can subtract from inside brackets without expanding when solving an equation\n\nQuestion:\nA student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d-6)^{2}-16=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d-6)^{2}=16\n\\)\n\nOptions:\nA. \\( d^{2}=22 \\)\nB. \\( d-6= \\pm 4 \\)\nC. \\( d-6=4 \\)\nD. \\( d-3=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "104:C", "QuestionText": "A student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d-6)^{2}-16=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d-6)^{2}=16\n\\)", "AnswerAText": "\\( d^{2}=22 \\)", "AnswerBText": "\\( d-6= \\pm 4 \\)", "AnswerCText": "\\( d-6=4 \\)", "AnswerDText": "\\( d-3=8 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( d-6=4 \\)", "MisconceptionId": "132", "MisconceptionName": "Only considers the positive solution when calculating a square root", "prompt": "Misconception:\nOnly considers the positive solution when calculating a square root\n\nQuestion:\nA student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d-6)^{2}-16=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d-6)^{2}=16\n\\)\n\nOptions:\nA. \\( d^{2}=22 \\)\nB. \\( d-6= \\pm 4 \\)\nC. \\( d-6=4 \\)\nD. \\( d-3=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "105:A", "QuestionText": "What is the size of angle \\( p \\) ? ![3 intersecting lines. Towards the top of the image two of the lines intersect and at this point there are two marked angles, 138 degrees and 42 degrees. The angle opposite the 42 degree angle is marked p]()", "AnswerAText": "\\( 53^{\\circ} \\)", "AnswerBText": "\\( 42^{\\circ} \\)", "AnswerCText": "\\( 138^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 53^{\\circ} \\)", "MisconceptionId": "1389", "MisconceptionName": "Mistakes lines as parallel", "prompt": "Misconception:\nMistakes lines as parallel\n\nQuestion:\nWhat is the size of angle \\( p \\) ? ![3 intersecting lines. Towards the top of the image two of the lines intersect and at this point there are two marked angles, 138 degrees and 42 degrees. The angle opposite the 42 degree angle is marked p]()\n\nOptions:\nA. \\( 53^{\\circ} \\)\nB. \\( 42^{\\circ} \\)\nC. \\( 138^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "105:C", "QuestionText": "What is the size of angle \\( p \\) ? ![3 intersecting lines. Towards the top of the image two of the lines intersect and at this point there are two marked angles, 138 degrees and 42 degrees. The angle opposite the 42 degree angle is marked p]()", "AnswerAText": "\\( 53^{\\circ} \\)", "AnswerBText": "\\( 42^{\\circ} \\)", "AnswerCText": "\\( 138^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 138^{\\circ} \\)", "MisconceptionId": "8", "MisconceptionName": "Student thinks that any two angles along a straight line are equal", "prompt": "Misconception:\nStudent thinks that any two angles along a straight line are equal\n\nQuestion:\nWhat is the size of angle \\( p \\) ? ![3 intersecting lines. Towards the top of the image two of the lines intersect and at this point there are two marked angles, 138 degrees and 42 degrees. The angle opposite the 42 degree angle is marked p]()\n\nOptions:\nA. \\( 53^{\\circ} \\)\nB. \\( 42^{\\circ} \\)\nC. \\( 138^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "105:D", "QuestionText": "What is the size of angle \\( p \\) ? ![3 intersecting lines. Towards the top of the image two of the lines intersect and at this point there are two marked angles, 138 degrees and 42 degrees. The angle opposite the 42 degree angle is marked p]()", "AnswerAText": "\\( 53^{\\circ} \\)", "AnswerBText": "\\( 42^{\\circ} \\)", "AnswerCText": "\\( 138^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1791", "MisconceptionName": "Does not know that vertically opposite angles are equal", "prompt": "Misconception:\nDoes not know that vertically opposite angles are equal\n\nQuestion:\nWhat is the size of angle \\( p \\) ? ![3 intersecting lines. Towards the top of the image two of the lines intersect and at this point there are two marked angles, 138 degrees and 42 degrees. The angle opposite the 42 degree angle is marked p]()\n\nOptions:\nA. \\( 53^{\\circ} \\)\nB. \\( 42^{\\circ} \\)\nC. \\( 138^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "106:A", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\(  \\) \\\\\n\\hline 1  & \\(  \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\( \\bigstar \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\nWhat should replace the star?", "AnswerAText": "\\( 40^{\\circ} \\)", "AnswerBText": "\\( 48^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 40^{\\circ} \\)", "MisconceptionId": "1362", "MisconceptionName": "Believes that the angle on a pie chart is the frequency multiplied by 10", "prompt": "Misconception:\nBelieves that the angle on a pie chart is the frequency multiplied by 10\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\(  \\) \\\\\n\\hline 1  & \\(  \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\( \\bigstar \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\nWhat should replace the star?\n\nOptions:\nA. \\( 40^{\\circ} \\)\nB. \\( 48^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "106:C", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\(  \\) \\\\\n\\hline 1  & \\(  \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\( \\bigstar \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\nWhat should replace the star?", "AnswerAText": "\\( 40^{\\circ} \\)", "AnswerBText": "\\( 48^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 120^{\\circ} \\)", "MisconceptionId": "1445", "MisconceptionName": "Believes you find the angle for a pie chart sector by doing its frequency multiplied by total frequency", "prompt": "Misconception:\nBelieves you find the angle for a pie chart sector by doing its frequency multiplied by total frequency\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\(  \\) \\\\\n\\hline 1  & \\(  \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\( \\bigstar \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\nWhat should replace the star?\n\nOptions:\nA. \\( 40^{\\circ} \\)\nB. \\( 48^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "107:A", "QuestionText": "How many times does \\( \\frac{3}{5} \\) go into \\( 15 \\) ?", "AnswerAText": "\\( \\frac{45}{75} \\)", "AnswerBText": "\\( 75 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{45}{75} \\)", "MisconceptionId": "1008", "MisconceptionName": "When dividing an integer by a fraction, thinks they multiply numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing an integer by a fraction, thinks they multiply numerator and denominator by the integer\n\nQuestion:\nHow many times does \\( \\frac{3}{5} \\) go into \\( 15 \\) ?\n\nOptions:\nA. \\( \\frac{45}{75} \\)\nB. \\( 75 \\)\nC. \\( 9 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "107:B", "QuestionText": "How many times does \\( \\frac{3}{5} \\) go into \\( 15 \\) ?", "AnswerAText": "\\( \\frac{45}{75} \\)", "AnswerBText": "\\( 75 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 75 \\)", "MisconceptionId": "839", "MisconceptionName": "When dividing by a non unit fraction, thinks you multiply by the reciprocal of the corresponding unit fraction rather than the fraction given.", "prompt": "Misconception:\nWhen dividing by a non unit fraction, thinks you multiply by the reciprocal of the corresponding unit fraction rather than the fraction given.\n\nQuestion:\nHow many times does \\( \\frac{3}{5} \\) go into \\( 15 \\) ?\n\nOptions:\nA. \\( \\frac{45}{75} \\)\nB. \\( 75 \\)\nC. \\( 9 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "107:C", "QuestionText": "How many times does \\( \\frac{3}{5} \\) go into \\( 15 \\) ?", "AnswerAText": "\\( \\frac{45}{75} \\)", "AnswerBText": "\\( 75 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "609", "MisconceptionName": "when dividing a fraction by an integer, multiplies the numerator by the integer", "prompt": "Misconception:\nwhen dividing a fraction by an integer, multiplies the numerator by the integer\n\nQuestion:\nHow many times does \\( \\frac{3}{5} \\) go into \\( 15 \\) ?\n\nOptions:\nA. \\( \\frac{45}{75} \\)\nB. \\( 75 \\)\nC. \\( 9 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "108:A", "QuestionText": "John is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The two brackets are (x+5)(x-3). The arrows are pointing at the +5 in the first bracket and the -3 in the second bracket.]()", "AnswerAText": "\\( +2 \\)", "AnswerBText": "\\( -15 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( +15 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( +2 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nJohn is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The two brackets are (x+5)(x-3). The arrows are pointing at the +5 in the first bracket and the -3 in the second bracket.]()\n\nOptions:\nA. \\( +2 \\)\nB. \\( -15 \\)\nC. \\( -8 \\)\nD. \\( +15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "108:D", "QuestionText": "John is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The two brackets are (x+5)(x-3). The arrows are pointing at the +5 in the first bracket and the -3 in the second bracket.]()", "AnswerAText": "\\( +2 \\)", "AnswerBText": "\\( -15 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( +15 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( +15 \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nJohn is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The two brackets are (x+5)(x-3). The arrows are pointing at the +5 in the first bracket and the -3 in the second bracket.]()\n\nOptions:\nA. \\( +2 \\)\nB. \\( -15 \\)\nC. \\( -8 \\)\nD. \\( +15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "109:A", "QuestionText": "Tom and Katie are discussing quadratic graphs.\n\nTom says a quadratic expression that cannot be factorised will not intercept the \\( x \\) axis.\n\nKatie says a graph of a quadratic that does not intercept the \\( x \\) axis cannot be factorised.\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "384", "MisconceptionName": "When solving simultaneous equations graphically, they think the solutions are the x-intercepts", "prompt": "Misconception:\nWhen solving simultaneous equations graphically, they think the solutions are the x-intercepts\n\nQuestion:\nTom and Katie are discussing quadratic graphs.\n\nTom says a quadratic expression that cannot be factorised will not intercept the \\( x \\) axis.\n\nKatie says a graph of a quadratic that does not intercept the \\( x \\) axis cannot be factorised.\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "109:C", "QuestionText": "Tom and Katie are discussing quadratic graphs.\n\nTom says a quadratic expression that cannot be factorised will not intercept the \\( x \\) axis.\n\nKatie says a graph of a quadratic that does not intercept the \\( x \\) axis cannot be factorised.\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "384", "MisconceptionName": "When solving simultaneous equations graphically, they think the solutions are the x-intercepts", "prompt": "Misconception:\nWhen solving simultaneous equations graphically, they think the solutions are the x-intercepts\n\nQuestion:\nTom and Katie are discussing quadratic graphs.\n\nTom says a quadratic expression that cannot be factorised will not intercept the \\( x \\) axis.\n\nKatie says a graph of a quadratic that does not intercept the \\( x \\) axis cannot be factorised.\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "110:C", "QuestionText": "This is a conversion graph between kilograms and pounds.\n\nWhich of the following is the best estimate for the number of kilograms equivalent to \\( 20 \\) pounds? ![A graph on gridded paper with pounds (lb) on the y axis from 0 to 80 and kilograms (kg) on the x axis from 0 to 80. Both axis are labelled in increments of 20, with each increment split by gridlines into another 4 squares. A straight line goes from the origin and sloped upwards going through (25, 55) (not labelled - just a coordinate that it goes through) ]()", "AnswerAText": "\\( 9 \\) kilograms", "AnswerBText": "\\( 19 \\) kilograms", "AnswerCText": "\\( 44 \\) kilograms", "AnswerDText": "\\( 50 \\) kilograms", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 44 \\) kilograms", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThis is a conversion graph between kilograms and pounds.\n\nWhich of the following is the best estimate for the number of kilograms equivalent to \\( 20 \\) pounds? ![A graph on gridded paper with pounds (lb) on the y axis from 0 to 80 and kilograms (kg) on the x axis from 0 to 80. Both axis are labelled in increments of 20, with each increment split by gridlines into another 4 squares. A straight line goes from the origin and sloped upwards going through (25, 55) (not labelled - just a coordinate that it goes through) ]()\n\nOptions:\nA. \\( 9 \\) kilograms\nB. \\( 19 \\) kilograms\nC. \\( 44 \\) kilograms\nD. \\( 50 \\) kilograms\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "111:A", "QuestionText": "Which quadrilateral below is a regular polygon?", "AnswerAText": "![Trapezium]()", "AnswerBText": "![Rhombus]()", "AnswerCText": "![Rectangle]()", "AnswerDText": "![Square]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![Trapezium]()", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nWhich quadrilateral below is a regular polygon?\n\nOptions:\nA. ![Trapezium]()\nB. ![Rhombus]()\nC. ![Rectangle]()\nD. ![Square]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "111:B", "QuestionText": "Which quadrilateral below is a regular polygon?", "AnswerAText": "![Trapezium]()", "AnswerBText": "![Rhombus]()", "AnswerCText": "![Rectangle]()", "AnswerDText": "![Square]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![Rhombus]()", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nWhich quadrilateral below is a regular polygon?\n\nOptions:\nA. ![Trapezium]()\nB. ![Rhombus]()\nC. ![Rectangle]()\nD. ![Square]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "111:C", "QuestionText": "Which quadrilateral below is a regular polygon?", "AnswerAText": "![Trapezium]()", "AnswerBText": "![Rhombus]()", "AnswerCText": "![Rectangle]()", "AnswerDText": "![Square]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![Rectangle]()", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nWhich quadrilateral below is a regular polygon?\n\nOptions:\nA. ![Trapezium]()\nB. ![Rhombus]()\nC. ![Rectangle]()\nD. ![Square]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "112:A", "QuestionText": "Which calculation is equivalent to the fraction \\( \\frac{3}{4} \\) ?", "AnswerAText": "\\( 3-4 \\)", "AnswerBText": "\\( 3 \\div 4 \\)", "AnswerCText": "\\( 4-3 \\)", "AnswerDText": "\\( 4 \\div 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3-4 \\)", "MisconceptionId": "2093", "MisconceptionName": "Thinks the fraction bar means subtract rather than divide", "prompt": "Misconception:\nThinks the fraction bar means subtract rather than divide\n\nQuestion:\nWhich calculation is equivalent to the fraction \\( \\frac{3}{4} \\) ?\n\nOptions:\nA. \\( 3-4 \\)\nB. \\( 3 \\div 4 \\)\nC. \\( 4-3 \\)\nD. \\( 4 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "112:C", "QuestionText": "Which calculation is equivalent to the fraction \\( \\frac{3}{4} \\) ?", "AnswerAText": "\\( 3-4 \\)", "AnswerBText": "\\( 3 \\div 4 \\)", "AnswerCText": "\\( 4-3 \\)", "AnswerDText": "\\( 4 \\div 3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4-3 \\)", "MisconceptionId": "2093", "MisconceptionName": "Thinks the fraction bar means subtract rather than divide", "prompt": "Misconception:\nThinks the fraction bar means subtract rather than divide\n\nQuestion:\nWhich calculation is equivalent to the fraction \\( \\frac{3}{4} \\) ?\n\nOptions:\nA. \\( 3-4 \\)\nB. \\( 3 \\div 4 \\)\nC. \\( 4-3 \\)\nD. \\( 4 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "112:D", "QuestionText": "Which calculation is equivalent to the fraction \\( \\frac{3}{4} \\) ?", "AnswerAText": "\\( 3-4 \\)", "AnswerBText": "\\( 3 \\div 4 \\)", "AnswerCText": "\\( 4-3 \\)", "AnswerDText": "\\( 4 \\div 3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\div 3 \\)", "MisconceptionId": "1542", "MisconceptionName": "Believes that a fraction means dividing the denominator by the numerator", "prompt": "Misconception:\nBelieves that a fraction means dividing the denominator by the numerator\n\nQuestion:\nWhich calculation is equivalent to the fraction \\( \\frac{3}{4} \\) ?\n\nOptions:\nA. \\( 3-4 \\)\nB. \\( 3 \\div 4 \\)\nC. \\( 4-3 \\)\nD. \\( 4 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "113:A", "QuestionText": "Expand and simplify:\n\\[\n4(2 x+1)-(5 x-9)\n\\]", "AnswerAText": "\\( 3 x-5 \\)", "AnswerBText": "\\( 3 x+13 \\)", "AnswerCText": "\\( 13 x-5 \\)", "AnswerDText": "\\( 13 x+13 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 x-5 \\)", "MisconceptionId": "1805", "MisconceptionName": "Does not realise that subtracting a negative is the same as adding it's additive inverse", "prompt": "Misconception:\nDoes not realise that subtracting a negative is the same as adding it's additive inverse\n\nQuestion:\nExpand and simplify:\n\\[\n4(2 x+1)-(5 x-9)\n\\]\n\nOptions:\nA. \\( 3 x-5 \\)\nB. \\( 3 x+13 \\)\nC. \\( 13 x-5 \\)\nD. \\( 13 x+13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "113:C", "QuestionText": "Expand and simplify:\n\\[\n4(2 x+1)-(5 x-9)\n\\]", "AnswerAText": "\\( 3 x-5 \\)", "AnswerBText": "\\( 3 x+13 \\)", "AnswerCText": "\\( 13 x-5 \\)", "AnswerDText": "\\( 13 x+13 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 13 x-5 \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\nExpand and simplify:\n\\[\n4(2 x+1)-(5 x-9)\n\\]\n\nOptions:\nA. \\( 3 x-5 \\)\nB. \\( 3 x+13 \\)\nC. \\( 13 x-5 \\)\nD. \\( 13 x+13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "114:B", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+5)(m-5) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)", "AnswerAText": "\\( \\triangle=-25 \\)", "AnswerBText": "\\( \\triangle=+25 \\)", "AnswerCText": "\\( \\triangle=+5 \\)", "AnswerDText": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\triangle=+25 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+5)(m-5) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)\n\nOptions:\nA. \\( \\triangle=-25 \\)\nB. \\( \\triangle=+25 \\)\nC. \\( \\triangle=+5 \\)\nD. \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "114:C", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+5)(m-5) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)", "AnswerAText": "\\( \\triangle=-25 \\)", "AnswerBText": "\\( \\triangle=+25 \\)", "AnswerCText": "\\( \\triangle=+5 \\)", "AnswerDText": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\triangle=+5 \\)", "MisconceptionId": "2131", "MisconceptionName": "When multiplying out 2 or more brackets, does not multiply all the combinations of terms", "prompt": "Misconception:\nWhen multiplying out 2 or more brackets, does not multiply all the combinations of terms\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+5)(m-5) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)\n\nOptions:\nA. \\( \\triangle=-25 \\)\nB. \\( \\triangle=+25 \\)\nC. \\( \\triangle=+5 \\)\nD. \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "114:D", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+5)(m-5) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)", "AnswerAText": "\\( \\triangle=-25 \\)", "AnswerBText": "\\( \\triangle=+25 \\)", "AnswerCText": "\\( \\triangle=+5 \\)", "AnswerDText": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "MisconceptionId": "2256", "MisconceptionName": "Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets", "prompt": "Misconception:\nBelieves the constant in an expanded quadratic comes from adding the two numbers in the brackets\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+5)(m-5) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)\n\nOptions:\nA. \\( \\triangle=-25 \\)\nB. \\( \\triangle=+25 \\)\nC. \\( \\triangle=+5 \\)\nD. \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "115:A", "QuestionText": "Three left and five down in vector notation is... \\( \\left(\\begin{array}{c}\\triangle \\\\ \\bigcirc\\end{array}\\right) \\) What should replace the \\( \\triangle \\) ?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "851", "MisconceptionName": "Thinks a negative x value in a column vector means to move right rather than left", "prompt": "Misconception:\nThinks a negative x value in a column vector means to move right rather than left\n\nQuestion:\nThree left and five down in vector notation is... \\( \\left(\\begin{array}{c}\\triangle \\\\ \\bigcirc\\end{array}\\right) \\) What should replace the \\( \\triangle \\) ?\n\nOptions:\nA. \\( 3 \\)\nB. \\( -3 \\)\nC. \\( 5 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "115:D", "QuestionText": "Three left and five down in vector notation is... \\( \\left(\\begin{array}{c}\\triangle \\\\ \\bigcirc\\end{array}\\right) \\) What should replace the \\( \\triangle \\) ?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "905", "MisconceptionName": "Thinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round", "prompt": "Misconception:\nThinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round\n\nQuestion:\nThree left and five down in vector notation is... \\( \\left(\\begin{array}{c}\\triangle \\\\ \\bigcirc\\end{array}\\right) \\) What should replace the \\( \\triangle \\) ?\n\nOptions:\nA. \\( 3 \\)\nB. \\( -3 \\)\nC. \\( 5 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "116:C", "QuestionText": "\\( \\frac{3}{5} \\times ?=\\frac{1}{2} \\)", "AnswerAText": "\\( \\frac{2}{3} \\)", "AnswerBText": "\\( \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{3}{10} \\)", "AnswerDText": "There are no values that make this calculation work", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{10} \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\n\\( \\frac{3}{5} \\times ?=\\frac{1}{2} \\)\n\nOptions:\nA. \\( \\frac{2}{3} \\)\nB. \\( \\frac{5}{6} \\)\nC. \\( \\frac{3}{10} \\)\nD. There are no values that make this calculation work\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "116:D", "QuestionText": "\\( \\frac{3}{5} \\times ?=\\frac{1}{2} \\)", "AnswerAText": "\\( \\frac{2}{3} \\)", "AnswerBText": "\\( \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{3}{10} \\)", "AnswerDText": "There are no values that make this calculation work", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "There are no values that make this calculation work", "MisconceptionId": "2173", "MisconceptionName": "Does not realise that division can be used to find the missing value in a multiplication problem", "prompt": "Misconception:\nDoes not realise that division can be used to find the missing value in a multiplication problem\n\nQuestion:\n\\( \\frac{3}{5} \\times ?=\\frac{1}{2} \\)\n\nOptions:\nA. \\( \\frac{2}{3} \\)\nB. \\( \\frac{5}{6} \\)\nC. \\( \\frac{3}{10} \\)\nD. There are no values that make this calculation work\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "117:A", "QuestionText": "To make pink paint, you mix red paint with white paint in the ratio \\( 3: 4 \\).\nWhat should replace the star? ![Red, White, Total | 1200 ml, Star, Blank]()", "AnswerAText": "\\( 1201 \\ \\mathrm{ml} \\)", "AnswerBText": "\\( 900 \\ \\mathrm{ml} \\)", "AnswerCText": "\\( 4800 \\ \\mathrm{ml} \\)", "AnswerDText": "\\( 1600 \\ \\mathrm{ml} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1201 \\ \\mathrm{ml} \\)", "MisconceptionId": "2356", "MisconceptionName": "Thinks a difference of one part in a ratio means the quantities will differ by one unit", "prompt": "Misconception:\nThinks a difference of one part in a ratio means the quantities will differ by one unit\n\nQuestion:\nTo make pink paint, you mix red paint with white paint in the ratio \\( 3: 4 \\).\nWhat should replace the star? ![Red, White, Total | 1200 ml, Star, Blank]()\n\nOptions:\nA. \\( 1201 \\ \\mathrm{ml} \\)\nB. \\( 900 \\ \\mathrm{ml} \\)\nC. \\( 4800 \\ \\mathrm{ml} \\)\nD. \\( 1600 \\ \\mathrm{ml} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "117:B", "QuestionText": "To make pink paint, you mix red paint with white paint in the ratio \\( 3: 4 \\).\nWhat should replace the star? ![Red, White, Total | 1200 ml, Star, Blank]()", "AnswerAText": "\\( 1201 \\ \\mathrm{ml} \\)", "AnswerBText": "\\( 900 \\ \\mathrm{ml} \\)", "AnswerCText": "\\( 4800 \\ \\mathrm{ml} \\)", "AnswerDText": "\\( 1600 \\ \\mathrm{ml} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 900 \\ \\mathrm{ml} \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nTo make pink paint, you mix red paint with white paint in the ratio \\( 3: 4 \\).\nWhat should replace the star? ![Red, White, Total | 1200 ml, Star, Blank]()\n\nOptions:\nA. \\( 1201 \\ \\mathrm{ml} \\)\nB. \\( 900 \\ \\mathrm{ml} \\)\nC. \\( 4800 \\ \\mathrm{ml} \\)\nD. \\( 1600 \\ \\mathrm{ml} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "117:C", "QuestionText": "To make pink paint, you mix red paint with white paint in the ratio \\( 3: 4 \\).\nWhat should replace the star? ![Red, White, Total | 1200 ml, Star, Blank]()", "AnswerAText": "\\( 1201 \\ \\mathrm{ml} \\)", "AnswerBText": "\\( 900 \\ \\mathrm{ml} \\)", "AnswerCText": "\\( 4800 \\ \\mathrm{ml} \\)", "AnswerDText": "\\( 1600 \\ \\mathrm{ml} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4800 \\ \\mathrm{ml} \\)", "MisconceptionId": "1646", "MisconceptionName": "In ratio question where one side of ratio is given, uses that as one part in ratio without dividing", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, uses that as one part in ratio without dividing\n\nQuestion:\nTo make pink paint, you mix red paint with white paint in the ratio \\( 3: 4 \\).\nWhat should replace the star? ![Red, White, Total | 1200 ml, Star, Blank]()\n\nOptions:\nA. \\( 1201 \\ \\mathrm{ml} \\)\nB. \\( 900 \\ \\mathrm{ml} \\)\nC. \\( 4800 \\ \\mathrm{ml} \\)\nD. \\( 1600 \\ \\mathrm{ml} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "118:A", "QuestionText": "What should replace the star to calculate the area of this trapezium?\n Area \\( =\\frac{90+40}{2} \\times \\) \\(\\color{gold}\\bigstar\\)\n ![Trapezium with parallel sides of lengths 90mm and 40mm. The length of one slanted side is 6cm and the perpendicular height is 5cm.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 60 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "877", "MisconceptionName": "Does not convert measurements to have the same units before calculating area or volume", "prompt": "Misconception:\nDoes not convert measurements to have the same units before calculating area or volume\n\nQuestion:\nWhat should replace the star to calculate the area of this trapezium?\n Area \\( =\\frac{90+40}{2} \\times \\) \\(\\color{gold}\\bigstar\\)\n ![Trapezium with parallel sides of lengths 90mm and 40mm. The length of one slanted side is 6cm and the perpendicular height is 5cm.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 50 \\)\nC. \\( 6 \\)\nD. \\( 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "118:C", "QuestionText": "What should replace the star to calculate the area of this trapezium?\n Area \\( =\\frac{90+40}{2} \\times \\) \\(\\color{gold}\\bigstar\\)\n ![Trapezium with parallel sides of lengths 90mm and 40mm. The length of one slanted side is 6cm and the perpendicular height is 5cm.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 60 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2332", "MisconceptionName": "Uses slant height instead of perpendicular height to find area of a trapezium", "prompt": "Misconception:\nUses slant height instead of perpendicular height to find area of a trapezium\n\nQuestion:\nWhat should replace the star to calculate the area of this trapezium?\n Area \\( =\\frac{90+40}{2} \\times \\) \\(\\color{gold}\\bigstar\\)\n ![Trapezium with parallel sides of lengths 90mm and 40mm. The length of one slanted side is 6cm and the perpendicular height is 5cm.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 50 \\)\nC. \\( 6 \\)\nD. \\( 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "118:D", "QuestionText": "What should replace the star to calculate the area of this trapezium?\n Area \\( =\\frac{90+40}{2} \\times \\) \\(\\color{gold}\\bigstar\\)\n ![Trapezium with parallel sides of lengths 90mm and 40mm. The length of one slanted side is 6cm and the perpendicular height is 5cm.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 60 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 60 \\)", "MisconceptionId": "2332", "MisconceptionName": "Uses slant height instead of perpendicular height to find area of a trapezium", "prompt": "Misconception:\nUses slant height instead of perpendicular height to find area of a trapezium\n\nQuestion:\nWhat should replace the star to calculate the area of this trapezium?\n Area \\( =\\frac{90+40}{2} \\times \\) \\(\\color{gold}\\bigstar\\)\n ![Trapezium with parallel sides of lengths 90mm and 40mm. The length of one slanted side is 6cm and the perpendicular height is 5cm.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 50 \\)\nC. \\( 6 \\)\nD. \\( 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "119:A", "QuestionText": "Tom and Katie are trying to write different calculations for the diagram on the left.\nTom writes: \\( -3 \\times(-8)=-24 \\)\nKatie writes: \\( \\frac{(-24)}{-3}=-8 \\)\nWho is correct? ![A diagram showing an arrow to the left, marked with a value of -24. Underneath this arrow there is a smaller arrow, still pointing to the left, that is a third of the length of the larger arrow]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nTom and Katie are trying to write different calculations for the diagram on the left.\nTom writes: \\( -3 \\times(-8)=-24 \\)\nKatie writes: \\( \\frac{(-24)}{-3}=-8 \\)\nWho is correct? ![A diagram showing an arrow to the left, marked with a value of -24. Underneath this arrow there is a smaller arrow, still pointing to the left, that is a third of the length of the larger arrow]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "119:B", "QuestionText": "Tom and Katie are trying to write different calculations for the diagram on the left.\nTom writes: \\( -3 \\times(-8)=-24 \\)\nKatie writes: \\( \\frac{(-24)}{-3}=-8 \\)\nWho is correct? ![A diagram showing an arrow to the left, marked with a value of -24. Underneath this arrow there is a smaller arrow, still pointing to the left, that is a third of the length of the larger arrow]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1400", "MisconceptionName": "Believes dividing a negative by a negative gives a negative answer", "prompt": "Misconception:\nBelieves dividing a negative by a negative gives a negative answer\n\nQuestion:\nTom and Katie are trying to write different calculations for the diagram on the left.\nTom writes: \\( -3 \\times(-8)=-24 \\)\nKatie writes: \\( \\frac{(-24)}{-3}=-8 \\)\nWho is correct? ![A diagram showing an arrow to the left, marked with a value of -24. Underneath this arrow there is a smaller arrow, still pointing to the left, that is a third of the length of the larger arrow]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "120:A", "QuestionText": "Square \\( \\mathrm{P} \\) has an area of \\( 4 \\mathrm{~cm}^{2} \\)\nSquare \\( Q \\) has an area of \\( 4 \\mathrm{~mm}^{2} \\)\nWhat is the total area of squares \\( P \\) and \\( Q \\) in \\( \\mathrm{mm}^{2} \\) ?", "AnswerAText": "\\( 8 \\mathrm{~mm}^{2} \\)", "AnswerBText": "\\( 44 \\mathrm{~mm}^{2} \\)", "AnswerCText": "\\( 404 \\mathrm{~mm}^{2} \\)", "AnswerDText": "\\( 40004 \\mathrm{~mm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 8 \\mathrm{~mm}^{2} \\)", "MisconceptionId": "877", "MisconceptionName": "Does not convert measurements to have the same units before calculating area or volume", "prompt": "Misconception:\nDoes not convert measurements to have the same units before calculating area or volume\n\nQuestion:\nSquare \\( \\mathrm{P} \\) has an area of \\( 4 \\mathrm{~cm}^{2} \\)\nSquare \\( Q \\) has an area of \\( 4 \\mathrm{~mm}^{2} \\)\nWhat is the total area of squares \\( P \\) and \\( Q \\) in \\( \\mathrm{mm}^{2} \\) ?\n\nOptions:\nA. \\( 8 \\mathrm{~mm}^{2} \\)\nB. \\( 44 \\mathrm{~mm}^{2} \\)\nC. \\( 404 \\mathrm{~mm}^{2} \\)\nD. \\( 40004 \\mathrm{~mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "120:B", "QuestionText": "Square \\( \\mathrm{P} \\) has an area of \\( 4 \\mathrm{~cm}^{2} \\)\nSquare \\( Q \\) has an area of \\( 4 \\mathrm{~mm}^{2} \\)\nWhat is the total area of squares \\( P \\) and \\( Q \\) in \\( \\mathrm{mm}^{2} \\) ?", "AnswerAText": "\\( 8 \\mathrm{~mm}^{2} \\)", "AnswerBText": "\\( 44 \\mathrm{~mm}^{2} \\)", "AnswerCText": "\\( 404 \\mathrm{~mm}^{2} \\)", "AnswerDText": "\\( 40004 \\mathrm{~mm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 44 \\mathrm{~mm}^{2} \\)", "MisconceptionId": "486", "MisconceptionName": "Does not square the conversion factor when converting squared units", "prompt": "Misconception:\nDoes not square the conversion factor when converting squared units\n\nQuestion:\nSquare \\( \\mathrm{P} \\) has an area of \\( 4 \\mathrm{~cm}^{2} \\)\nSquare \\( Q \\) has an area of \\( 4 \\mathrm{~mm}^{2} \\)\nWhat is the total area of squares \\( P \\) and \\( Q \\) in \\( \\mathrm{mm}^{2} \\) ?\n\nOptions:\nA. \\( 8 \\mathrm{~mm}^{2} \\)\nB. \\( 44 \\mathrm{~mm}^{2} \\)\nC. \\( 404 \\mathrm{~mm}^{2} \\)\nD. \\( 40004 \\mathrm{~mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "120:D", "QuestionText": "Square \\( \\mathrm{P} \\) has an area of \\( 4 \\mathrm{~cm}^{2} \\)\nSquare \\( Q \\) has an area of \\( 4 \\mathrm{~mm}^{2} \\)\nWhat is the total area of squares \\( P \\) and \\( Q \\) in \\( \\mathrm{mm}^{2} \\) ?", "AnswerAText": "\\( 8 \\mathrm{~mm}^{2} \\)", "AnswerBText": "\\( 44 \\mathrm{~mm}^{2} \\)", "AnswerCText": "\\( 404 \\mathrm{~mm}^{2} \\)", "AnswerDText": "\\( 40004 \\mathrm{~mm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 40004 \\mathrm{~mm}^{2} \\)", "MisconceptionId": "1652", "MisconceptionName": "Thinks there are 100mm in a centimetre", "prompt": "Misconception:\nThinks there are 100mm in a centimetre\n\nQuestion:\nSquare \\( \\mathrm{P} \\) has an area of \\( 4 \\mathrm{~cm}^{2} \\)\nSquare \\( Q \\) has an area of \\( 4 \\mathrm{~mm}^{2} \\)\nWhat is the total area of squares \\( P \\) and \\( Q \\) in \\( \\mathrm{mm}^{2} \\) ?\n\nOptions:\nA. \\( 8 \\mathrm{~mm}^{2} \\)\nB. \\( 44 \\mathrm{~mm}^{2} \\)\nC. \\( 404 \\mathrm{~mm}^{2} \\)\nD. \\( 40004 \\mathrm{~mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "121:A", "QuestionText": "What is the gradient of this line?\n\\(5 x+3 y=15\\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( \\frac{5}{3} \\)", "AnswerDText": "\\( -\\frac{5}{3} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nWhat is the gradient of this line?\n\\(5 x+3 y=15\\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( -5 \\)\nC. \\( \\frac{5}{3} \\)\nD. \\( -\\frac{5}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "121:B", "QuestionText": "What is the gradient of this line?\n\\(5 x+3 y=15\\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( \\frac{5}{3} \\)", "AnswerDText": "\\( -\\frac{5}{3} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "1324", "MisconceptionName": "When solving an equation, believes that when they get to ax = b, b is the solution", "prompt": "Misconception:\nWhen solving an equation, believes that when they get to ax = b, b is the solution\n\nQuestion:\nWhat is the gradient of this line?\n\\(5 x+3 y=15\\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( -5 \\)\nC. \\( \\frac{5}{3} \\)\nD. \\( -\\frac{5}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "121:C", "QuestionText": "What is the gradient of this line?\n\\(5 x+3 y=15\\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( \\frac{5}{3} \\)", "AnswerDText": "\\( -\\frac{5}{3} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{5}{3} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nWhat is the gradient of this line?\n\\(5 x+3 y=15\\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( -5 \\)\nC. \\( \\frac{5}{3} \\)\nD. \\( -\\frac{5}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "122:B", "QuestionText": "The table shows the summary statistics from some girls and boys who took a test.\nWho performed the most consistently? ![\\begin{tabular}{|c|c|c|}\n\\hline Gender & Mean & Range \\\\\n\\hline Girls & \\( 75 \\) & \\( 20 \\) \\\\\n\\hline Boys & \\( 60 \\) & \\( 40 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "The girls because their range is lower", "AnswerBText": "The boys because their mean is lower", "AnswerCText": "The boys because their range is higher", "AnswerDText": "The girls because their mean is higher", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "The boys because their mean is lower", "MisconceptionId": "1600", "MisconceptionName": "Thinks a lower average means the data is more consistent", "prompt": "Misconception:\nThinks a lower average means the data is more consistent\n\nQuestion:\nThe table shows the summary statistics from some girls and boys who took a test.\nWho performed the most consistently? ![\\begin{tabular}{|c|c|c|}\n\\hline Gender & Mean & Range \\\\\n\\hline Girls & \\( 75 \\) & \\( 20 \\) \\\\\n\\hline Boys & \\( 60 \\) & \\( 40 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. The girls because their range is lower\nB. The boys because their mean is lower\nC. The boys because their range is higher\nD. The girls because their mean is higher\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "122:C", "QuestionText": "The table shows the summary statistics from some girls and boys who took a test.\nWho performed the most consistently? ![\\begin{tabular}{|c|c|c|}\n\\hline Gender & Mean & Range \\\\\n\\hline Girls & \\( 75 \\) & \\( 20 \\) \\\\\n\\hline Boys & \\( 60 \\) & \\( 40 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "The girls because their range is lower", "AnswerBText": "The boys because their mean is lower", "AnswerCText": "The boys because their range is higher", "AnswerDText": "The girls because their mean is higher", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "The boys because their range is higher", "MisconceptionId": "1923", "MisconceptionName": "Thinks a greater range means more consistent data", "prompt": "Misconception:\nThinks a greater range means more consistent data\n\nQuestion:\nThe table shows the summary statistics from some girls and boys who took a test.\nWho performed the most consistently? ![\\begin{tabular}{|c|c|c|}\n\\hline Gender & Mean & Range \\\\\n\\hline Girls & \\( 75 \\) & \\( 20 \\) \\\\\n\\hline Boys & \\( 60 \\) & \\( 40 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. The girls because their range is lower\nB. The boys because their mean is lower\nC. The boys because their range is higher\nD. The girls because their mean is higher\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "122:D", "QuestionText": "The table shows the summary statistics from some girls and boys who took a test.\nWho performed the most consistently? ![\\begin{tabular}{|c|c|c|}\n\\hline Gender & Mean & Range \\\\\n\\hline Girls & \\( 75 \\) & \\( 20 \\) \\\\\n\\hline Boys & \\( 60 \\) & \\( 40 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "The girls because their range is lower", "AnswerBText": "The boys because their mean is lower", "AnswerCText": "The boys because their range is higher", "AnswerDText": "The girls because their mean is higher", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "The girls because their mean is higher", "MisconceptionId": "880", "MisconceptionName": "Thinks a higher average means more consistent data", "prompt": "Misconception:\nThinks a higher average means more consistent data\n\nQuestion:\nThe table shows the summary statistics from some girls and boys who took a test.\nWho performed the most consistently? ![\\begin{tabular}{|c|c|c|}\n\\hline Gender & Mean & Range \\\\\n\\hline Girls & \\( 75 \\) & \\( 20 \\) \\\\\n\\hline Boys & \\( 60 \\) & \\( 40 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. The girls because their range is lower\nB. The boys because their mean is lower\nC. The boys because their range is higher\nD. The girls because their mean is higher\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "123:C", "QuestionText": "Tom and Katie are discussing parallel lines. Tom says these two lines are parallel ![Image of a grid of squares with 2 lines on it. One line goes two squares to the right and one square up. The second line goes four squares to the right and two squares up.]() Katie says these two lines are parallel ![Image of a grid of squares with 2 lines on it. One line goes two squares to the right and one square up. The second line goes two squares to the right and one square down.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1425", "MisconceptionName": "Believes two lines of the same length are parallel", "prompt": "Misconception:\nBelieves two lines of the same length are parallel\n\nQuestion:\nTom and Katie are discussing parallel lines. Tom says these two lines are parallel ![Image of a grid of squares with 2 lines on it. One line goes two squares to the right and one square up. The second line goes four squares to the right and two squares up.]() Katie says these two lines are parallel ![Image of a grid of squares with 2 lines on it. One line goes two squares to the right and one square up. The second line goes two squares to the right and one square down.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "124:A", "QuestionText": "What number belongs in the box?\n\\(\n(-8)-(-5)=\n\\square\\)", "AnswerAText": "\\( -13 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -13 \\)", "MisconceptionId": "1282", "MisconceptionName": "When subtracting a negative thinks the answer must be negative", "prompt": "Misconception:\nWhen subtracting a negative thinks the answer must be negative\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-8)-(-5)=\n\\square\\)\n\nOptions:\nA. \\( -13 \\)\nB. \\( 13 \\)\nC. \\( 3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "124:B", "QuestionText": "What number belongs in the box?\n\\(\n(-8)-(-5)=\n\\square\\)", "AnswerAText": "\\( -13 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 13 \\)", "MisconceptionId": "1435", "MisconceptionName": "When subtracting from a negative thinks the answer must be positive", "prompt": "Misconception:\nWhen subtracting from a negative thinks the answer must be positive\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-8)-(-5)=\n\\square\\)\n\nOptions:\nA. \\( -13 \\)\nB. \\( 13 \\)\nC. \\( 3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "124:C", "QuestionText": "What number belongs in the box?\n\\(\n(-8)-(-5)=\n\\square\\)", "AnswerAText": "\\( -13 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1435", "MisconceptionName": "When subtracting from a negative thinks the answer must be positive", "prompt": "Misconception:\nWhen subtracting from a negative thinks the answer must be positive\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-8)-(-5)=\n\\square\\)\n\nOptions:\nA. \\( -13 \\)\nB. \\( 13 \\)\nC. \\( 3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "125:A", "QuestionText": "On what line is the first mistake when proving \\( (n+1)^{2}-(n-1)^{2} \\) is divisible by \\( 4 \\) ? \\( n^{2}+2 n+1-\\left(n^{2}-2 n+1\\right) \\quad \\) Line \\( 1 \\) \\( n^{2}+2 n+1-n^{2}-2 n+1 \\quad \\) Line \\( 2 \\) \\[\n2\n\\]\n\nLine \\( 3 \\)", "AnswerAText": "Line \\( 1 \\)", "AnswerBText": "Line \\( 2 \\)", "AnswerCText": "Line \\( 3 \\)", "AnswerDText": "Everything is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Line \\( 1 \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nOn what line is the first mistake when proving \\( (n+1)^{2}-(n-1)^{2} \\) is divisible by \\( 4 \\) ? \\( n^{2}+2 n+1-\\left(n^{2}-2 n+1\\right) \\quad \\) Line \\( 1 \\) \\( n^{2}+2 n+1-n^{2}-2 n+1 \\quad \\) Line \\( 2 \\) \\[\n2\n\\]\n\nLine \\( 3 \\)\n\nOptions:\nA. Line \\( 1 \\)\nB. Line \\( 2 \\)\nC. Line \\( 3 \\)\nD. Everything is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "126:A", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The right handed rectangle is shaded blue]()", "AnswerAText": "\\( 48 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 104 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 42 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 56 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 48 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The right handed rectangle is shaded blue]()\n\nOptions:\nA. \\( 48 \\mathrm{~cm}^{2} \\)\nB. \\( 104 \\mathrm{~cm}^{2} \\)\nC. \\( 42 \\mathrm{~cm}^{2} \\)\nD. \\( 56 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "126:B", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The right handed rectangle is shaded blue]()", "AnswerAText": "\\( 48 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 104 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 42 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 56 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 104 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The right handed rectangle is shaded blue]()\n\nOptions:\nA. \\( 48 \\mathrm{~cm}^{2} \\)\nB. \\( 104 \\mathrm{~cm}^{2} \\)\nC. \\( 42 \\mathrm{~cm}^{2} \\)\nD. \\( 56 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "126:D", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The right handed rectangle is shaded blue]()", "AnswerAText": "\\( 48 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 104 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 42 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 56 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 56 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The right handed rectangle is shaded blue]()\n\nOptions:\nA. \\( 48 \\mathrm{~cm}^{2} \\)\nB. \\( 104 \\mathrm{~cm}^{2} \\)\nC. \\( 42 \\mathrm{~cm}^{2} \\)\nD. \\( 56 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "127:B", "QuestionText": "In which region would \\( x+y=1 \\) belong? ![A Venn diagram with two intersecting sets. The set on the right is 'Crosses the y-axis at (0,1)' and the set of the right is 'Has a positive gradient'. A is in the 'Crosses the y-axis at (0,1)' set only, B is in the intersection, C is in the 'Has a positive gradient' only and D is outside both sets.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nIn which region would \\( x+y=1 \\) belong? ![A Venn diagram with two intersecting sets. The set on the right is 'Crosses the y-axis at (0,1)' and the set of the right is 'Has a positive gradient'. A is in the 'Crosses the y-axis at (0,1)' set only, B is in the intersection, C is in the 'Has a positive gradient' only and D is outside both sets.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "128:B", "QuestionText": "Jo and Paul are arguing about the result of this Function Machine:\nJo says the output is: \\( \\frac{n}{5}+3 \\)\nPaul says the output is: \\( \\frac{n+3}{5} \\)\nWho is correct? ![A function machine showing an input of n and operations divide by 5 and add 3]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nJo and Paul are arguing about the result of this Function Machine:\nJo says the output is: \\( \\frac{n}{5}+3 \\)\nPaul says the output is: \\( \\frac{n+3}{5} \\)\nWho is correct? ![A function machine showing an input of n and operations divide by 5 and add 3]()\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "128:C", "QuestionText": "Jo and Paul are arguing about the result of this Function Machine:\nJo says the output is: \\( \\frac{n}{5}+3 \\)\nPaul says the output is: \\( \\frac{n+3}{5} \\)\nWho is correct? ![A function machine showing an input of n and operations divide by 5 and add 3]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nJo and Paul are arguing about the result of this Function Machine:\nJo says the output is: \\( \\frac{n}{5}+3 \\)\nPaul says the output is: \\( \\frac{n+3}{5} \\)\nWho is correct? ![A function machine showing an input of n and operations divide by 5 and add 3]()\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "129:A", "QuestionText": "When \\( h=10 \\)\n\\(\n\\frac{h}{2}=\n\\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2093", "MisconceptionName": "Thinks the fraction bar means subtract rather than divide", "prompt": "Misconception:\nThinks the fraction bar means subtract rather than divide\n\nQuestion:\nWhen \\( h=10 \\)\n\\(\n\\frac{h}{2}=\n\\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 5 \\)\nC. \\( -8 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "129:D", "QuestionText": "When \\( h=10 \\)\n\\(\n\\frac{h}{2}=\n\\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "1648", "MisconceptionName": "Believes dividing two positives will give a negative answer", "prompt": "Misconception:\nBelieves dividing two positives will give a negative answer\n\nQuestion:\nWhen \\( h=10 \\)\n\\(\n\\frac{h}{2}=\n\\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 5 \\)\nC. \\( -8 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "130:A", "QuestionText": "\\(\n6,14,28,48,74, \\ldots\n\\)\n\nWhen calculating the nth-term rule of this sequence, what should replace the triangle?\n\nnth-term rule: \\( 3 n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)", "AnswerAText": "\\[\n+1\n\\]\n(or just a + sign)", "AnswerBText": "\\( -1 \\)\n(or just a - sign)", "AnswerCText": "\\( +3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\[\n+1\n\\]\n(or just a + sign)", "MisconceptionId": "1213", "MisconceptionName": "When finding the differences between terms in a sequence, believes they can do so from right to left", "prompt": "Misconception:\nWhen finding the differences between terms in a sequence, believes they can do so from right to left\n\nQuestion:\n\\(\n6,14,28,48,74, \\ldots\n\\)\n\nWhen calculating the nth-term rule of this sequence, what should replace the triangle?\n\nnth-term rule: \\( 3 n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)\n\nOptions:\nA. \\[\n+1\n\\]\n(or just a + sign)\nB. \\( -1 \\)\n(or just a - sign)\nC. \\( +3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "130:C", "QuestionText": "\\(\n6,14,28,48,74, \\ldots\n\\)\n\nWhen calculating the nth-term rule of this sequence, what should replace the triangle?\n\nnth-term rule: \\( 3 n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)", "AnswerAText": "\\[\n+1\n\\]\n(or just a + sign)", "AnswerBText": "\\( -1 \\)\n(or just a - sign)", "AnswerCText": "\\( +3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( +3 \\)", "MisconceptionId": "2475", "MisconceptionName": "When finding the nth term rule for a quadratic sequence, believes they only need to use the first term to calculate the coefficient of n", "prompt": "Misconception:\nWhen finding the nth term rule for a quadratic sequence, believes they only need to use the first term to calculate the coefficient of n\n\nQuestion:\n\\(\n6,14,28,48,74, \\ldots\n\\)\n\nWhen calculating the nth-term rule of this sequence, what should replace the triangle?\n\nnth-term rule: \\( 3 n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)\n\nOptions:\nA. \\[\n+1\n\\]\n(or just a + sign)\nB. \\( -1 \\)\n(or just a - sign)\nC. \\( +3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "131:B", "QuestionText": "Solve the equation:\n\\(\np-5=\\frac{1}{10}\n\\)", "AnswerAText": "\\( p=\\frac{6}{15} \\)", "AnswerBText": "\\( p=\\frac{6}{10} \\)", "AnswerCText": "\\( p=\\frac{51}{10} \\)", "AnswerDText": "\\( p=\\frac{5}{50} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( p=\\frac{6}{10} \\)", "MisconceptionId": "1852", "MisconceptionName": "When adding an integer to a fraction, thinks you add the integer to the numerator", "prompt": "Misconception:\nWhen adding an integer to a fraction, thinks you add the integer to the numerator\n\nQuestion:\nSolve the equation:\n\\(\np-5=\\frac{1}{10}\n\\)\n\nOptions:\nA. \\( p=\\frac{6}{15} \\)\nB. \\( p=\\frac{6}{10} \\)\nC. \\( p=\\frac{51}{10} \\)\nD. \\( p=\\frac{5}{50} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "131:D", "QuestionText": "Solve the equation:\n\\(\np-5=\\frac{1}{10}\n\\)", "AnswerAText": "\\( p=\\frac{6}{15} \\)", "AnswerBText": "\\( p=\\frac{6}{10} \\)", "AnswerCText": "\\( p=\\frac{51}{10} \\)", "AnswerDText": "\\( p=\\frac{5}{50} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( p=\\frac{5}{50} \\)", "MisconceptionId": "1360", "MisconceptionName": "When solving an equation, multiplies instead of adding", "prompt": "Misconception:\nWhen solving an equation, multiplies instead of adding\n\nQuestion:\nSolve the equation:\n\\(\np-5=\\frac{1}{10}\n\\)\n\nOptions:\nA. \\( p=\\frac{6}{15} \\)\nB. \\( p=\\frac{6}{10} \\)\nC. \\( p=\\frac{51}{10} \\)\nD. \\( p=\\frac{5}{50} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "132:C", "QuestionText": "Tom and Katie are arguing about solving inequalities.\nTom says \\( -2 m>12 \\) gives \\( m>-6 \\)\nKatie says \\( -2+m>12 \\) gives \\( m>14 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "811", "MisconceptionName": "Believes they can multiply/divide through by a negative number without changing the direction of the inequality", "prompt": "Misconception:\nBelieves they can multiply/divide through by a negative number without changing the direction of the inequality\n\nQuestion:\nTom and Katie are arguing about solving inequalities.\nTom says \\( -2 m>12 \\) gives \\( m>-6 \\)\nKatie says \\( -2+m>12 \\) gives \\( m>14 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "133:A", "QuestionText": "Tom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 20 \\) sided shape\n\nTom says you can do \\( \\frac{18 \\times 180}{20} \\)\n\nKatie says you can do \\( 180-\\frac{360}{20} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1406", "MisconceptionName": "Does not recognise that interior and exterior angles are supplementary", "prompt": "Misconception:\nDoes not recognise that interior and exterior angles are supplementary\n\nQuestion:\nTom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 20 \\) sided shape\n\nTom says you can do \\( \\frac{18 \\times 180}{20} \\)\n\nKatie says you can do \\( 180-\\frac{360}{20} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "133:B", "QuestionText": "Tom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 20 \\) sided shape\n\nTom says you can do \\( \\frac{18 \\times 180}{20} \\)\n\nKatie says you can do \\( 180-\\frac{360}{20} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "405", "MisconceptionName": "Believes the only way to find the interior angle of a regular polygon is to subtract the exterior angle from 180.", "prompt": "Misconception:\nBelieves the only way to find the interior angle of a regular polygon is to subtract the exterior angle from 180.\n\nQuestion:\nTom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 20 \\) sided shape\n\nTom says you can do \\( \\frac{18 \\times 180}{20} \\)\n\nKatie says you can do \\( 180-\\frac{360}{20} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "134:A", "QuestionText": "\\(\n0.095643\n\\)\n\nWhat is this number rounded to \\( 1 \\) significant figure?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.09 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1876", "MisconceptionName": "Counts leading zero as a significant figure", "prompt": "Misconception:\nCounts leading zero as a significant figure\n\nQuestion:\n\\(\n0.095643\n\\)\n\nWhat is this number rounded to \\( 1 \\) significant figure?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.09 \\)\nC. \\( 0.01 \\)\nD. \\( 0.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "134:B", "QuestionText": "\\(\n0.095643\n\\)\n\nWhat is this number rounded to \\( 1 \\) significant figure?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.09 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.1 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.09 \\)", "MisconceptionId": "1402", "MisconceptionName": "Rounds down instead of up when next digit is 5", "prompt": "Misconception:\nRounds down instead of up when next digit is 5\n\nQuestion:\n\\(\n0.095643\n\\)\n\nWhat is this number rounded to \\( 1 \\) significant figure?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.09 \\)\nC. \\( 0.01 \\)\nD. \\( 0.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "134:C", "QuestionText": "\\(\n0.095643\n\\)\n\nWhat is this number rounded to \\( 1 \\) significant figure?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.09 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.01 \\)", "MisconceptionId": "1605", "MisconceptionName": "When rounding up from a 9, does not add one on to the digit to the left", "prompt": "Misconception:\nWhen rounding up from a 9, does not add one on to the digit to the left\n\nQuestion:\n\\(\n0.095643\n\\)\n\nWhat is this number rounded to \\( 1 \\) significant figure?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.09 \\)\nC. \\( 0.01 \\)\nD. \\( 0.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "135:A", "QuestionText": "Complete the missing value. ![A circle with two other circles below it, connected to the top circle by lines. The top circle has 60% in, one of the bottom circles has 2/5, and the other is blank.]()", "AnswerAText": "\\( 100 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( \\frac{2}{10} \\)", "AnswerDText": "\\( 0.4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 100 \\% \\)", "MisconceptionId": "1184", "MisconceptionName": "Identifies the wrong part of a fraction model as the whole", "prompt": "Misconception:\nIdentifies the wrong part of a fraction model as the whole\n\nQuestion:\nComplete the missing value. ![A circle with two other circles below it, connected to the top circle by lines. The top circle has 60% in, one of the bottom circles has 2/5, and the other is blank.]()\n\nOptions:\nA. \\( 100 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( \\frac{2}{10} \\)\nD. \\( 0.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "135:B", "QuestionText": "Complete the missing value. ![A circle with two other circles below it, connected to the top circle by lines. The top circle has 60% in, one of the bottom circles has 2/5, and the other is blank.]()", "AnswerAText": "\\( 100 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( \\frac{2}{10} \\)", "AnswerDText": "\\( 0.4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 60 \\% \\)", "MisconceptionId": "2563", "MisconceptionName": "Believes to complete a part whole model you select a value already given in the model", "prompt": "Misconception:\nBelieves to complete a part whole model you select a value already given in the model\n\nQuestion:\nComplete the missing value. ![A circle with two other circles below it, connected to the top circle by lines. The top circle has 60% in, one of the bottom circles has 2/5, and the other is blank.]()\n\nOptions:\nA. \\( 100 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( \\frac{2}{10} \\)\nD. \\( 0.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "135:D", "QuestionText": "Complete the missing value. ![A circle with two other circles below it, connected to the top circle by lines. The top circle has 60% in, one of the bottom circles has 2/5, and the other is blank.]()", "AnswerAText": "\\( 100 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( \\frac{2}{10} \\)", "AnswerDText": "\\( 0.4 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "2563", "MisconceptionName": "Believes to complete a part whole model you select a value already given in the model", "prompt": "Misconception:\nBelieves to complete a part whole model you select a value already given in the model\n\nQuestion:\nComplete the missing value. ![A circle with two other circles below it, connected to the top circle by lines. The top circle has 60% in, one of the bottom circles has 2/5, and the other is blank.]()\n\nOptions:\nA. \\( 100 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( \\frac{2}{10} \\)\nD. \\( 0.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "136:A", "QuestionText": "The product of two numbers is \\( -24 \\).\nWhat could the two numbers be?", "AnswerAText": "\\( -3 \\) and \\( -8 \\)", "AnswerBText": "\\( -4 \\) and \\( 6 \\)", "AnswerCText": "\\( -10 \\) and \\( -14 \\)", "AnswerDText": "\\( -3 \\) and \\( 9 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -3 \\) and \\( -8 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nThe product of two numbers is \\( -24 \\).\nWhat could the two numbers be?\n\nOptions:\nA. \\( -3 \\) and \\( -8 \\)\nB. \\( -4 \\) and \\( 6 \\)\nC. \\( -10 \\) and \\( -14 \\)\nD. \\( -3 \\) and \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "136:C", "QuestionText": "The product of two numbers is \\( -24 \\).\nWhat could the two numbers be?", "AnswerAText": "\\( -3 \\) and \\( -8 \\)", "AnswerBText": "\\( -4 \\) and \\( 6 \\)", "AnswerCText": "\\( -10 \\) and \\( -14 \\)", "AnswerDText": "\\( -3 \\) and \\( 9 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -10 \\) and \\( -14 \\)", "MisconceptionId": "191", "MisconceptionName": "Believes that product means add rather than multiply", "prompt": "Misconception:\nBelieves that product means add rather than multiply\n\nQuestion:\nThe product of two numbers is \\( -24 \\).\nWhat could the two numbers be?\n\nOptions:\nA. \\( -3 \\) and \\( -8 \\)\nB. \\( -4 \\) and \\( 6 \\)\nC. \\( -10 \\) and \\( -14 \\)\nD. \\( -3 \\) and \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "137:A", "QuestionText": "Tom is has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\n3 \\text { for } 0 \\leq x<Q \\\\\nP \\text { for } 1.5 \\leq x<4 \\\\\n2.5 \\text { for } 4 \\leq x<7\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and \\( Q \\) ? ![The graph is three separate horizontal lines. It goes from (0,3) to (1.5, 3), then (1.5, 2) to (4, 2) and the last section is from (4, 2.5) to (7, 2.5)]()", "AnswerAText": "\\( \\begin{array}{c}P=1.5 \\\\ Q=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}P=2 \\\\ Q=1.5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}P=2 \\\\ Q=1\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}P=1 \\\\ Q=2\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}P=1.5 \\\\ Q=2\\end{array} \\)", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nTom is has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\n3 \\text { for } 0 \\leq x<Q \\\\\nP \\text { for } 1.5 \\leq x<4 \\\\\n2.5 \\text { for } 4 \\leq x<7\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and \\( Q \\) ? ![The graph is three separate horizontal lines. It goes from (0,3) to (1.5, 3), then (1.5, 2) to (4, 2) and the last section is from (4, 2.5) to (7, 2.5)]()\n\nOptions:\nA. \\( \\begin{array}{c}P=1.5 \\\\ Q=2\\end{array} \\)\nB. \\( \\begin{array}{c}P=2 \\\\ Q=1.5\\end{array} \\)\nC. \\( \\begin{array}{l}P=2 \\\\ Q=1\\end{array} \\)\nD. \\( \\begin{array}{l}P=1 \\\\ Q=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "137:C", "QuestionText": "Tom is has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\n3 \\text { for } 0 \\leq x<Q \\\\\nP \\text { for } 1.5 \\leq x<4 \\\\\n2.5 \\text { for } 4 \\leq x<7\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and \\( Q \\) ? ![The graph is three separate horizontal lines. It goes from (0,3) to (1.5, 3), then (1.5, 2) to (4, 2) and the last section is from (4, 2.5) to (7, 2.5)]()", "AnswerAText": "\\( \\begin{array}{c}P=1.5 \\\\ Q=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}P=2 \\\\ Q=1.5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}P=2 \\\\ Q=1\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}P=1 \\\\ Q=2\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}P=2 \\\\ Q=1\\end{array} \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\nTom is has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\n3 \\text { for } 0 \\leq x<Q \\\\\nP \\text { for } 1.5 \\leq x<4 \\\\\n2.5 \\text { for } 4 \\leq x<7\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and \\( Q \\) ? ![The graph is three separate horizontal lines. It goes from (0,3) to (1.5, 3), then (1.5, 2) to (4, 2) and the last section is from (4, 2.5) to (7, 2.5)]()\n\nOptions:\nA. \\( \\begin{array}{c}P=1.5 \\\\ Q=2\\end{array} \\)\nB. \\( \\begin{array}{c}P=2 \\\\ Q=1.5\\end{array} \\)\nC. \\( \\begin{array}{l}P=2 \\\\ Q=1\\end{array} \\)\nD. \\( \\begin{array}{l}P=1 \\\\ Q=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "138:A", "QuestionText": "This is the net of a... ![An image with an equilateral triangle in the centre. Connected to each of the three sides of the equilateral triangle are 3 more identical, equilateral triangles forming a larger triangle shape.]()", "AnswerAText": "Triangle", "AnswerBText": "Triangular prism", "AnswerCText": "Triangularbased pyramid", "AnswerDText": "Icosahedron", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Triangle", "MisconceptionId": "1837", "MisconceptionName": "Names one of the faces of a 3D shape rather than the 3D shape name", "prompt": "Misconception:\nNames one of the faces of a 3D shape rather than the 3D shape name\n\nQuestion:\nThis is the net of a... ![An image with an equilateral triangle in the centre. Connected to each of the three sides of the equilateral triangle are 3 more identical, equilateral triangles forming a larger triangle shape.]()\n\nOptions:\nA. Triangle\nB. Triangular prism\nC. Triangularbased pyramid\nD. Icosahedron\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "138:B", "QuestionText": "This is the net of a... ![An image with an equilateral triangle in the centre. Connected to each of the three sides of the equilateral triangle are 3 more identical, equilateral triangles forming a larger triangle shape.]()", "AnswerAText": "Triangle", "AnswerBText": "Triangular prism", "AnswerCText": "Triangularbased pyramid", "AnswerDText": "Icosahedron", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Triangular prism", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nThis is the net of a... ![An image with an equilateral triangle in the centre. Connected to each of the three sides of the equilateral triangle are 3 more identical, equilateral triangles forming a larger triangle shape.]()\n\nOptions:\nA. Triangle\nB. Triangular prism\nC. Triangularbased pyramid\nD. Icosahedron\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "139:B", "QuestionText": "Alison is expanding these two brackets.\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the -4 in the first bracket and the -3 in the second bracket.]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( -12 \\)", "AnswerCText": "\\( +12 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -12 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nAlison is expanding these two brackets.\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the -4 in the first bracket and the -3 in the second bracket.]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( -12 \\)\nC. \\( +12 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "139:D", "QuestionText": "Alison is expanding these two brackets.\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the -4 in the first bracket and the -3 in the second bracket.]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( -12 \\)", "AnswerCText": "\\( +12 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\nAlison is expanding these two brackets.\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the -4 in the first bracket and the -3 in the second bracket.]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( -12 \\)\nC. \\( +12 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "140:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-99p\n\\)", "AnswerAText": "\\( (p+9)(p-9) \\)", "AnswerBText": "\\( (p+3 \\sqrt{11})(p-3 \\sqrt{11}) \\)", "AnswerCText": "\\( p(p-99) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (p+9)(p-9) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-99p\n\\)\n\nOptions:\nA. \\( (p+9)(p-9) \\)\nB. \\( (p+3 \\sqrt{11})(p-3 \\sqrt{11}) \\)\nC. \\( p(p-99) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "140:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-99p\n\\)", "AnswerAText": "\\( (p+9)(p-9) \\)", "AnswerBText": "\\( (p+3 \\sqrt{11})(p-3 \\sqrt{11}) \\)", "AnswerCText": "\\( p(p-99) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (p+3 \\sqrt{11})(p-3 \\sqrt{11}) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-99p\n\\)\n\nOptions:\nA. \\( (p+9)(p-9) \\)\nB. \\( (p+3 \\sqrt{11})(p-3 \\sqrt{11}) \\)\nC. \\( p(p-99) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "141:A", "QuestionText": "Tom and Katie are discussing the table of values for \\( y=x^{2}-1 \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 15 \\) \\\\\n\\hline\n\\end{tabular} Tom says the star could be \\( 4 \\)\n\nKatie says the star could be \\( -4 \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nTom and Katie are discussing the table of values for \\( y=x^{2}-1 \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 15 \\) \\\\\n\\hline\n\\end{tabular} Tom says the star could be \\( 4 \\)\n\nKatie says the star could be \\( -4 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "142:A", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The inner scale goes from 0 to 360 in an anti-clockwise direction. The angle is between one red line that is at 0 (inner scale) and 180 (outer scale) on the protractor and goes anti-clockwise to the other red line that is half way between 330 and 340 (inner scale) and halfway between 210 and 200 (outer scale).\n]()", "AnswerAText": "\\( 345^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 335^{\\circ} \\)", "AnswerDText": "\\( 205^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 345^{\\circ} \\)", "MisconceptionId": "1250", "MisconceptionName": "Correct scale but wrong value on protractor reading.", "prompt": "Misconception:\nCorrect scale but wrong value on protractor reading.\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The inner scale goes from 0 to 360 in an anti-clockwise direction. The angle is between one red line that is at 0 (inner scale) and 180 (outer scale) on the protractor and goes anti-clockwise to the other red line that is half way between 330 and 340 (inner scale) and halfway between 210 and 200 (outer scale).\n]()\n\nOptions:\nA. \\( 345^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 335^{\\circ} \\)\nD. \\( 205^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "142:B", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The inner scale goes from 0 to 360 in an anti-clockwise direction. The angle is between one red line that is at 0 (inner scale) and 180 (outer scale) on the protractor and goes anti-clockwise to the other red line that is half way between 330 and 340 (inner scale) and halfway between 210 and 200 (outer scale).\n]()", "AnswerAText": "\\( 345^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 335^{\\circ} \\)", "AnswerDText": "\\( 205^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 215^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The inner scale goes from 0 to 360 in an anti-clockwise direction. The angle is between one red line that is at 0 (inner scale) and 180 (outer scale) on the protractor and goes anti-clockwise to the other red line that is half way between 330 and 340 (inner scale) and halfway between 210 and 200 (outer scale).\n]()\n\nOptions:\nA. \\( 345^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 335^{\\circ} \\)\nD. \\( 205^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "142:D", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The inner scale goes from 0 to 360 in an anti-clockwise direction. The angle is between one red line that is at 0 (inner scale) and 180 (outer scale) on the protractor and goes anti-clockwise to the other red line that is half way between 330 and 340 (inner scale) and halfway between 210 and 200 (outer scale).\n]()", "AnswerAText": "\\( 345^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 335^{\\circ} \\)", "AnswerDText": "\\( 205^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 205^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The inner scale goes from 0 to 360 in an anti-clockwise direction. The angle is between one red line that is at 0 (inner scale) and 180 (outer scale) on the protractor and goes anti-clockwise to the other red line that is half way between 330 and 340 (inner scale) and halfway between 210 and 200 (outer scale).\n]()\n\nOptions:\nA. \\( 345^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 335^{\\circ} \\)\nD. \\( 205^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "143:A", "QuestionText": "When Sarah completes the square, what should replace the star? \\( 2 g^{2}-6 g-5 \\equiv 2(g  \\bigstar)^{2} \\triangle \\)", "AnswerAText": "\\( \\bigstar=-6 \\)", "AnswerBText": "\\( \\bigstar=-3 \\)", "AnswerCText": "\\( \\bigstar=-1.5 \\)", "AnswerDText": "\\( \\bigstar=-\\sqrt{6} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\bigstar=-6 \\)", "MisconceptionId": "978", "MisconceptionName": "When completing the square, believes the constant in the bracket is the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is the coefficient of x\n\nQuestion:\nWhen Sarah completes the square, what should replace the star? \\( 2 g^{2}-6 g-5 \\equiv 2(g  \\bigstar)^{2} \\triangle \\)\n\nOptions:\nA. \\( \\bigstar=-6 \\)\nB. \\( \\bigstar=-3 \\)\nC. \\( \\bigstar=-1.5 \\)\nD. \\( \\bigstar=-\\sqrt{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "143:B", "QuestionText": "When Sarah completes the square, what should replace the star? \\( 2 g^{2}-6 g-5 \\equiv 2(g  \\bigstar)^{2} \\triangle \\)", "AnswerAText": "\\( \\bigstar=-6 \\)", "AnswerBText": "\\( \\bigstar=-3 \\)", "AnswerCText": "\\( \\bigstar=-1.5 \\)", "AnswerDText": "\\( \\bigstar=-\\sqrt{6} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\bigstar=-3 \\)", "MisconceptionId": "1724", "MisconceptionName": "When completing the square, believes that a is always half the x-coefficient.", "prompt": "Misconception:\nWhen completing the square, believes that a is always half the x-coefficient.\n\nQuestion:\nWhen Sarah completes the square, what should replace the star? \\( 2 g^{2}-6 g-5 \\equiv 2(g  \\bigstar)^{2} \\triangle \\)\n\nOptions:\nA. \\( \\bigstar=-6 \\)\nB. \\( \\bigstar=-3 \\)\nC. \\( \\bigstar=-1.5 \\)\nD. \\( \\bigstar=-\\sqrt{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "143:D", "QuestionText": "When Sarah completes the square, what should replace the star? \\( 2 g^{2}-6 g-5 \\equiv 2(g  \\bigstar)^{2} \\triangle \\)", "AnswerAText": "\\( \\bigstar=-6 \\)", "AnswerBText": "\\( \\bigstar=-3 \\)", "AnswerCText": "\\( \\bigstar=-1.5 \\)", "AnswerDText": "\\( \\bigstar=-\\sqrt{6} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\bigstar=-\\sqrt{6} \\)", "MisconceptionId": "1714", "MisconceptionName": "When completing the square, believes the constant in the bracket is the square root of the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is the square root of the coefficient of x\n\nQuestion:\nWhen Sarah completes the square, what should replace the star? \\( 2 g^{2}-6 g-5 \\equiv 2(g  \\bigstar)^{2} \\triangle \\)\n\nOptions:\nA. \\( \\bigstar=-6 \\)\nB. \\( \\bigstar=-3 \\)\nC. \\( \\bigstar=-1.5 \\)\nD. \\( \\bigstar=-\\sqrt{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "144:B", "QuestionText": "If you add together consecutive triangle numbers you get...", "AnswerAText": "a square number", "AnswerBText": "another triangle number", "AnswerCText": "a cube number", "AnswerDText": "a Fibonacci number", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "another triangle number", "MisconceptionId": "271", "MisconceptionName": "Believes triangle numbers are formed differently to the correct way", "prompt": "Misconception:\nBelieves triangle numbers are formed differently to the correct way\n\nQuestion:\nIf you add together consecutive triangle numbers you get...\n\nOptions:\nA. a square number\nB. another triangle number\nC. a cube number\nD. a Fibonacci number\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "145:A", "QuestionText": "\\( 1 \\frac{1}{2} \\times 3 \\frac{2}{3}=\\bigstar\\frac{3}{6} \\) What should replace the star?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1807", "MisconceptionName": "When multiplying mixed numbers, forgets to multiply the fraction", "prompt": "Misconception:\nWhen multiplying mixed numbers, forgets to multiply the fraction\n\nQuestion:\n\\( 1 \\frac{1}{2} \\times 3 \\frac{2}{3}=\\bigstar\\frac{3}{6} \\) What should replace the star?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 7 \\)\nC. \\( 4 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "145:C", "QuestionText": "\\( 1 \\frac{1}{2} \\times 3 \\frac{2}{3}=\\bigstar\\frac{3}{6} \\) What should replace the star?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1915", "MisconceptionName": "When multiplying mixed numbers thinks they add the integers", "prompt": "Misconception:\nWhen multiplying mixed numbers thinks they add the integers\n\nQuestion:\n\\( 1 \\frac{1}{2} \\times 3 \\frac{2}{3}=\\bigstar\\frac{3}{6} \\) What should replace the star?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 7 \\)\nC. \\( 4 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "146:A", "QuestionText": "How do you say this fraction?\n\\(\n\\frac{3}{5}\n\\)", "AnswerAText": "Three point five", "AnswerBText": "Three fives", "AnswerCText": "Three fifths", "AnswerDText": "Third fifths", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Three point five", "MisconceptionId": "1637", "MisconceptionName": "Has used the decimal point to separate numerator and denominator", "prompt": "Misconception:\nHas used the decimal point to separate numerator and denominator\n\nQuestion:\nHow do you say this fraction?\n\\(\n\\frac{3}{5}\n\\)\n\nOptions:\nA. Three point five\nB. Three fives\nC. Three fifths\nD. Third fifths\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "146:B", "QuestionText": "How do you say this fraction?\n\\(\n\\frac{3}{5}\n\\)", "AnswerAText": "Three point five", "AnswerBText": "Three fives", "AnswerCText": "Three fifths", "AnswerDText": "Third fifths", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Three fives", "MisconceptionId": "1523", "MisconceptionName": "Does not know how to say a fraction", "prompt": "Misconception:\nDoes not know how to say a fraction\n\nQuestion:\nHow do you say this fraction?\n\\(\n\\frac{3}{5}\n\\)\n\nOptions:\nA. Three point five\nB. Three fives\nC. Three fifths\nD. Third fifths\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "146:D", "QuestionText": "How do you say this fraction?\n\\(\n\\frac{3}{5}\n\\)", "AnswerAText": "Three point five", "AnswerBText": "Three fives", "AnswerCText": "Three fifths", "AnswerDText": "Third fifths", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Third fifths", "MisconceptionId": "1523", "MisconceptionName": "Does not know how to say a fraction", "prompt": "Misconception:\nDoes not know how to say a fraction\n\nQuestion:\nHow do you say this fraction?\n\\(\n\\frac{3}{5}\n\\)\n\nOptions:\nA. Three point five\nB. Three fives\nC. Three fifths\nD. Third fifths\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "147:A", "QuestionText": "Which signs belong in the boxes to make the statement correct?\n\n\\( 0.705 \\)\\[ {\\color{blue}\\square} \\]\\( 0.750 \\)\\[ {\\color{orange}\\square} \\]\\( 0.570 \\)", "AnswerAText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()", "AnswerBText": "![A blue box containing a \"less than\" symbol  and an orange box containing a \"less than\" symbol]()", "AnswerCText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()", "AnswerDText": "![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich signs belong in the boxes to make the statement correct?\n\n\\( 0.705 \\)\\[ {\\color{blue}\\square} \\]\\( 0.750 \\)\\[ {\\color{orange}\\square} \\]\\( 0.570 \\)\n\nOptions:\nA. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()\nB. ![A blue box containing a \"less than\" symbol  and an orange box containing a \"less than\" symbol]()\nC. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()\nD. ![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "148:A", "QuestionText": "Convert this to a fraction:\n\\( 1.4 \\)", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( 1 \\frac{4}{5} \\)", "AnswerCText": "\\( \\frac{7}{5} \\)", "AnswerDText": "Not possible as it is greater than \\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "760", "MisconceptionName": "Converts a fraction to a decimal by using the denominator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using the denominator after the decimal point\n\nQuestion:\nConvert this to a fraction:\n\\( 1.4 \\)\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( 1 \\frac{4}{5} \\)\nC. \\( \\frac{7}{5} \\)\nD. Not possible as it is greater than \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "148:D", "QuestionText": "Convert this to a fraction:\n\\( 1.4 \\)", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( 1 \\frac{4}{5} \\)", "AnswerCText": "\\( \\frac{7}{5} \\)", "AnswerDText": "Not possible as it is greater than \\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not possible as it is greater than \\( 1 \\)", "MisconceptionId": "1424", "MisconceptionName": "Thinks numbers greater than 1 cannot be converted into fractions", "prompt": "Misconception:\nThinks numbers greater than 1 cannot be converted into fractions\n\nQuestion:\nConvert this to a fraction:\n\\( 1.4 \\)\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( 1 \\frac{4}{5} \\)\nC. \\( \\frac{7}{5} \\)\nD. Not possible as it is greater than \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "149:A", "QuestionText": "What is the range of the following numbers?\n\\[\n0.31,0.30,0.331\n\\]", "AnswerAText": "\\( 0.021 \\)", "AnswerBText": "\\( 0.301 \\)", "AnswerCText": "\\( 0.031 \\)", "AnswerDText": "\\( 0.21 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.021 \\)", "MisconceptionId": "397", "MisconceptionName": "When calculating the range does not reorder the data to find the largest number minus the smallest number", "prompt": "Misconception:\nWhen calculating the range does not reorder the data to find the largest number minus the smallest number\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n0.31,0.30,0.331\n\\]\n\nOptions:\nA. \\( 0.021 \\)\nB. \\( 0.301 \\)\nC. \\( 0.031 \\)\nD. \\( 0.21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "149:B", "QuestionText": "What is the range of the following numbers?\n\\[\n0.31,0.30,0.331\n\\]", "AnswerAText": "\\( 0.021 \\)", "AnswerBText": "\\( 0.301 \\)", "AnswerCText": "\\( 0.031 \\)", "AnswerDText": "\\( 0.21 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.301 \\)", "MisconceptionId": "2346", "MisconceptionName": "When subtracting decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n0.31,0.30,0.331\n\\]\n\nOptions:\nA. \\( 0.021 \\)\nB. \\( 0.301 \\)\nC. \\( 0.031 \\)\nD. \\( 0.21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "149:D", "QuestionText": "What is the range of the following numbers?\n\\[\n0.31,0.30,0.331\n\\]", "AnswerAText": "\\( 0.021 \\)", "AnswerBText": "\\( 0.301 \\)", "AnswerCText": "\\( 0.031 \\)", "AnswerDText": "\\( 0.21 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.21 \\)", "MisconceptionId": "397", "MisconceptionName": "When calculating the range does not reorder the data to find the largest number minus the smallest number", "prompt": "Misconception:\nWhen calculating the range does not reorder the data to find the largest number minus the smallest number\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n0.31,0.30,0.331\n\\]\n\nOptions:\nA. \\( 0.021 \\)\nB. \\( 0.301 \\)\nC. \\( 0.031 \\)\nD. \\( 0.21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "150:A", "QuestionText": "Which of the following is not a measure of volume?", "AnswerAText": "Cubic metres", "AnswerBText": "Centimetres cubed", "AnswerCText": "Litres", "AnswerDText": "Metres", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Cubic metres", "MisconceptionId": "1169", "MisconceptionName": "Does not know that cubic means the same as cubed in units", "prompt": "Misconception:\nDoes not know that cubic means the same as cubed in units\n\nQuestion:\nWhich of the following is not a measure of volume?\n\nOptions:\nA. Cubic metres\nB. Centimetres cubed\nC. Litres\nD. Metres\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "150:B", "QuestionText": "Which of the following is not a measure of volume?", "AnswerAText": "Cubic metres", "AnswerBText": "Centimetres cubed", "AnswerCText": "Litres", "AnswerDText": "Metres", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Centimetres cubed", "MisconceptionId": "996", "MisconceptionName": "Does not know that units of volume are usually cubed", "prompt": "Misconception:\nDoes not know that units of volume are usually cubed\n\nQuestion:\nWhich of the following is not a measure of volume?\n\nOptions:\nA. Cubic metres\nB. Centimetres cubed\nC. Litres\nD. Metres\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "150:C", "QuestionText": "Which of the following is not a measure of volume?", "AnswerAText": "Cubic metres", "AnswerBText": "Centimetres cubed", "AnswerCText": "Litres", "AnswerDText": "Metres", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Litres", "MisconceptionId": "1520", "MisconceptionName": "Does not recognise litres as a unit of volume", "prompt": "Misconception:\nDoes not recognise litres as a unit of volume\n\nQuestion:\nWhich of the following is not a measure of volume?\n\nOptions:\nA. Cubic metres\nB. Centimetres cubed\nC. Litres\nD. Metres\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "151:A", "QuestionText": "Which of the following term-to-term rule describes this sequence? \\( 4, \\quad 10, \\quad 14, \\quad 24, \\quad \\ldots \\)", "AnswerAText": "To get the next term you add \\( 6 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you double the previous term and add \\( 2 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "To get the next term you add \\( 6 \\) to the previous term", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence? \\( 4, \\quad 10, \\quad 14, \\quad 24, \\quad \\ldots \\)\n\nOptions:\nA. To get the next term you add \\( 6 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you double the previous term and add \\( 2 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "151:C", "QuestionText": "Which of the following term-to-term rule describes this sequence? \\( 4, \\quad 10, \\quad 14, \\quad 24, \\quad \\ldots \\)", "AnswerAText": "To get the next term you add \\( 6 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you double the previous term and add \\( 2 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "To get the next term you double the previous term and add \\( 2 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence? \\( 4, \\quad 10, \\quad 14, \\quad 24, \\quad \\ldots \\)\n\nOptions:\nA. To get the next term you add \\( 6 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you double the previous term and add \\( 2 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "151:D", "QuestionText": "Which of the following term-to-term rule describes this sequence? \\( 4, \\quad 10, \\quad 14, \\quad 24, \\quad \\ldots \\)", "AnswerAText": "To get the next term you add \\( 6 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you double the previous term and add \\( 2 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence? \\( 4, \\quad 10, \\quad 14, \\quad 24, \\quad \\ldots \\)\n\nOptions:\nA. To get the next term you add \\( 6 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you double the previous term and add \\( 2 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "152:B", "QuestionText": "What is \\( 5050 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 5050 \\)", "AnswerBText": "\\( 5100 \\)", "AnswerCText": "\\( 5000 \\)", "AnswerDText": "\\( 5010 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5100 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 5050 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 5050 \\)\nB. \\( 5100 \\)\nC. \\( 5000 \\)\nD. \\( 5010 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "152:C", "QuestionText": "What is \\( 5050 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 5050 \\)", "AnswerBText": "\\( 5100 \\)", "AnswerCText": "\\( 5000 \\)", "AnswerDText": "\\( 5010 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5000 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 5050 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 5050 \\)\nB. \\( 5100 \\)\nC. \\( 5000 \\)\nD. \\( 5010 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "152:D", "QuestionText": "What is \\( 5050 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 5050 \\)", "AnswerBText": "\\( 5100 \\)", "AnswerCText": "\\( 5000 \\)", "AnswerDText": "\\( 5010 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 5010 \\)", "MisconceptionId": "322", "MisconceptionName": "Believes that rounding must change the number", "prompt": "Misconception:\nBelieves that rounding must change the number\n\nQuestion:\nWhat is \\( 5050 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 5050 \\)\nB. \\( 5100 \\)\nC. \\( 5000 \\)\nD. \\( 5010 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "153:A", "QuestionText": "Solve the equation:\n\\(12 d-3=0\\)", "AnswerAText": "\\( d=-\\frac{1}{4} \\)", "AnswerBText": "\\( d=4 \\)", "AnswerCText": "\\( d=-4 \\)", "AnswerDText": "\\( d=\\frac{1}{4} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( d=-\\frac{1}{4} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(12 d-3=0\\)\n\nOptions:\nA. \\( d=-\\frac{1}{4} \\)\nB. \\( d=4 \\)\nC. \\( d=-4 \\)\nD. \\( d=\\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "153:B", "QuestionText": "Solve the equation:\n\\(12 d-3=0\\)", "AnswerAText": "\\( d=-\\frac{1}{4} \\)", "AnswerBText": "\\( d=4 \\)", "AnswerCText": "\\( d=-4 \\)", "AnswerDText": "\\( d=\\frac{1}{4} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( d=4 \\)", "MisconceptionId": "1717", "MisconceptionName": "Swaps the dividend and divisor in order to get an integer answer", "prompt": "Misconception:\nSwaps the dividend and divisor in order to get an integer answer\n\nQuestion:\nSolve the equation:\n\\(12 d-3=0\\)\n\nOptions:\nA. \\( d=-\\frac{1}{4} \\)\nB. \\( d=4 \\)\nC. \\( d=-4 \\)\nD. \\( d=\\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "154:A", "QuestionText": "This displacement-time graph shows the start of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 4 \\mathrm{~m} / \\mathrm{s} \\).\nWhat are the coordinates of the marked point? ![The vertical axis of the graph is labelled Distance (m) and has a scale marked from 0 to 60 in even steps. The horizontal axis is labelled Time (secs) and has no scale marked on it. The graph is a straight line that goes from point (0,60) and touches the Time axis three squares from the origin (0,0).\nThe marked point is one square in on the Time axis and at 40 on the Distance axis.]()", "AnswerAText": "\\( (1,40) \\)", "AnswerBText": "\\( (5,40) \\)", "AnswerCText": "\\( (10,40) \\)", "AnswerDText": "\\( (20,40) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (1,40) \\)", "MisconceptionId": "1731", "MisconceptionName": "Makes an assumption about the squares on a scale representing either 1 or 10", "prompt": "Misconception:\nMakes an assumption about the squares on a scale representing either 1 or 10\n\nQuestion:\nThis displacement-time graph shows the start of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 4 \\mathrm{~m} / \\mathrm{s} \\).\nWhat are the coordinates of the marked point? ![The vertical axis of the graph is labelled Distance (m) and has a scale marked from 0 to 60 in even steps. The horizontal axis is labelled Time (secs) and has no scale marked on it. The graph is a straight line that goes from point (0,60) and touches the Time axis three squares from the origin (0,0).\nThe marked point is one square in on the Time axis and at 40 on the Distance axis.]()\n\nOptions:\nA. \\( (1,40) \\)\nB. \\( (5,40) \\)\nC. \\( (10,40) \\)\nD. \\( (20,40) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "154:C", "QuestionText": "This displacement-time graph shows the start of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 4 \\mathrm{~m} / \\mathrm{s} \\).\nWhat are the coordinates of the marked point? ![The vertical axis of the graph is labelled Distance (m) and has a scale marked from 0 to 60 in even steps. The horizontal axis is labelled Time (secs) and has no scale marked on it. The graph is a straight line that goes from point (0,60) and touches the Time axis three squares from the origin (0,0).\nThe marked point is one square in on the Time axis and at 40 on the Distance axis.]()", "AnswerAText": "\\( (1,40) \\)", "AnswerBText": "\\( (5,40) \\)", "AnswerCText": "\\( (10,40) \\)", "AnswerDText": "\\( (20,40) \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (10,40) \\)", "MisconceptionId": "1731", "MisconceptionName": "Makes an assumption about the squares on a scale representing either 1 or 10", "prompt": "Misconception:\nMakes an assumption about the squares on a scale representing either 1 or 10\n\nQuestion:\nThis displacement-time graph shows the start of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 4 \\mathrm{~m} / \\mathrm{s} \\).\nWhat are the coordinates of the marked point? ![The vertical axis of the graph is labelled Distance (m) and has a scale marked from 0 to 60 in even steps. The horizontal axis is labelled Time (secs) and has no scale marked on it. The graph is a straight line that goes from point (0,60) and touches the Time axis three squares from the origin (0,0).\nThe marked point is one square in on the Time axis and at 40 on the Distance axis.]()\n\nOptions:\nA. \\( (1,40) \\)\nB. \\( (5,40) \\)\nC. \\( (10,40) \\)\nD. \\( (20,40) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "154:D", "QuestionText": "This displacement-time graph shows the start of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 4 \\mathrm{~m} / \\mathrm{s} \\).\nWhat are the coordinates of the marked point? ![The vertical axis of the graph is labelled Distance (m) and has a scale marked from 0 to 60 in even steps. The horizontal axis is labelled Time (secs) and has no scale marked on it. The graph is a straight line that goes from point (0,60) and touches the Time axis three squares from the origin (0,0).\nThe marked point is one square in on the Time axis and at 40 on the Distance axis.]()", "AnswerAText": "\\( (1,40) \\)", "AnswerBText": "\\( (5,40) \\)", "AnswerCText": "\\( (10,40) \\)", "AnswerDText": "\\( (20,40) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( (20,40) \\)", "MisconceptionId": "747", "MisconceptionName": "Believes scales on graphs must match on both axes", "prompt": "Misconception:\nBelieves scales on graphs must match on both axes\n\nQuestion:\nThis displacement-time graph shows the start of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 4 \\mathrm{~m} / \\mathrm{s} \\).\nWhat are the coordinates of the marked point? ![The vertical axis of the graph is labelled Distance (m) and has a scale marked from 0 to 60 in even steps. The horizontal axis is labelled Time (secs) and has no scale marked on it. The graph is a straight line that goes from point (0,60) and touches the Time axis three squares from the origin (0,0).\nThe marked point is one square in on the Time axis and at 40 on the Distance axis.]()\n\nOptions:\nA. \\( (1,40) \\)\nB. \\( (5,40) \\)\nC. \\( (10,40) \\)\nD. \\( (20,40) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "155:A", "QuestionText": "When calculating the area of this trapezium, what are the values of \\( a \\) and \\( b \\) in the formula? ![Diagram of a trapezium with its 2 parallel sides horizontal. The parallel sides are labelled as 9cm and 10cm. The lengths of the 2 non-parallel sides are labelled as 7cm and 7.5cm. The perpendicular height is labelled as 6cm.]() Area \\( =\\left(\\frac{a+b}{2}\\right) h \\)", "AnswerAText": "\\( 7+7.5 \\)", "AnswerBText": "\\( 9+10 \\)", "AnswerCText": "\\( 7+6 \\)", "AnswerDText": "\\( 6+7.5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 7+7.5 \\)", "MisconceptionId": "1788", "MisconceptionName": "Uses slant heights instead of parallel sides to find area of a trapezium", "prompt": "Misconception:\nUses slant heights instead of parallel sides to find area of a trapezium\n\nQuestion:\nWhen calculating the area of this trapezium, what are the values of \\( a \\) and \\( b \\) in the formula? ![Diagram of a trapezium with its 2 parallel sides horizontal. The parallel sides are labelled as 9cm and 10cm. The lengths of the 2 non-parallel sides are labelled as 7cm and 7.5cm. The perpendicular height is labelled as 6cm.]() Area \\( =\\left(\\frac{a+b}{2}\\right) h \\)\n\nOptions:\nA. \\( 7+7.5 \\)\nB. \\( 9+10 \\)\nC. \\( 7+6 \\)\nD. \\( 6+7.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "155:C", "QuestionText": "When calculating the area of this trapezium, what are the values of \\( a \\) and \\( b \\) in the formula? ![Diagram of a trapezium with its 2 parallel sides horizontal. The parallel sides are labelled as 9cm and 10cm. The lengths of the 2 non-parallel sides are labelled as 7cm and 7.5cm. The perpendicular height is labelled as 6cm.]() Area \\( =\\left(\\frac{a+b}{2}\\right) h \\)", "AnswerAText": "\\( 7+7.5 \\)", "AnswerBText": "\\( 9+10 \\)", "AnswerCText": "\\( 7+6 \\)", "AnswerDText": "\\( 6+7.5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 7+6 \\)", "MisconceptionId": "1788", "MisconceptionName": "Uses slant heights instead of parallel sides to find area of a trapezium", "prompt": "Misconception:\nUses slant heights instead of parallel sides to find area of a trapezium\n\nQuestion:\nWhen calculating the area of this trapezium, what are the values of \\( a \\) and \\( b \\) in the formula? ![Diagram of a trapezium with its 2 parallel sides horizontal. The parallel sides are labelled as 9cm and 10cm. The lengths of the 2 non-parallel sides are labelled as 7cm and 7.5cm. The perpendicular height is labelled as 6cm.]() Area \\( =\\left(\\frac{a+b}{2}\\right) h \\)\n\nOptions:\nA. \\( 7+7.5 \\)\nB. \\( 9+10 \\)\nC. \\( 7+6 \\)\nD. \\( 6+7.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "155:D", "QuestionText": "When calculating the area of this trapezium, what are the values of \\( a \\) and \\( b \\) in the formula? ![Diagram of a trapezium with its 2 parallel sides horizontal. The parallel sides are labelled as 9cm and 10cm. The lengths of the 2 non-parallel sides are labelled as 7cm and 7.5cm. The perpendicular height is labelled as 6cm.]() Area \\( =\\left(\\frac{a+b}{2}\\right) h \\)", "AnswerAText": "\\( 7+7.5 \\)", "AnswerBText": "\\( 9+10 \\)", "AnswerCText": "\\( 7+6 \\)", "AnswerDText": "\\( 6+7.5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6+7.5 \\)", "MisconceptionId": "1788", "MisconceptionName": "Uses slant heights instead of parallel sides to find area of a trapezium", "prompt": "Misconception:\nUses slant heights instead of parallel sides to find area of a trapezium\n\nQuestion:\nWhen calculating the area of this trapezium, what are the values of \\( a \\) and \\( b \\) in the formula? ![Diagram of a trapezium with its 2 parallel sides horizontal. The parallel sides are labelled as 9cm and 10cm. The lengths of the 2 non-parallel sides are labelled as 7cm and 7.5cm. The perpendicular height is labelled as 6cm.]() Area \\( =\\left(\\frac{a+b}{2}\\right) h \\)\n\nOptions:\nA. \\( 7+7.5 \\)\nB. \\( 9+10 \\)\nC. \\( 7+6 \\)\nD. \\( 6+7.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "156:A", "QuestionText": "Write the following fraction in its simplest form: \\( 6 \\frac{3}{18} \\)", "AnswerAText": "\\( 3 \\frac{1}{2} \\)", "AnswerBText": "\\( 6 \\frac{1}{6} \\)", "AnswerCText": "\\( 2 \\frac{1}{6} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\frac{1}{2} \\)", "MisconceptionId": "1104", "MisconceptionName": "Simplifies integers when simplifying a mixed number", "prompt": "Misconception:\nSimplifies integers when simplifying a mixed number\n\nQuestion:\nWrite the following fraction in its simplest form: \\( 6 \\frac{3}{18} \\)\n\nOptions:\nA. \\( 3 \\frac{1}{2} \\)\nB. \\( 6 \\frac{1}{6} \\)\nC. \\( 2 \\frac{1}{6} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "156:D", "QuestionText": "Write the following fraction in its simplest form: \\( 6 \\frac{3}{18} \\)", "AnswerAText": "\\( 3 \\frac{1}{2} \\)", "AnswerBText": "\\( 6 \\frac{1}{6} \\)", "AnswerCText": "\\( 2 \\frac{1}{6} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Cannot be simplified", "MisconceptionId": "606", "MisconceptionName": "Does not understand how to simplify fractions", "prompt": "Misconception:\nDoes not understand how to simplify fractions\n\nQuestion:\nWrite the following fraction in its simplest form: \\( 6 \\frac{3}{18} \\)\n\nOptions:\nA. \\( 3 \\frac{1}{2} \\)\nB. \\( 6 \\frac{1}{6} \\)\nC. \\( 2 \\frac{1}{6} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "157:B", "QuestionText": "Simplify the following by collecting like terms.\n\\[\n5 s-6 s+12 s-11 s\n\\]", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0 s \\)", "AnswerCText": "\\( 1 s \\)", "AnswerDText": "\\( S \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0 s \\)", "MisconceptionId": "1277", "MisconceptionName": "In algebra, thinks it's ok to write (for example) 0x rather than just 0", "prompt": "Misconception:\nIn algebra, thinks it's ok to write (for example) 0x rather than just 0\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\n5 s-6 s+12 s-11 s\n\\]\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0 s \\)\nC. \\( 1 s \\)\nD. \\( S \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "158:B", "QuestionText": "When finding the range of a data set, what is the first step?", "AnswerAText": "Subtract the smallest number from the largest number.", "AnswerBText": "Write the numbers in ascending order.", "AnswerCText": "Add all the numbers together.", "AnswerDText": "Write the numbers in ascending or descending order.", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Write the numbers in ascending order.", "MisconceptionId": "1306", "MisconceptionName": "Finds the median instead of the range", "prompt": "Misconception:\nFinds the median instead of the range\n\nQuestion:\nWhen finding the range of a data set, what is the first step?\n\nOptions:\nA. Subtract the smallest number from the largest number.\nB. Write the numbers in ascending order.\nC. Add all the numbers together.\nD. Write the numbers in ascending or descending order.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "158:C", "QuestionText": "When finding the range of a data set, what is the first step?", "AnswerAText": "Subtract the smallest number from the largest number.", "AnswerBText": "Write the numbers in ascending order.", "AnswerCText": "Add all the numbers together.", "AnswerDText": "Write the numbers in ascending or descending order.", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Add all the numbers together.", "MisconceptionId": "1098", "MisconceptionName": "Finds the mean instead of the range", "prompt": "Misconception:\nFinds the mean instead of the range\n\nQuestion:\nWhen finding the range of a data set, what is the first step?\n\nOptions:\nA. Subtract the smallest number from the largest number.\nB. Write the numbers in ascending order.\nC. Add all the numbers together.\nD. Write the numbers in ascending or descending order.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "158:D", "QuestionText": "When finding the range of a data set, what is the first step?", "AnswerAText": "Subtract the smallest number from the largest number.", "AnswerBText": "Write the numbers in ascending order.", "AnswerCText": "Add all the numbers together.", "AnswerDText": "Write the numbers in ascending or descending order.", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Write the numbers in ascending or descending order.", "MisconceptionId": "1306", "MisconceptionName": "Finds the median instead of the range", "prompt": "Misconception:\nFinds the median instead of the range\n\nQuestion:\nWhen finding the range of a data set, what is the first step?\n\nOptions:\nA. Subtract the smallest number from the largest number.\nB. Write the numbers in ascending order.\nC. Add all the numbers together.\nD. Write the numbers in ascending or descending order.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "159:A", "QuestionText": "This is the final stage of Lucy's solution to a quadratic equation.\nWhat should replace the star?\n\\[\n(h+4)(h-3)=0\n\\] \\( h=\\bigstar \\) or \\( h=3 \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1701", "MisconceptionName": "Believes the solutions of a quadratic equation are the absolute values of the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the absolute values of the constants in the factorised form\n\nQuestion:\nThis is the final stage of Lucy's solution to a quadratic equation.\nWhat should replace the star?\n\\[\n(h+4)(h-3)=0\n\\] \\( h=\\bigstar \\) or \\( h=3 \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( -4 \\)\nC. \\( 3 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "159:D", "QuestionText": "This is the final stage of Lucy's solution to a quadratic equation.\nWhat should replace the star?\n\\[\n(h+4)(h-3)=0\n\\] \\( h=\\bigstar \\) or \\( h=3 \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "807", "MisconceptionName": "Believes all quadratic equations have a solution of 0", "prompt": "Misconception:\nBelieves all quadratic equations have a solution of 0\n\nQuestion:\nThis is the final stage of Lucy's solution to a quadratic equation.\nWhat should replace the star?\n\\[\n(h+4)(h-3)=0\n\\] \\( h=\\bigstar \\) or \\( h=3 \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( -4 \\)\nC. \\( 3 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "160:C", "QuestionText": "The area of the trapezium on the right is \\( 40 \\mathrm{~cm}^{2} \\). ![A trapezium with the parallel sides a and b labelled with x+2 and x+4 and the perpendicular height x.]() Based on the information given, Adam writes this formula:\n\\(x^{2}+3 x=40\\)\n\nWhat are the two solutions to this equation?", "AnswerAText": "\\( \\begin{array}{c}x=-8 \\\\ \\text { and } \\\\ x=-5\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}x=-8 \\\\ \\text { and } \\\\ x=5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}x=8 \\\\ \\text { and } \\\\ x=-5\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=8 \\\\ \\text { and } \\\\ x=5\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}x=8 \\\\ \\text { and } \\\\ x=-5\\end{array} \\)", "MisconceptionId": "2436", "MisconceptionName": "Believes the solutions of a quadratic equation are the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the constants in the factorised form\n\nQuestion:\nThe area of the trapezium on the right is \\( 40 \\mathrm{~cm}^{2} \\). ![A trapezium with the parallel sides a and b labelled with x+2 and x+4 and the perpendicular height x.]() Based on the information given, Adam writes this formula:\n\\(x^{2}+3 x=40\\)\n\nWhat are the two solutions to this equation?\n\nOptions:\nA. \\( \\begin{array}{c}x=-8 \\\\ \\text { and } \\\\ x=-5\\end{array} \\)\nB. \\( \\begin{array}{c}x=-8 \\\\ \\text { and } \\\\ x=5\\end{array} \\)\nC. \\( \\begin{array}{c}x=8 \\\\ \\text { and } \\\\ x=-5\\end{array} \\)\nD. \\( \\begin{array}{c}x=8 \\\\ \\text { and } \\\\ x=5\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "161:A", "QuestionText": "Without drawing any more terms, how many circles do you predict will be in the \\( 7 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()", "AnswerAText": "\\( 42 \\)", "AnswerBText": "\\( 26 \\)", "AnswerCText": "\\( 34 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 42 \\)", "MisconceptionId": "1093", "MisconceptionName": "Has multiplied the value of the first term by the the term being asked", "prompt": "Misconception:\nHas multiplied the value of the first term by the the term being asked\n\nQuestion:\nWithout drawing any more terms, how many circles do you predict will be in the \\( 7 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()\n\nOptions:\nA. \\( 42 \\)\nB. \\( 26 \\)\nC. \\( 34 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "161:B", "QuestionText": "Without drawing any more terms, how many circles do you predict will be in the \\( 7 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()", "AnswerAText": "\\( 42 \\)", "AnswerBText": "\\( 26 \\)", "AnswerCText": "\\( 34 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 26 \\)", "MisconceptionId": "52", "MisconceptionName": "When asked for a specific term in a sequence gives the term before", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term before\n\nQuestion:\nWithout drawing any more terms, how many circles do you predict will be in the \\( 7 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()\n\nOptions:\nA. \\( 42 \\)\nB. \\( 26 \\)\nC. \\( 34 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "161:C", "QuestionText": "Without drawing any more terms, how many circles do you predict will be in the \\( 7 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()", "AnswerAText": "\\( 42 \\)", "AnswerBText": "\\( 26 \\)", "AnswerCText": "\\( 34 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 34 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\nWithout drawing any more terms, how many circles do you predict will be in the \\( 7 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()\n\nOptions:\nA. \\( 42 \\)\nB. \\( 26 \\)\nC. \\( 34 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "162:B", "QuestionText": "What is the median of the following numbers?\n\\[\n3,5,6,18,18,-4\n\\]", "AnswerAText": "\\( 5.5 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1225", "MisconceptionName": "Believes you don't need to numerically order the data before calculating the median", "prompt": "Misconception:\nBelieves you don't need to numerically order the data before calculating the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n3,5,6,18,18,-4\n\\]\n\nOptions:\nA. \\( 5.5 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "162:C", "QuestionText": "What is the median of the following numbers?\n\\[\n3,5,6,18,18,-4\n\\]", "AnswerAText": "\\( 5.5 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2426", "MisconceptionName": "When finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle", "prompt": "Misconception:\nWhen finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n3,5,6,18,18,-4\n\\]\n\nOptions:\nA. \\( 5.5 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "162:D", "QuestionText": "What is the median of the following numbers?\n\\[\n3,5,6,18,18,-4\n\\]", "AnswerAText": "\\( 5.5 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2198", "MisconceptionName": "Finds the mode instead of the median", "prompt": "Misconception:\nFinds the mode instead of the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n3,5,6,18,18,-4\n\\]\n\nOptions:\nA. \\( 5.5 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "163:A", "QuestionText": "When factorising \\( x^{2}+5 x+6 \\) we need two numbers that:", "AnswerAText": "Add to give \\( 6 \\) and multiply to give \\( 5 \\)", "AnswerBText": "Add to give \\( 6 x \\) and multiply to give \\( 5 \\)", "AnswerCText": "Add to give \\( 5 \\) and multiply to give \\( 6 \\)", "AnswerDText": "Add to give \\( 5 x \\) and multiply to give \\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Add to give \\( 6 \\) and multiply to give \\( 5 \\)", "MisconceptionId": "2142", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nWhen factorising \\( x^{2}+5 x+6 \\) we need two numbers that:\n\nOptions:\nA. Add to give \\( 6 \\) and multiply to give \\( 5 \\)\nB. Add to give \\( 6 x \\) and multiply to give \\( 5 \\)\nC. Add to give \\( 5 \\) and multiply to give \\( 6 \\)\nD. Add to give \\( 5 x \\) and multiply to give \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "163:B", "QuestionText": "When factorising \\( x^{2}+5 x+6 \\) we need two numbers that:", "AnswerAText": "Add to give \\( 6 \\) and multiply to give \\( 5 \\)", "AnswerBText": "Add to give \\( 6 x \\) and multiply to give \\( 5 \\)", "AnswerCText": "Add to give \\( 5 \\) and multiply to give \\( 6 \\)", "AnswerDText": "Add to give \\( 5 x \\) and multiply to give \\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Add to give \\( 6 x \\) and multiply to give \\( 5 \\)", "MisconceptionId": "2142", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nWhen factorising \\( x^{2}+5 x+6 \\) we need two numbers that:\n\nOptions:\nA. Add to give \\( 6 \\) and multiply to give \\( 5 \\)\nB. Add to give \\( 6 x \\) and multiply to give \\( 5 \\)\nC. Add to give \\( 5 \\) and multiply to give \\( 6 \\)\nD. Add to give \\( 5 x \\) and multiply to give \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "163:D", "QuestionText": "When factorising \\( x^{2}+5 x+6 \\) we need two numbers that:", "AnswerAText": "Add to give \\( 6 \\) and multiply to give \\( 5 \\)", "AnswerBText": "Add to give \\( 6 x \\) and multiply to give \\( 5 \\)", "AnswerCText": "Add to give \\( 5 \\) and multiply to give \\( 6 \\)", "AnswerDText": "Add to give \\( 5 x \\) and multiply to give \\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Add to give \\( 5 x \\) and multiply to give \\( 6 \\)", "MisconceptionId": "2068", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nWhen factorising \\( x^{2}+5 x+6 \\) we need two numbers that:\n\nOptions:\nA. Add to give \\( 6 \\) and multiply to give \\( 5 \\)\nB. Add to give \\( 6 x \\) and multiply to give \\( 5 \\)\nC. Add to give \\( 5 \\) and multiply to give \\( 6 \\)\nD. Add to give \\( 5 x \\) and multiply to give \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "164:A", "QuestionText": "What is the area of this triangle? ![A right angled triangle with base length 11cm, slant height, 13 cm and perpendicular height 8cm.]()", "AnswerAText": "\\( 88 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 71.5 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 1144 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 44 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 88 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nWhat is the area of this triangle? ![A right angled triangle with base length 11cm, slant height, 13 cm and perpendicular height 8cm.]()\n\nOptions:\nA. \\( 88 \\mathrm{~cm}^{2} \\)\nB. \\( 71.5 \\mathrm{~cm}^{2} \\)\nC. \\( 1144 \\mathrm{~cm}^{2} \\)\nD. \\( 44 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "164:B", "QuestionText": "What is the area of this triangle? ![A right angled triangle with base length 11cm, slant height, 13 cm and perpendicular height 8cm.]()", "AnswerAText": "\\( 88 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 71.5 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 1144 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 44 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 71.5 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "590", "MisconceptionName": "Has used slant height and base to find area of a triangle rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a triangle rather than perpendicular height and base\n\nQuestion:\nWhat is the area of this triangle? ![A right angled triangle with base length 11cm, slant height, 13 cm and perpendicular height 8cm.]()\n\nOptions:\nA. \\( 88 \\mathrm{~cm}^{2} \\)\nB. \\( 71.5 \\mathrm{~cm}^{2} \\)\nC. \\( 1144 \\mathrm{~cm}^{2} \\)\nD. \\( 44 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "164:C", "QuestionText": "What is the area of this triangle? ![A right angled triangle with base length 11cm, slant height, 13 cm and perpendicular height 8cm.]()", "AnswerAText": "\\( 88 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 71.5 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 1144 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 44 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1144 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of this triangle? ![A right angled triangle with base length 11cm, slant height, 13 cm and perpendicular height 8cm.]()\n\nOptions:\nA. \\( 88 \\mathrm{~cm}^{2} \\)\nB. \\( 71.5 \\mathrm{~cm}^{2} \\)\nC. \\( 1144 \\mathrm{~cm}^{2} \\)\nD. \\( 44 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "165:A", "QuestionText": "If you triple \\( 8 \\) you get...", "AnswerAText": "\\( 38 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 888 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 38 \\)", "MisconceptionId": "261", "MisconceptionName": "When multiplying just writes the numbers next to each other", "prompt": "Misconception:\nWhen multiplying just writes the numbers next to each other\n\nQuestion:\nIf you triple \\( 8 \\) you get...\n\nOptions:\nA. \\( 38 \\)\nB. \\( 11 \\)\nC. \\( 888 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "165:B", "QuestionText": "If you triple \\( 8 \\) you get...", "AnswerAText": "\\( 38 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 888 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "1319", "MisconceptionName": "Adds instead of multiples", "prompt": "Misconception:\nAdds instead of multiples\n\nQuestion:\nIf you triple \\( 8 \\) you get...\n\nOptions:\nA. \\( 38 \\)\nB. \\( 11 \\)\nC. \\( 888 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "165:C", "QuestionText": "If you triple \\( 8 \\) you get...", "AnswerAText": "\\( 38 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 888 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 888 \\)", "MisconceptionId": "521", "MisconceptionName": "When asked to triple, writes the digit out three times", "prompt": "Misconception:\nWhen asked to triple, writes the digit out three times\n\nQuestion:\nIf you triple \\( 8 \\) you get...\n\nOptions:\nA. \\( 38 \\)\nB. \\( 11 \\)\nC. \\( 888 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "166:A", "QuestionText": "STEP \\( 2 \\)\nWhich of the options is a correct second step to express the following as a single fraction?\n\n\\(\n\\begin{aligned}\n& \\frac{x-1}{6} \\div \\frac{x^{2}-1}{9} \\\\\n= & \\frac{x-1}{6} \\times \\frac{9}{x^{2}-1}\n\\end{aligned}\n\\)", "AnswerAText": "\\( \\frac{9 x-1}{6 x^{2}-1} \\)", "AnswerBText": "\\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)", "AnswerCText": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)", "AnswerDText": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x+1)(x-1)} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{9 x-1}{6 x^{2}-1} \\)", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\nSTEP \\( 2 \\)\nWhich of the options is a correct second step to express the following as a single fraction?\n\n\\(\n\\begin{aligned}\n& \\frac{x-1}{6} \\div \\frac{x^{2}-1}{9} \\\\\n= & \\frac{x-1}{6} \\times \\frac{9}{x^{2}-1}\n\\end{aligned}\n\\)\n\nOptions:\nA. \\( \\frac{9 x-1}{6 x^{2}-1} \\)\nB. \\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)\nC. \\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)\nD. \\( \\frac{x-1}{6} \\times \\frac{9}{(x+1)(x-1)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "166:B", "QuestionText": "STEP \\( 2 \\)\nWhich of the options is a correct second step to express the following as a single fraction?\n\n\\(\n\\begin{aligned}\n& \\frac{x-1}{6} \\div \\frac{x^{2}-1}{9} \\\\\n= & \\frac{x-1}{6} \\times \\frac{9}{x^{2}-1}\n\\end{aligned}\n\\)", "AnswerAText": "\\( \\frac{9 x-1}{6 x^{2}-1} \\)", "AnswerBText": "\\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)", "AnswerCText": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)", "AnswerDText": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x+1)(x-1)} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)", "MisconceptionId": "891", "MisconceptionName": "Incorrectly cancels what they believe is a factor in algebraic fractions", "prompt": "Misconception:\nIncorrectly cancels what they believe is a factor in algebraic fractions\n\nQuestion:\nSTEP \\( 2 \\)\nWhich of the options is a correct second step to express the following as a single fraction?\n\n\\(\n\\begin{aligned}\n& \\frac{x-1}{6} \\div \\frac{x^{2}-1}{9} \\\\\n= & \\frac{x-1}{6} \\times \\frac{9}{x^{2}-1}\n\\end{aligned}\n\\)\n\nOptions:\nA. \\( \\frac{9 x-1}{6 x^{2}-1} \\)\nB. \\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)\nC. \\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)\nD. \\( \\frac{x-1}{6} \\times \\frac{9}{(x+1)(x-1)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "166:C", "QuestionText": "STEP \\( 2 \\)\nWhich of the options is a correct second step to express the following as a single fraction?\n\n\\(\n\\begin{aligned}\n& \\frac{x-1}{6} \\div \\frac{x^{2}-1}{9} \\\\\n= & \\frac{x-1}{6} \\times \\frac{9}{x^{2}-1}\n\\end{aligned}\n\\)", "AnswerAText": "\\( \\frac{9 x-1}{6 x^{2}-1} \\)", "AnswerBText": "\\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)", "AnswerCText": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)", "AnswerDText": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x+1)(x-1)} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nSTEP \\( 2 \\)\nWhich of the options is a correct second step to express the following as a single fraction?\n\n\\(\n\\begin{aligned}\n& \\frac{x-1}{6} \\div \\frac{x^{2}-1}{9} \\\\\n= & \\frac{x-1}{6} \\times \\frac{9}{x^{2}-1}\n\\end{aligned}\n\\)\n\nOptions:\nA. \\( \\frac{9 x-1}{6 x^{2}-1} \\)\nB. \\( \\frac{-1}{6} \\times \\frac{9}{x-1} \\)\nC. \\( \\frac{x-1}{6} \\times \\frac{9}{(x-1)(x-1)} \\)\nD. \\( \\frac{x-1}{6} \\times \\frac{9}{(x+1)(x-1)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "167:A", "QuestionText": "What is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-10\" next to the bottom dash and \"2\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the middle dash. ]()", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-10\" next to the bottom dash and \"2\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the middle dash. ]()\n\nOptions:\nA. \\( -7 \\)\nB. \\( -1 \\)\nC. \\( -4 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "167:B", "QuestionText": "What is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-10\" next to the bottom dash and \"2\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the middle dash. ]()", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -1 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-10\" next to the bottom dash and \"2\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the middle dash. ]()\n\nOptions:\nA. \\( -7 \\)\nB. \\( -1 \\)\nC. \\( -4 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "167:D", "QuestionText": "What is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-10\" next to the bottom dash and \"2\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the middle dash. ]()", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2109", "MisconceptionName": "Counts on in the wrong direction on a number line", "prompt": "Misconception:\nCounts on in the wrong direction on a number line\n\nQuestion:\nWhat is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-10\" next to the bottom dash and \"2\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the middle dash. ]()\n\nOptions:\nA. \\( -7 \\)\nB. \\( -1 \\)\nC. \\( -4 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "168:B", "QuestionText": "The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game? ![A pictogram with a key showing a smiley face represents 12 people. Game 1 has 4 smiley faces, Game 2 has 2 smiley faces, Game 3 has 3 smiley faces and Game 4 has 1 smiley face.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2192", "MisconceptionName": "Does not know you can find the mean from a pictogram", "prompt": "Misconception:\nDoes not know you can find the mean from a pictogram\n\nQuestion:\nThe pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game? ![A pictogram with a key showing a smiley face represents 12 people. Game 1 has 4 smiley faces, Game 2 has 2 smiley faces, Game 3 has 3 smiley faces and Game 4 has 1 smiley face.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 12 \\)\nC. \\( 2.5 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "168:C", "QuestionText": "The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game? ![A pictogram with a key showing a smiley face represents 12 people. Game 1 has 4 smiley faces, Game 2 has 2 smiley faces, Game 3 has 3 smiley faces and Game 4 has 1 smiley face.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2.5 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\nThe pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game? ![A pictogram with a key showing a smiley face represents 12 people. Game 1 has 4 smiley faces, Game 2 has 2 smiley faces, Game 3 has 3 smiley faces and Game 4 has 1 smiley face.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 12 \\)\nC. \\( 2.5 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "168:D", "QuestionText": "The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game? ![A pictogram with a key showing a smiley face represents 12 people. Game 1 has 4 smiley faces, Game 2 has 2 smiley faces, Game 3 has 3 smiley faces and Game 4 has 1 smiley face.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 120 \\)", "MisconceptionId": "631", "MisconceptionName": "When calculating the mean from a list of data, adds up the numbers but does not divide", "prompt": "Misconception:\nWhen calculating the mean from a list of data, adds up the numbers but does not divide\n\nQuestion:\nThe pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game? ![A pictogram with a key showing a smiley face represents 12 people. Game 1 has 4 smiley faces, Game 2 has 2 smiley faces, Game 3 has 3 smiley faces and Game 4 has 1 smiley face.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 12 \\)\nC. \\( 2.5 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "169:A", "QuestionText": "Sally the electrician charges a call-out fee of \\( £ 40 \\) and then \\( £ 15 \\) per hour that the job takes.\n\nIf a job takes \\( n \\) hours, which formula would help work out the cost \\( (C) \\) of hiring Sally?", "AnswerAText": "\\( C=15 n \\)", "AnswerBText": "\\( C=55 n \\)", "AnswerCText": "\\( C=40+15 n \\)", "AnswerDText": "\\( C=40 n+15 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( C=15 n \\)", "MisconceptionId": "641", "MisconceptionName": "Does not add on the constant in a worded substitution problem", "prompt": "Misconception:\nDoes not add on the constant in a worded substitution problem\n\nQuestion:\nSally the electrician charges a call-out fee of \\( £ 40 \\) and then \\( £ 15 \\) per hour that the job takes.\n\nIf a job takes \\( n \\) hours, which formula would help work out the cost \\( (C) \\) of hiring Sally?\n\nOptions:\nA. \\( C=15 n \\)\nB. \\( C=55 n \\)\nC. \\( C=40+15 n \\)\nD. \\( C=40 n+15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "169:B", "QuestionText": "Sally the electrician charges a call-out fee of \\( £ 40 \\) and then \\( £ 15 \\) per hour that the job takes.\n\nIf a job takes \\( n \\) hours, which formula would help work out the cost \\( (C) \\) of hiring Sally?", "AnswerAText": "\\( C=15 n \\)", "AnswerBText": "\\( C=55 n \\)", "AnswerCText": "\\( C=40+15 n \\)", "AnswerDText": "\\( C=40 n+15 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( C=55 n \\)", "MisconceptionId": "389", "MisconceptionName": "Combines variables with constants when writing a formula from a given situation", "prompt": "Misconception:\nCombines variables with constants when writing a formula from a given situation\n\nQuestion:\nSally the electrician charges a call-out fee of \\( £ 40 \\) and then \\( £ 15 \\) per hour that the job takes.\n\nIf a job takes \\( n \\) hours, which formula would help work out the cost \\( (C) \\) of hiring Sally?\n\nOptions:\nA. \\( C=15 n \\)\nB. \\( C=55 n \\)\nC. \\( C=40+15 n \\)\nD. \\( C=40 n+15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "169:D", "QuestionText": "Sally the electrician charges a call-out fee of \\( £ 40 \\) and then \\( £ 15 \\) per hour that the job takes.\n\nIf a job takes \\( n \\) hours, which formula would help work out the cost \\( (C) \\) of hiring Sally?", "AnswerAText": "\\( C=15 n \\)", "AnswerBText": "\\( C=55 n \\)", "AnswerCText": "\\( C=40+15 n \\)", "AnswerDText": "\\( C=40 n+15 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( C=40 n+15 \\)", "MisconceptionId": "727", "MisconceptionName": "Gets their constants and coefficients the wrong way around when writing a formula from a given situation", "prompt": "Misconception:\nGets their constants and coefficients the wrong way around when writing a formula from a given situation\n\nQuestion:\nSally the electrician charges a call-out fee of \\( £ 40 \\) and then \\( £ 15 \\) per hour that the job takes.\n\nIf a job takes \\( n \\) hours, which formula would help work out the cost \\( (C) \\) of hiring Sally?\n\nOptions:\nA. \\( C=15 n \\)\nB. \\( C=55 n \\)\nC. \\( C=40+15 n \\)\nD. \\( C=40 n+15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "170:B", "QuestionText": "If the \\( 3^{\\text {rd }} \\) term of a sequence is \\( 8 \\) \nand the term-to-term rule is \\( -2 \\), \nwhat is the \\( 7^{\\text {th }} \\) term in this sequence?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\nIf the \\( 3^{\\text {rd }} \\) term of a sequence is \\( 8 \\) \nand the term-to-term rule is \\( -2 \\), \nwhat is the \\( 7^{\\text {th }} \\) term in this sequence?\n\nOptions:\nA. \\( 0 \\)\nB. \\( -2 \\)\nC. \\( -4 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "170:D", "QuestionText": "If the \\( 3^{\\text {rd }} \\) term of a sequence is \\( 8 \\) \nand the term-to-term rule is \\( -2 \\), \nwhat is the \\( 7^{\\text {th }} \\) term in this sequence?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2284", "MisconceptionName": "When asked for a specific term in a sequence just gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence just gives the next term\n\nQuestion:\nIf the \\( 3^{\\text {rd }} \\) term of a sequence is \\( 8 \\) \nand the term-to-term rule is \\( -2 \\), \nwhat is the \\( 7^{\\text {th }} \\) term in this sequence?\n\nOptions:\nA. \\( 0 \\)\nB. \\( -2 \\)\nC. \\( -4 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "171:B", "QuestionText": "What is a correct way to set up this problem to solve it using long multiplication?\n\\[\n426 \\times 82\n\\]", "AnswerAText": "![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 400 and 2 under 20.]()", "AnswerBText": "![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 4 of 426 and the 2 of 82 is under the 2 of 426.]()", "AnswerCText": "![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 2 of 426 and the 2 of 82 is under the 6 of 426]()", "AnswerDText": "![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 20 and 2 under 6.]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 4 of 426 and the 2 of 82 is under the 2 of 426.]()", "MisconceptionId": "980", "MisconceptionName": "Hasn't lined up the place value columns when writing out the calculation", "prompt": "Misconception:\nHasn't lined up the place value columns when writing out the calculation\n\nQuestion:\nWhat is a correct way to set up this problem to solve it using long multiplication?\n\\[\n426 \\times 82\n\\]\n\nOptions:\nA. ![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 400 and 2 under 20.]()\nB. ![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 4 of 426 and the 2 of 82 is under the 2 of 426.]()\nC. ![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 2 of 426 and the 2 of 82 is under the 6 of 426]()\nD. ![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 20 and 2 under 6.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "171:D", "QuestionText": "What is a correct way to set up this problem to solve it using long multiplication?\n\\[\n426 \\times 82\n\\]", "AnswerAText": "![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 400 and 2 under 20.]()", "AnswerBText": "![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 4 of 426 and the 2 of 82 is under the 2 of 426.]()", "AnswerCText": "![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 2 of 426 and the 2 of 82 is under the 6 of 426]()", "AnswerDText": "![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 20 and 2 under 6.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 20 and 2 under 6.]()", "MisconceptionId": "1626", "MisconceptionName": "Has partitioned the digits when doing long multiplication", "prompt": "Misconception:\nHas partitioned the digits when doing long multiplication\n\nQuestion:\nWhat is a correct way to set up this problem to solve it using long multiplication?\n\\[\n426 \\times 82\n\\]\n\nOptions:\nA. ![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 400 and 2 under 20.]()\nB. ![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 4 of 426 and the 2 of 82 is under the 2 of 426.]()\nC. ![426 multiplied by 82 set out to perform long multiplication. 82 is written under 426. The 8 of 82 is under the 2 of 426 and the 2 of 82 is under the 6 of 426]()\nD. ![426 multiplied by 82 set out to perform long multiplication. 426 is written in 3 columns with 400 in the first column, 20 in the second column and 6 in the third column. 82 is written underneath this, with 80 under 20 and 2 under 6.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "172:B", "QuestionText": "What is the first term of the sequence with the nth-term rule:\n\\[\n5 n-7\n\\]", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "2376", "MisconceptionName": "When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.", "prompt": "Misconception:\nWhen finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.\n\nQuestion:\nWhat is the first term of the sequence with the nth-term rule:\n\\[\n5 n-7\n\\]\n\nOptions:\nA. \\( -2 \\)\nB. \\( 5 \\)\nC. \\( -7 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "172:C", "QuestionText": "What is the first term of the sequence with the nth-term rule:\n\\[\n5 n-7\n\\]", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "936", "MisconceptionName": "Thinks the first term in a sequence is the term before the sequence begins (0th term)", "prompt": "Misconception:\nThinks the first term in a sequence is the term before the sequence begins (0th term)\n\nQuestion:\nWhat is the first term of the sequence with the nth-term rule:\n\\[\n5 n-7\n\\]\n\nOptions:\nA. \\( -2 \\)\nB. \\( 5 \\)\nC. \\( -7 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "172:D", "QuestionText": "What is the first term of the sequence with the nth-term rule:\n\\[\n5 n-7\n\\]", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1240", "MisconceptionName": "Thinks the first term of a sequence must be 1", "prompt": "Misconception:\nThinks the first term of a sequence must be 1\n\nQuestion:\nWhat is the first term of the sequence with the nth-term rule:\n\\[\n5 n-7\n\\]\n\nOptions:\nA. \\( -2 \\)\nB. \\( 5 \\)\nC. \\( -7 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "173:C", "QuestionText": "Kate and Isaac share some sweets in the ratio \\( 3: 2 \\)\nWhat is this ratio in the form \\( 1: n \\) ?", "AnswerAText": "\\( 1: 1.5 \\)", "AnswerBText": "\\( 1: \\frac{2}{3} \\)", "AnswerCText": "\\( 1: 0 \\)", "AnswerDText": "\\( 1: 6 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1: 0 \\)", "MisconceptionId": "2163", "MisconceptionName": "Attempts to simplify ratio by subtracting from both sides", "prompt": "Misconception:\nAttempts to simplify ratio by subtracting from both sides\n\nQuestion:\nKate and Isaac share some sweets in the ratio \\( 3: 2 \\)\nWhat is this ratio in the form \\( 1: n \\) ?\n\nOptions:\nA. \\( 1: 1.5 \\)\nB. \\( 1: \\frac{2}{3} \\)\nC. \\( 1: 0 \\)\nD. \\( 1: 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "173:D", "QuestionText": "Kate and Isaac share some sweets in the ratio \\( 3: 2 \\)\nWhat is this ratio in the form \\( 1: n \\) ?", "AnswerAText": "\\( 1: 1.5 \\)", "AnswerBText": "\\( 1: \\frac{2}{3} \\)", "AnswerCText": "\\( 1: 0 \\)", "AnswerDText": "\\( 1: 6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1: 6 \\)", "MisconceptionId": "1350", "MisconceptionName": "When simplifying a ratio, divides one side of the ratio but multiplies the other side.", "prompt": "Misconception:\nWhen simplifying a ratio, divides one side of the ratio but multiplies the other side.\n\nQuestion:\nKate and Isaac share some sweets in the ratio \\( 3: 2 \\)\nWhat is this ratio in the form \\( 1: n \\) ?\n\nOptions:\nA. \\( 1: 1.5 \\)\nB. \\( 1: \\frac{2}{3} \\)\nC. \\( 1: 0 \\)\nD. \\( 1: 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "174:A", "QuestionText": "Which of the following lines is not parallel to\n\\(y=3 x+5 \\text { ? }\\)", "AnswerAText": "\\( 2 y=6 x-5 \\)", "AnswerBText": "\\( y=3 x-2 \\)", "AnswerCText": "\\( y=4-3 x \\)", "AnswerDText": "\\( y=3(1+x) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 y=6 x-5 \\)", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nWhich of the following lines is not parallel to\n\\(y=3 x+5 \\text { ? }\\)\n\nOptions:\nA. \\( 2 y=6 x-5 \\)\nB. \\( y=3 x-2 \\)\nC. \\( y=4-3 x \\)\nD. \\( y=3(1+x) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "174:B", "QuestionText": "Which of the following lines is not parallel to\n\\(y=3 x+5 \\text { ? }\\)", "AnswerAText": "\\( 2 y=6 x-5 \\)", "AnswerBText": "\\( y=3 x-2 \\)", "AnswerCText": "\\( y=4-3 x \\)", "AnswerDText": "\\( y=3(1+x) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( y=3 x-2 \\)", "MisconceptionId": "1868", "MisconceptionName": "Believes lines are parallel if they have the same y intercept", "prompt": "Misconception:\nBelieves lines are parallel if they have the same y intercept\n\nQuestion:\nWhich of the following lines is not parallel to\n\\(y=3 x+5 \\text { ? }\\)\n\nOptions:\nA. \\( 2 y=6 x-5 \\)\nB. \\( y=3 x-2 \\)\nC. \\( y=4-3 x \\)\nD. \\( y=3(1+x) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "174:D", "QuestionText": "Which of the following lines is not parallel to\n\\(y=3 x+5 \\text { ? }\\)", "AnswerAText": "\\( 2 y=6 x-5 \\)", "AnswerBText": "\\( y=3 x-2 \\)", "AnswerCText": "\\( y=4-3 x \\)", "AnswerDText": "\\( y=3(1+x) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( y=3(1+x) \\)", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nWhich of the following lines is not parallel to\n\\(y=3 x+5 \\text { ? }\\)\n\nOptions:\nA. \\( 2 y=6 x-5 \\)\nB. \\( y=3 x-2 \\)\nC. \\( y=4-3 x \\)\nD. \\( y=3(1+x) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "175:A", "QuestionText": "Tom and Katie are arguing about the diagonals of quadrilaterals.\nTom says a kite has bisecting diagonals.\nKatie says a rhombus has bisecting diagonals.\nWho is correct? ![A pair of intersecting lines]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1940", "MisconceptionName": "Believes a kite has bisecting diagonals", "prompt": "Misconception:\nBelieves a kite has bisecting diagonals\n\nQuestion:\nTom and Katie are arguing about the diagonals of quadrilaterals.\nTom says a kite has bisecting diagonals.\nKatie says a rhombus has bisecting diagonals.\nWho is correct? ![A pair of intersecting lines]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "175:C", "QuestionText": "Tom and Katie are arguing about the diagonals of quadrilaterals.\nTom says a kite has bisecting diagonals.\nKatie says a rhombus has bisecting diagonals.\nWho is correct? ![A pair of intersecting lines]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1940", "MisconceptionName": "Believes a kite has bisecting diagonals", "prompt": "Misconception:\nBelieves a kite has bisecting diagonals\n\nQuestion:\nTom and Katie are arguing about the diagonals of quadrilaterals.\nTom says a kite has bisecting diagonals.\nKatie says a rhombus has bisecting diagonals.\nWho is correct? ![A pair of intersecting lines]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "175:D", "QuestionText": "Tom and Katie are arguing about the diagonals of quadrilaterals.\nTom says a kite has bisecting diagonals.\nKatie says a rhombus has bisecting diagonals.\nWho is correct? ![A pair of intersecting lines]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1009", "MisconceptionName": "Does not know the meaning of bisect", "prompt": "Misconception:\nDoes not know the meaning of bisect\n\nQuestion:\nTom and Katie are arguing about the diagonals of quadrilaterals.\nTom says a kite has bisecting diagonals.\nKatie says a rhombus has bisecting diagonals.\nWho is correct? ![A pair of intersecting lines]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "176:C", "QuestionText": "This is part of a table of values for\n\\(y=x^{2}-2 x+1\\)\n\nWhat should replace the star? \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -3 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nThis is part of a table of values for\n\\(y=x^{2}-2 x+1\\)\n\nWhat should replace the star? \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -3 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 14 \\)\nB. \\( 16 \\)\nC. \\( -2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "177:A", "QuestionText": "How should you write the solution to the following inequality?\n\\(2 x>7\\)", "AnswerAText": "\\( x>4 \\)", "AnswerBText": "\\( x=3.5 \\)", "AnswerCText": "\\( x<3.5 \\)", "AnswerDText": "\\( x>3.5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x>4 \\)", "MisconceptionId": "863", "MisconceptionName": "Believes inequalities can only include integers", "prompt": "Misconception:\nBelieves inequalities can only include integers\n\nQuestion:\nHow should you write the solution to the following inequality?\n\\(2 x>7\\)\n\nOptions:\nA. \\( x>4 \\)\nB. \\( x=3.5 \\)\nC. \\( x<3.5 \\)\nD. \\( x>3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "177:B", "QuestionText": "How should you write the solution to the following inequality?\n\\(2 x>7\\)", "AnswerAText": "\\( x>4 \\)", "AnswerBText": "\\( x=3.5 \\)", "AnswerCText": "\\( x<3.5 \\)", "AnswerDText": "\\( x>3.5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x=3.5 \\)", "MisconceptionId": "742", "MisconceptionName": "Believes solving an inequality gives a single value as a solution", "prompt": "Misconception:\nBelieves solving an inequality gives a single value as a solution\n\nQuestion:\nHow should you write the solution to the following inequality?\n\\(2 x>7\\)\n\nOptions:\nA. \\( x>4 \\)\nB. \\( x=3.5 \\)\nC. \\( x<3.5 \\)\nD. \\( x>3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "178:A", "QuestionText": "\\( \\frac{1}{6} \\) of \\( 24= \\)", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 144 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2154", "MisconceptionName": "Thinks finding a fraction of an amount means subtracting from that amount", "prompt": "Misconception:\nThinks finding a fraction of an amount means subtracting from that amount\n\nQuestion:\n\\( \\frac{1}{6} \\) of \\( 24= \\)\n\nOptions:\nA. \\( 18 \\)\nB. \\( 4 \\)\nC. \\( 144 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "178:C", "QuestionText": "\\( \\frac{1}{6} \\) of \\( 24= \\)", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 144 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 144 \\)", "MisconceptionId": "2458", "MisconceptionName": "Multiplies by the denominator instead of dividing when finding a fraction of an amount", "prompt": "Misconception:\nMultiplies by the denominator instead of dividing when finding a fraction of an amount\n\nQuestion:\n\\( \\frac{1}{6} \\) of \\( 24= \\)\n\nOptions:\nA. \\( 18 \\)\nB. \\( 4 \\)\nC. \\( 144 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "179:A", "QuestionText": "Dave is trying to solve this problem using Napier's bones\nWhat number does the circled digit represent? \\( 356 \\times 93 \\) ![A Napier's bones grid, with 356 along the top and 93 down the side. From left to right on the top row, with / representing a diagonal line through through the box, the boxes read 2/7, 4/5, 5/4.  From left to right on the bottom row, the boxes read 0/9, 1/5, 1/8. The digit 5 is circled in the second box of the top row, which is in the column under the 5 of 356 and the row along from the 9 of 93.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 5000 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "840", "MisconceptionName": "Does not understand the place value of answers from a Napier's bones calculation", "prompt": "Misconception:\nDoes not understand the place value of answers from a Napier's bones calculation\n\nQuestion:\nDave is trying to solve this problem using Napier's bones\nWhat number does the circled digit represent? \\( 356 \\times 93 \\) ![A Napier's bones grid, with 356 along the top and 93 down the side. From left to right on the top row, with / representing a diagonal line through through the box, the boxes read 2/7, 4/5, 5/4.  From left to right on the bottom row, the boxes read 0/9, 1/5, 1/8. The digit 5 is circled in the second box of the top row, which is in the column under the 5 of 356 and the row along from the 9 of 93.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 50 \\)\nC. \\( 500 \\)\nD. \\( 5000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "179:B", "QuestionText": "Dave is trying to solve this problem using Napier's bones\nWhat number does the circled digit represent? \\( 356 \\times 93 \\) ![A Napier's bones grid, with 356 along the top and 93 down the side. From left to right on the top row, with / representing a diagonal line through through the box, the boxes read 2/7, 4/5, 5/4.  From left to right on the bottom row, the boxes read 0/9, 1/5, 1/8. The digit 5 is circled in the second box of the top row, which is in the column under the 5 of 356 and the row along from the 9 of 93.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 5000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "840", "MisconceptionName": "Does not understand the place value of answers from a Napier's bones calculation", "prompt": "Misconception:\nDoes not understand the place value of answers from a Napier's bones calculation\n\nQuestion:\nDave is trying to solve this problem using Napier's bones\nWhat number does the circled digit represent? \\( 356 \\times 93 \\) ![A Napier's bones grid, with 356 along the top and 93 down the side. From left to right on the top row, with / representing a diagonal line through through the box, the boxes read 2/7, 4/5, 5/4.  From left to right on the bottom row, the boxes read 0/9, 1/5, 1/8. The digit 5 is circled in the second box of the top row, which is in the column under the 5 of 356 and the row along from the 9 of 93.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 50 \\)\nC. \\( 500 \\)\nD. \\( 5000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "179:D", "QuestionText": "Dave is trying to solve this problem using Napier's bones\nWhat number does the circled digit represent? \\( 356 \\times 93 \\) ![A Napier's bones grid, with 356 along the top and 93 down the side. From left to right on the top row, with / representing a diagonal line through through the box, the boxes read 2/7, 4/5, 5/4.  From left to right on the bottom row, the boxes read 0/9, 1/5, 1/8. The digit 5 is circled in the second box of the top row, which is in the column under the 5 of 356 and the row along from the 9 of 93.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 5000 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5000 \\)", "MisconceptionId": "840", "MisconceptionName": "Does not understand the place value of answers from a Napier's bones calculation", "prompt": "Misconception:\nDoes not understand the place value of answers from a Napier's bones calculation\n\nQuestion:\nDave is trying to solve this problem using Napier's bones\nWhat number does the circled digit represent? \\( 356 \\times 93 \\) ![A Napier's bones grid, with 356 along the top and 93 down the side. From left to right on the top row, with / representing a diagonal line through through the box, the boxes read 2/7, 4/5, 5/4.  From left to right on the bottom row, the boxes read 0/9, 1/5, 1/8. The digit 5 is circled in the second box of the top row, which is in the column under the 5 of 356 and the row along from the 9 of 93.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 50 \\)\nC. \\( 500 \\)\nD. \\( 5000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "180:B", "QuestionText": "Which image completes a symmetric figure using the red line of symmetry? ![A figure drawn in the upper half of a box with a red dotted line immediately below. ]()", "AnswerAText": "![The correct completion of the figure given in the question. ]()", "AnswerBText": "![An incorrect completion of the figure given in the question. ]()", "AnswerCText": "![An incorrect completion of the figure given in the question. ]()", "AnswerDText": "![An incorrect completion of the figure given in the question. ]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![An incorrect completion of the figure given in the question. ]()", "MisconceptionId": "1572", "MisconceptionName": "Translates rather than reflects across a line of symmetry", "prompt": "Misconception:\nTranslates rather than reflects across a line of symmetry\n\nQuestion:\nWhich image completes a symmetric figure using the red line of symmetry? ![A figure drawn in the upper half of a box with a red dotted line immediately below. ]()\n\nOptions:\nA. ![The correct completion of the figure given in the question. ]()\nB. ![An incorrect completion of the figure given in the question. ]()\nC. ![An incorrect completion of the figure given in the question. ]()\nD. ![An incorrect completion of the figure given in the question. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "180:C", "QuestionText": "Which image completes a symmetric figure using the red line of symmetry? ![A figure drawn in the upper half of a box with a red dotted line immediately below. ]()", "AnswerAText": "![The correct completion of the figure given in the question. ]()", "AnswerBText": "![An incorrect completion of the figure given in the question. ]()", "AnswerCText": "![An incorrect completion of the figure given in the question. ]()", "AnswerDText": "![An incorrect completion of the figure given in the question. ]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![An incorrect completion of the figure given in the question. ]()", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nWhich image completes a symmetric figure using the red line of symmetry? ![A figure drawn in the upper half of a box with a red dotted line immediately below. ]()\n\nOptions:\nA. ![The correct completion of the figure given in the question. ]()\nB. ![An incorrect completion of the figure given in the question. ]()\nC. ![An incorrect completion of the figure given in the question. ]()\nD. ![An incorrect completion of the figure given in the question. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "180:D", "QuestionText": "Which image completes a symmetric figure using the red line of symmetry? ![A figure drawn in the upper half of a box with a red dotted line immediately below. ]()", "AnswerAText": "![The correct completion of the figure given in the question. ]()", "AnswerBText": "![An incorrect completion of the figure given in the question. ]()", "AnswerCText": "![An incorrect completion of the figure given in the question. ]()", "AnswerDText": "![An incorrect completion of the figure given in the question. ]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![An incorrect completion of the figure given in the question. ]()", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nWhich image completes a symmetric figure using the red line of symmetry? ![A figure drawn in the upper half of a box with a red dotted line immediately below. ]()\n\nOptions:\nA. ![The correct completion of the figure given in the question. ]()\nB. ![An incorrect completion of the figure given in the question. ]()\nC. ![An incorrect completion of the figure given in the question. ]()\nD. ![An incorrect completion of the figure given in the question. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "181:A", "QuestionText": "This graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many more potatoes were consumed on Sunday compared to Saturday? ![Chart of potatoes consumed with kilos against day of week]()", "AnswerAText": "\\( 35 \\mathrm{~kg} \\)", "AnswerBText": "\\( 25 \\mathrm{~kg} \\)", "AnswerCText": "\\( 2 \\mathrm{~kg} \\)", "AnswerDText": "\\( 10 \\mathrm{~kg} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 35 \\mathrm{~kg} \\)", "MisconceptionId": "2435", "MisconceptionName": "Reads one point on a time series graph instead of all the values from a given time period", "prompt": "Misconception:\nReads one point on a time series graph instead of all the values from a given time period\n\nQuestion:\nThis graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many more potatoes were consumed on Sunday compared to Saturday? ![Chart of potatoes consumed with kilos against day of week]()\n\nOptions:\nA. \\( 35 \\mathrm{~kg} \\)\nB. \\( 25 \\mathrm{~kg} \\)\nC. \\( 2 \\mathrm{~kg} \\)\nD. \\( 10 \\mathrm{~kg} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "181:B", "QuestionText": "This graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many more potatoes were consumed on Sunday compared to Saturday? ![Chart of potatoes consumed with kilos against day of week]()", "AnswerAText": "\\( 35 \\mathrm{~kg} \\)", "AnswerBText": "\\( 25 \\mathrm{~kg} \\)", "AnswerCText": "\\( 2 \\mathrm{~kg} \\)", "AnswerDText": "\\( 10 \\mathrm{~kg} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 25 \\mathrm{~kg} \\)", "MisconceptionId": "2435", "MisconceptionName": "Reads one point on a time series graph instead of all the values from a given time period", "prompt": "Misconception:\nReads one point on a time series graph instead of all the values from a given time period\n\nQuestion:\nThis graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many more potatoes were consumed on Sunday compared to Saturday? ![Chart of potatoes consumed with kilos against day of week]()\n\nOptions:\nA. \\( 35 \\mathrm{~kg} \\)\nB. \\( 25 \\mathrm{~kg} \\)\nC. \\( 2 \\mathrm{~kg} \\)\nD. \\( 10 \\mathrm{~kg} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "182:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-16\n\\)", "AnswerAText": "\\( (p-4)(p-4) \\)", "AnswerBText": "\\( (p+4)(p-4) \\)", "AnswerCText": "\\( p(p-16) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (p-4)(p-4) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-16\n\\)\n\nOptions:\nA. \\( (p-4)(p-4) \\)\nB. \\( (p+4)(p-4) \\)\nC. \\( p(p-16) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "182:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-16\n\\)", "AnswerAText": "\\( (p-4)(p-4) \\)", "AnswerBText": "\\( (p+4)(p-4) \\)", "AnswerCText": "\\( p(p-16) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( p(p-16) \\)", "MisconceptionId": "2549", "MisconceptionName": "Believes only the first term needs to be divided when factorising an expression", "prompt": "Misconception:\nBelieves only the first term needs to be divided when factorising an expression\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-16\n\\)\n\nOptions:\nA. \\( (p-4)(p-4) \\)\nB. \\( (p+4)(p-4) \\)\nC. \\( p(p-16) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "182:D", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-16\n\\)", "AnswerAText": "\\( (p-4)(p-4) \\)", "AnswerBText": "\\( (p+4)(p-4) \\)", "AnswerCText": "\\( p(p-16) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Does not factorise", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-16\n\\)\n\nOptions:\nA. \\( (p-4)(p-4) \\)\nB. \\( (p+4)(p-4) \\)\nC. \\( p(p-16) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "183:B", "QuestionText": "Which of the following triangles have the same area as this rectangle? ![Rectangle with base 7 and height 3]()", "AnswerAText": "![Triangle with base 6 and perpendicular height 7]()", "AnswerBText": "![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()", "AnswerCText": "![Triangle with base 6, perpendicular height 8 and slant length 13]()", "AnswerDText": "They are all equal to the rectangle", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()", "MisconceptionId": "1252", "MisconceptionName": "Doesn't know the area of a triangle formula", "prompt": "Misconception:\nDoesn't know the area of a triangle formula\n\nQuestion:\nWhich of the following triangles have the same area as this rectangle? ![Rectangle with base 7 and height 3]()\n\nOptions:\nA. ![Triangle with base 6 and perpendicular height 7]()\nB. ![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()\nC. ![Triangle with base 6, perpendicular height 8 and slant length 13]()\nD. They are all equal to the rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "183:C", "QuestionText": "Which of the following triangles have the same area as this rectangle? ![Rectangle with base 7 and height 3]()", "AnswerAText": "![Triangle with base 6 and perpendicular height 7]()", "AnswerBText": "![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()", "AnswerCText": "![Triangle with base 6, perpendicular height 8 and slant length 13]()", "AnswerDText": "They are all equal to the rectangle", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![Triangle with base 6, perpendicular height 8 and slant length 13]()", "MisconceptionId": "1252", "MisconceptionName": "Doesn't know the area of a triangle formula", "prompt": "Misconception:\nDoesn't know the area of a triangle formula\n\nQuestion:\nWhich of the following triangles have the same area as this rectangle? ![Rectangle with base 7 and height 3]()\n\nOptions:\nA. ![Triangle with base 6 and perpendicular height 7]()\nB. ![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()\nC. ![Triangle with base 6, perpendicular height 8 and slant length 13]()\nD. They are all equal to the rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "183:D", "QuestionText": "Which of the following triangles have the same area as this rectangle? ![Rectangle with base 7 and height 3]()", "AnswerAText": "![Triangle with base 6 and perpendicular height 7]()", "AnswerBText": "![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()", "AnswerCText": "![Triangle with base 6, perpendicular height 8 and slant length 13]()", "AnswerDText": "They are all equal to the rectangle", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "They are all equal to the rectangle", "MisconceptionId": "1252", "MisconceptionName": "Doesn't know the area of a triangle formula", "prompt": "Misconception:\nDoesn't know the area of a triangle formula\n\nQuestion:\nWhich of the following triangles have the same area as this rectangle? ![Rectangle with base 7 and height 3]()\n\nOptions:\nA. ![Triangle with base 6 and perpendicular height 7]()\nB. ![Right-angled triangle with height 6, base 5 and hypotenuse length the square root of 61]()\nC. ![Triangle with base 6, perpendicular height 8 and slant length 13]()\nD. They are all equal to the rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "184:A", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n23, \\quad 13, \\quad 3, \\quad \\ldots\n\\]", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "2126", "MisconceptionName": "Miscounts when subtracting over zero", "prompt": "Misconception:\nMiscounts when subtracting over zero\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n23, \\quad 13, \\quad 3, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( -3 \\)\nB. \\( -10 \\)\nC. \\( -7 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "184:B", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n23, \\quad 13, \\quad 3, \\quad \\ldots\n\\]", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "1720", "MisconceptionName": "Identifies the term-to-term rule rather than the next term", "prompt": "Misconception:\nIdentifies the term-to-term rule rather than the next term\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n23, \\quad 13, \\quad 3, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( -3 \\)\nB. \\( -10 \\)\nC. \\( -7 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "184:D", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n23, \\quad 13, \\quad 3, \\quad \\ldots\n\\]", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2472", "MisconceptionName": "Does not know how to find the next term in a sequence", "prompt": "Misconception:\nDoes not know how to find the next term in a sequence\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n23, \\quad 13, \\quad 3, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( -3 \\)\nB. \\( -10 \\)\nC. \\( -7 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "185:A", "QuestionText": "The table below is a summary of the number of spots counted on \\( 25 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\nNumber of spots\\\\ & Frequency \n\\hline \\( 5 \\) & \\( 4 \\) \\\\\n\\hline \\( 6 \\) & \\( 9 \\) \\\\\n\\hline \\( 7 \\) & \\( 9 \\) \\\\\n\\hline \\( 8 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 0.96(2 d p) \\)", "AnswerBText": "\\( 40.25 \\)", "AnswerCText": "\\( 0.16 \\) (2dp)", "AnswerDText": "\\( 6.44 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.96(2 d p) \\)", "MisconceptionId": "1522", "MisconceptionName": "Believes the mean is total frequency divided by sum of categories given", "prompt": "Misconception:\nBelieves the mean is total frequency divided by sum of categories given\n\nQuestion:\nThe table below is a summary of the number of spots counted on \\( 25 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\nNumber of spots\\\\ & Frequency \n\\hline \\( 5 \\) & \\( 4 \\) \\\\\n\\hline \\( 6 \\) & \\( 9 \\) \\\\\n\\hline \\( 7 \\) & \\( 9 \\) \\\\\n\\hline \\( 8 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 0.96(2 d p) \\)\nB. \\( 40.25 \\)\nC. \\( 0.16 \\) (2dp)\nD. \\( 6.44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "185:B", "QuestionText": "The table below is a summary of the number of spots counted on \\( 25 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\nNumber of spots\\\\ & Frequency \n\\hline \\( 5 \\) & \\( 4 \\) \\\\\n\\hline \\( 6 \\) & \\( 9 \\) \\\\\n\\hline \\( 7 \\) & \\( 9 \\) \\\\\n\\hline \\( 8 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 0.96(2 d p) \\)", "AnswerBText": "\\( 40.25 \\)", "AnswerCText": "\\( 0.16 \\) (2dp)", "AnswerDText": "\\( 6.44 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 40.25 \\)", "MisconceptionId": "650", "MisconceptionName": "Believes mean is total divided by number of groups", "prompt": "Misconception:\nBelieves mean is total divided by number of groups\n\nQuestion:\nThe table below is a summary of the number of spots counted on \\( 25 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\nNumber of spots\\\\ & Frequency \n\\hline \\( 5 \\) & \\( 4 \\) \\\\\n\\hline \\( 6 \\) & \\( 9 \\) \\\\\n\\hline \\( 7 \\) & \\( 9 \\) \\\\\n\\hline \\( 8 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 0.96(2 d p) \\)\nB. \\( 40.25 \\)\nC. \\( 0.16 \\) (2dp)\nD. \\( 6.44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "185:C", "QuestionText": "The table below is a summary of the number of spots counted on \\( 25 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\nNumber of spots\\\\ & Frequency \n\\hline \\( 5 \\) & \\( 4 \\) \\\\\n\\hline \\( 6 \\) & \\( 9 \\) \\\\\n\\hline \\( 7 \\) & \\( 9 \\) \\\\\n\\hline \\( 8 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 0.96(2 d p) \\)", "AnswerBText": "\\( 40.25 \\)", "AnswerCText": "\\( 0.16 \\) (2dp)", "AnswerDText": "\\( 6.44 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.16 \\) (2dp)", "MisconceptionId": "1561", "MisconceptionName": "Believes the mean is total frequency divided by something", "prompt": "Misconception:\nBelieves the mean is total frequency divided by something\n\nQuestion:\nThe table below is a summary of the number of spots counted on \\( 25 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\nNumber of spots\\\\ & Frequency \n\\hline \\( 5 \\) & \\( 4 \\) \\\\\n\\hline \\( 6 \\) & \\( 9 \\) \\\\\n\\hline \\( 7 \\) & \\( 9 \\) \\\\\n\\hline \\( 8 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 0.96(2 d p) \\)\nB. \\( 40.25 \\)\nC. \\( 0.16 \\) (2dp)\nD. \\( 6.44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "186:A", "QuestionText": "How do you write this number in digits?\nFifty-six thousand and thirteen", "AnswerAText": "\\( 5613 \\)", "AnswerBText": "\\( 56030 \\)", "AnswerCText": "\\( 56013 \\)", "AnswerDText": "\\( 560013 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5613 \\)", "MisconceptionId": "1526", "MisconceptionName": "Believes that they only need to write non-zero digits when giving a number in digits", "prompt": "Misconception:\nBelieves that they only need to write non-zero digits when giving a number in digits\n\nQuestion:\nHow do you write this number in digits?\nFifty-six thousand and thirteen\n\nOptions:\nA. \\( 5613 \\)\nB. \\( 56030 \\)\nC. \\( 56013 \\)\nD. \\( 560013 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "186:B", "QuestionText": "How do you write this number in digits?\nFifty-six thousand and thirteen", "AnswerAText": "\\( 5613 \\)", "AnswerBText": "\\( 56030 \\)", "AnswerCText": "\\( 56013 \\)", "AnswerDText": "\\( 560013 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 56030 \\)", "MisconceptionId": "1525", "MisconceptionName": "Confuses written 'teen' numbers with their corresponding multiples of 10", "prompt": "Misconception:\nConfuses written 'teen' numbers with their corresponding multiples of 10\n\nQuestion:\nHow do you write this number in digits?\nFifty-six thousand and thirteen\n\nOptions:\nA. \\( 5613 \\)\nB. \\( 56030 \\)\nC. \\( 56013 \\)\nD. \\( 560013 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "186:D", "QuestionText": "How do you write this number in digits?\nFifty-six thousand and thirteen", "AnswerAText": "\\( 5613 \\)", "AnswerBText": "\\( 56030 \\)", "AnswerCText": "\\( 56013 \\)", "AnswerDText": "\\( 560013 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 560013 \\)", "MisconceptionId": "22", "MisconceptionName": "Confuses the ten thousands and thousands place value columns", "prompt": "Misconception:\nConfuses the ten thousands and thousands place value columns\n\nQuestion:\nHow do you write this number in digits?\nFifty-six thousand and thirteen\n\nOptions:\nA. \\( 5613 \\)\nB. \\( 56030 \\)\nC. \\( 56013 \\)\nD. \\( 560013 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "187:C", "QuestionText": "Sarah has some apples.\nShe shares them into \\( 6 \\) equal groups and there is one left over.\nHow many apples could she have?", "AnswerAText": "\\( 66 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 35 \\)", "AnswerDText": "\\( 43 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 35 \\)", "MisconceptionId": "2329", "MisconceptionName": "Thinks the remainder is the difference between the dividend and the next biggest multiple", "prompt": "Misconception:\nThinks the remainder is the difference between the dividend and the next biggest multiple\n\nQuestion:\nSarah has some apples.\nShe shares them into \\( 6 \\) equal groups and there is one left over.\nHow many apples could she have?\n\nOptions:\nA. \\( 66 \\)\nB. \\( 30 \\)\nC. \\( 35 \\)\nD. \\( 43 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "188:A", "QuestionText": "Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![A grid with a left-leaning parallelogram drawn in the upper half and a blue line across the middle, marked 'line of reflection'. ]() ![Tom does this: an image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn immediately below. ]() ![Katie does this: An image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn one line down from the blue line. ]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nTom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![A grid with a left-leaning parallelogram drawn in the upper half and a blue line across the middle, marked 'line of reflection'. ]() ![Tom does this: an image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn immediately below. ]() ![Katie does this: An image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn one line down from the blue line. ]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "188:B", "QuestionText": "Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![A grid with a left-leaning parallelogram drawn in the upper half and a blue line across the middle, marked 'line of reflection'. ]() ![Tom does this: an image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn immediately below. ]() ![Katie does this: An image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn one line down from the blue line. ]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nTom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![A grid with a left-leaning parallelogram drawn in the upper half and a blue line across the middle, marked 'line of reflection'. ]() ![Tom does this: an image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn immediately below. ]() ![Katie does this: An image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn one line down from the blue line. ]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "188:C", "QuestionText": "Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![A grid with a left-leaning parallelogram drawn in the upper half and a blue line across the middle, marked 'line of reflection'. ]() ![Tom does this: an image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn immediately below. ]() ![Katie does this: An image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn one line down from the blue line. ]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nTom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![A grid with a left-leaning parallelogram drawn in the upper half and a blue line across the middle, marked 'line of reflection'. ]() ![Tom does this: an image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn immediately below. ]() ![Katie does this: An image of a grid with a left-leaning parallelogram drawn in the upper half, a blue line across the middle and a left-leaning parallelogram drawn one line down from the blue line. ]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "189:B", "QuestionText": "What is the \\( 15 \\) th term of this sequence? \\( u_{n}=1-3 n \\)", "AnswerAText": "\\( -44 \\)", "AnswerBText": "\\( -46 \\)", "AnswerCText": "\\( -14 \\)", "AnswerDText": "\\( -30 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -46 \\)", "MisconceptionId": "736", "MisconceptionName": "When subtracting past zero, adds the absolute values and then writes the answer with a negative sign", "prompt": "Misconception:\nWhen subtracting past zero, adds the absolute values and then writes the answer with a negative sign\n\nQuestion:\nWhat is the \\( 15 \\) th term of this sequence? \\( u_{n}=1-3 n \\)\n\nOptions:\nA. \\( -44 \\)\nB. \\( -46 \\)\nC. \\( -14 \\)\nD. \\( -30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "189:D", "QuestionText": "What is the \\( 15 \\) th term of this sequence? \\( u_{n}=1-3 n \\)", "AnswerAText": "\\( -44 \\)", "AnswerBText": "\\( -46 \\)", "AnswerCText": "\\( -14 \\)", "AnswerDText": "\\( -30 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -30 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhat is the \\( 15 \\) th term of this sequence? \\( u_{n}=1-3 n \\)\n\nOptions:\nA. \\( -44 \\)\nB. \\( -46 \\)\nC. \\( -14 \\)\nD. \\( -30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "190:A", "QuestionText": "![A straight line on squared paper. Points P, Q and R lie on this line. The leftmost end of the line is labelled P. If you travel right 4 squares and up 1 square you get to point Q. If you then travel 8 squares right and 2 squares up from Q you reach point R.]() What is the ratio of \\( P Q: P R \\) ?", "AnswerAText": "\\( 1: 12 \\)", "AnswerBText": "\\( 1: 4 \\)", "AnswerCText": "\\( 1: 2 \\)", "AnswerDText": "\\( 1: 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1: 12 \\)", "MisconceptionId": "221", "MisconceptionName": "Thinks ratios are written as 1:total", "prompt": "Misconception:\nThinks ratios are written as 1:total\n\nQuestion:\n![A straight line on squared paper. Points P, Q and R lie on this line. The leftmost end of the line is labelled P. If you travel right 4 squares and up 1 square you get to point Q. If you then travel 8 squares right and 2 squares up from Q you reach point R.]() What is the ratio of \\( P Q: P R \\) ?\n\nOptions:\nA. \\( 1: 12 \\)\nB. \\( 1: 4 \\)\nC. \\( 1: 2 \\)\nD. \\( 1: 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "190:B", "QuestionText": "![A straight line on squared paper. Points P, Q and R lie on this line. The leftmost end of the line is labelled P. If you travel right 4 squares and up 1 square you get to point Q. If you then travel 8 squares right and 2 squares up from Q you reach point R.]() What is the ratio of \\( P Q: P R \\) ?", "AnswerAText": "\\( 1: 12 \\)", "AnswerBText": "\\( 1: 4 \\)", "AnswerCText": "\\( 1: 2 \\)", "AnswerDText": "\\( 1: 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1: 4 \\)", "MisconceptionId": "644", "MisconceptionName": "May have estimated when using ratios with geometry", "prompt": "Misconception:\nMay have estimated when using ratios with geometry\n\nQuestion:\n![A straight line on squared paper. Points P, Q and R lie on this line. The leftmost end of the line is labelled P. If you travel right 4 squares and up 1 square you get to point Q. If you then travel 8 squares right and 2 squares up from Q you reach point R.]() What is the ratio of \\( P Q: P R \\) ?\n\nOptions:\nA. \\( 1: 12 \\)\nB. \\( 1: 4 \\)\nC. \\( 1: 2 \\)\nD. \\( 1: 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "190:C", "QuestionText": "![A straight line on squared paper. Points P, Q and R lie on this line. The leftmost end of the line is labelled P. If you travel right 4 squares and up 1 square you get to point Q. If you then travel 8 squares right and 2 squares up from Q you reach point R.]() What is the ratio of \\( P Q: P R \\) ?", "AnswerAText": "\\( 1: 12 \\)", "AnswerBText": "\\( 1: 4 \\)", "AnswerCText": "\\( 1: 2 \\)", "AnswerDText": "\\( 1: 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1: 2 \\)", "MisconceptionId": "644", "MisconceptionName": "May have estimated when using ratios with geometry", "prompt": "Misconception:\nMay have estimated when using ratios with geometry\n\nQuestion:\n![A straight line on squared paper. Points P, Q and R lie on this line. The leftmost end of the line is labelled P. If you travel right 4 squares and up 1 square you get to point Q. If you then travel 8 squares right and 2 squares up from Q you reach point R.]() What is the ratio of \\( P Q: P R \\) ?\n\nOptions:\nA. \\( 1: 12 \\)\nB. \\( 1: 4 \\)\nC. \\( 1: 2 \\)\nD. \\( 1: 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "191:A", "QuestionText": "Which number is closest to zero?", "AnswerAText": "\\( -2.1 \\)", "AnswerBText": "\\( -2.01 \\)", "AnswerCText": "\\( -2.105 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -2.1 \\)", "MisconceptionId": "1981", "MisconceptionName": "Does not know how to compare decimal numbers", "prompt": "Misconception:\nDoes not know how to compare decimal numbers\n\nQuestion:\nWhich number is closest to zero?\n\nOptions:\nA. \\( -2.1 \\)\nB. \\( -2.01 \\)\nC. \\( -2.105 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "191:C", "QuestionText": "Which number is closest to zero?", "AnswerAText": "\\( -2.1 \\)", "AnswerBText": "\\( -2.01 \\)", "AnswerCText": "\\( -2.105 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -2.105 \\)", "MisconceptionId": "1981", "MisconceptionName": "Does not know how to compare decimal numbers", "prompt": "Misconception:\nDoes not know how to compare decimal numbers\n\nQuestion:\nWhich number is closest to zero?\n\nOptions:\nA. \\( -2.1 \\)\nB. \\( -2.01 \\)\nC. \\( -2.105 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "192:A", "QuestionText": "\\[\n\\text { 2426. } 951\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?", "AnswerAText": "\\( 2426.0 \\)", "AnswerBText": "\\( 2427.0 \\)", "AnswerCText": "\\( 2426.9 \\)", "AnswerDText": "\\( 2000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2426.0 \\)", "MisconceptionId": "1605", "MisconceptionName": "When rounding up from a 9, does not add one on to the digit to the left", "prompt": "Misconception:\nWhen rounding up from a 9, does not add one on to the digit to the left\n\nQuestion:\n\\[\n\\text { 2426. } 951\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?\n\nOptions:\nA. \\( 2426.0 \\)\nB. \\( 2427.0 \\)\nC. \\( 2426.9 \\)\nD. \\( 2000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "192:C", "QuestionText": "\\[\n\\text { 2426. } 951\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?", "AnswerAText": "\\( 2426.0 \\)", "AnswerBText": "\\( 2427.0 \\)", "AnswerCText": "\\( 2426.9 \\)", "AnswerDText": "\\( 2000 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2426.9 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\n\\[\n\\text { 2426. } 951\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?\n\nOptions:\nA. \\( 2426.0 \\)\nB. \\( 2427.0 \\)\nC. \\( 2426.9 \\)\nD. \\( 2000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "192:D", "QuestionText": "\\[\n\\text { 2426. } 951\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?", "AnswerAText": "\\( 2426.0 \\)", "AnswerBText": "\\( 2427.0 \\)", "AnswerCText": "\\( 2426.9 \\)", "AnswerDText": "\\( 2000 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2000 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\n\\[\n\\text { 2426. } 951\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?\n\nOptions:\nA. \\( 2426.0 \\)\nB. \\( 2427.0 \\)\nC. \\( 2426.9 \\)\nD. \\( 2000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "193:A", "QuestionText": "\\( (27)^{\\frac{4}{3}}=? \\)", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 20.25 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 81 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\n\\( (27)^{\\frac{4}{3}}=? \\)\n\nOptions:\nA. \\( 36 \\)\nB. \\( 20.25 \\)\nC. \\( 12 \\)\nD. \\( 81 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "193:B", "QuestionText": "\\( (27)^{\\frac{4}{3}}=? \\)", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 20.25 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 81 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 20.25 \\)", "MisconceptionId": "1437", "MisconceptionName": "Assumes the fractional index denotes the root and power the other way around", "prompt": "Misconception:\nAssumes the fractional index denotes the root and power the other way around\n\nQuestion:\n\\( (27)^{\\frac{4}{3}}=? \\)\n\nOptions:\nA. \\( 36 \\)\nB. \\( 20.25 \\)\nC. \\( 12 \\)\nD. \\( 81 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "193:C", "QuestionText": "\\( (27)^{\\frac{4}{3}}=? \\)", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 20.25 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 81 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "823", "MisconceptionName": "Assumes they multiply by the numerator of fractional index", "prompt": "Misconception:\nAssumes they multiply by the numerator of fractional index\n\nQuestion:\n\\( (27)^{\\frac{4}{3}}=? \\)\n\nOptions:\nA. \\( 36 \\)\nB. \\( 20.25 \\)\nC. \\( 12 \\)\nD. \\( 81 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "194:A", "QuestionText": "What is the mean of the following numbers?\n\n\\[\n1,4,7,9,9\n\\]", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "2457", "MisconceptionName": "When asked for the mean of a list of data, gives the median", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the median\n\nQuestion:\nWhat is the mean of the following numbers?\n\n\\[\n1,4,7,9,9\n\\]\n\nOptions:\nA. \\( 7 \\)\nB. \\( 9 \\)\nC. \\( 30 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "194:B", "QuestionText": "What is the mean of the following numbers?\n\n\\[\n1,4,7,9,9\n\\]", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "377", "MisconceptionName": "When asked for the mean of a list of data, gives the mode", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the mode\n\nQuestion:\nWhat is the mean of the following numbers?\n\n\\[\n1,4,7,9,9\n\\]\n\nOptions:\nA. \\( 7 \\)\nB. \\( 9 \\)\nC. \\( 30 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "194:C", "QuestionText": "What is the mean of the following numbers?\n\n\\[\n1,4,7,9,9\n\\]", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "631", "MisconceptionName": "When calculating the mean from a list of data, adds up the numbers but does not divide", "prompt": "Misconception:\nWhen calculating the mean from a list of data, adds up the numbers but does not divide\n\nQuestion:\nWhat is the mean of the following numbers?\n\n\\[\n1,4,7,9,9\n\\]\n\nOptions:\nA. \\( 7 \\)\nB. \\( 9 \\)\nC. \\( 30 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "195:A", "QuestionText": "Solve the equation:\n\\(\n\\frac{t-3}{2}=\\frac{1}{8}\n\\)", "AnswerAText": "\\( t=6 \\frac{1}{4} \\)", "AnswerBText": "\\( t=1 \\)", "AnswerCText": "\\( t=3 \\frac{1}{16} \\)", "AnswerDText": "\\( t=3 \\frac{1}{4} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( t=6 \\frac{1}{4} \\)", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nSolve the equation:\n\\(\n\\frac{t-3}{2}=\\frac{1}{8}\n\\)\n\nOptions:\nA. \\( t=6 \\frac{1}{4} \\)\nB. \\( t=1 \\)\nC. \\( t=3 \\frac{1}{16} \\)\nD. \\( t=3 \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "195:B", "QuestionText": "Solve the equation:\n\\(\n\\frac{t-3}{2}=\\frac{1}{8}\n\\)", "AnswerAText": "\\( t=6 \\frac{1}{4} \\)", "AnswerBText": "\\( t=1 \\)", "AnswerCText": "\\( t=3 \\frac{1}{16} \\)", "AnswerDText": "\\( t=3 \\frac{1}{4} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( t=1 \\)", "MisconceptionId": "1852", "MisconceptionName": "When adding an integer to a fraction, thinks you add the integer to the numerator", "prompt": "Misconception:\nWhen adding an integer to a fraction, thinks you add the integer to the numerator\n\nQuestion:\nSolve the equation:\n\\(\n\\frac{t-3}{2}=\\frac{1}{8}\n\\)\n\nOptions:\nA. \\( t=6 \\frac{1}{4} \\)\nB. \\( t=1 \\)\nC. \\( t=3 \\frac{1}{16} \\)\nD. \\( t=3 \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "195:C", "QuestionText": "Solve the equation:\n\\(\n\\frac{t-3}{2}=\\frac{1}{8}\n\\)", "AnswerAText": "\\( t=6 \\frac{1}{4} \\)", "AnswerBText": "\\( t=1 \\)", "AnswerCText": "\\( t=3 \\frac{1}{16} \\)", "AnswerDText": "\\( t=3 \\frac{1}{4} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( t=3 \\frac{1}{16} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(\n\\frac{t-3}{2}=\\frac{1}{8}\n\\)\n\nOptions:\nA. \\( t=6 \\frac{1}{4} \\)\nB. \\( t=1 \\)\nC. \\( t=3 \\frac{1}{16} \\)\nD. \\( t=3 \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "196:A", "QuestionText": "Rearrange the following equation to make \\( r \\) the subject\n\\(g=2 r+3\\)", "AnswerAText": "\\( r=\\frac{g+3}{2} \\)", "AnswerBText": "\\( r=g+3 \\div 2 \\)", "AnswerCText": "\\( r=\\frac{g-3}{2} \\)", "AnswerDText": "\\( r=g-\\frac{3}{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( r=\\frac{g+3}{2} \\)", "MisconceptionId": "1971", "MisconceptionName": "Confuses the inverse operations of addition and subtraction when rearranging equations", "prompt": "Misconception:\nConfuses the inverse operations of addition and subtraction when rearranging equations\n\nQuestion:\nRearrange the following equation to make \\( r \\) the subject\n\\(g=2 r+3\\)\n\nOptions:\nA. \\( r=\\frac{g+3}{2} \\)\nB. \\( r=g+3 \\div 2 \\)\nC. \\( r=\\frac{g-3}{2} \\)\nD. \\( r=g-\\frac{3}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "196:B", "QuestionText": "Rearrange the following equation to make \\( r \\) the subject\n\\(g=2 r+3\\)", "AnswerAText": "\\( r=\\frac{g+3}{2} \\)", "AnswerBText": "\\( r=g+3 \\div 2 \\)", "AnswerCText": "\\( r=\\frac{g-3}{2} \\)", "AnswerDText": "\\( r=g-\\frac{3}{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( r=g+3 \\div 2 \\)", "MisconceptionId": "2586", "MisconceptionName": "Misunderstands order of operations in algebraic expressions", "prompt": "Misconception:\nMisunderstands order of operations in algebraic expressions\n\nQuestion:\nRearrange the following equation to make \\( r \\) the subject\n\\(g=2 r+3\\)\n\nOptions:\nA. \\( r=\\frac{g+3}{2} \\)\nB. \\( r=g+3 \\div 2 \\)\nC. \\( r=\\frac{g-3}{2} \\)\nD. \\( r=g-\\frac{3}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "197:A", "QuestionText": "These two lines are ... ![Two lines on a graph meeting at a right angle]()", "AnswerAText": "parallelogram", "AnswerBText": "perpendicular", "AnswerCText": "parallel", "AnswerDText": "particular", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "parallelogram", "MisconceptionId": "88", "MisconceptionName": "Believes parallelogram is the term used to describe two lines at right angles", "prompt": "Misconception:\nBelieves parallelogram is the term used to describe two lines at right angles\n\nQuestion:\nThese two lines are ... ![Two lines on a graph meeting at a right angle]()\n\nOptions:\nA. parallelogram\nB. perpendicular\nC. parallel\nD. particular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "197:C", "QuestionText": "These two lines are ... ![Two lines on a graph meeting at a right angle]()", "AnswerAText": "parallelogram", "AnswerBText": "perpendicular", "AnswerCText": "parallel", "AnswerDText": "particular", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "parallel", "MisconceptionId": "813", "MisconceptionName": "Believes parallel is the term used to describe two lines at right angles", "prompt": "Misconception:\nBelieves parallel is the term used to describe two lines at right angles\n\nQuestion:\nThese two lines are ... ![Two lines on a graph meeting at a right angle]()\n\nOptions:\nA. parallelogram\nB. perpendicular\nC. parallel\nD. particular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "197:D", "QuestionText": "These two lines are ... ![Two lines on a graph meeting at a right angle]()", "AnswerAText": "parallelogram", "AnswerBText": "perpendicular", "AnswerCText": "parallel", "AnswerDText": "particular", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "particular", "MisconceptionId": "2453", "MisconceptionName": "Believes particular is the term used to describe two lines at right angles", "prompt": "Misconception:\nBelieves particular is the term used to describe two lines at right angles\n\nQuestion:\nThese two lines are ... ![Two lines on a graph meeting at a right angle]()\n\nOptions:\nA. parallelogram\nB. perpendicular\nC. parallel\nD. particular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "198:A", "QuestionText": "\\( 2 \\mathrm{~km}^{2} \\) is the same as _____ \\( m^{2} \\)", "AnswerAText": "\\( 2000 \\)", "AnswerBText": "\\( 2000000 \\)", "AnswerCText": "\\( 20000 \\)", "AnswerDText": "\\( 2000000000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2000 \\)", "MisconceptionId": "486", "MisconceptionName": "Does not square the conversion factor when converting squared units", "prompt": "Misconception:\nDoes not square the conversion factor when converting squared units\n\nQuestion:\n\\( 2 \\mathrm{~km}^{2} \\) is the same as _____ \\( m^{2} \\)\n\nOptions:\nA. \\( 2000 \\)\nB. \\( 2000000 \\)\nC. \\( 20000 \\)\nD. \\( 2000000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "198:C", "QuestionText": "\\( 2 \\mathrm{~km}^{2} \\) is the same as _____ \\( m^{2} \\)", "AnswerAText": "\\( 2000 \\)", "AnswerBText": "\\( 2000000 \\)", "AnswerCText": "\\( 20000 \\)", "AnswerDText": "\\( 2000000000 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 20000 \\)", "MisconceptionId": "2132", "MisconceptionName": "Thinks there are 100m and a km", "prompt": "Misconception:\nThinks there are 100m and a km\n\nQuestion:\n\\( 2 \\mathrm{~km}^{2} \\) is the same as _____ \\( m^{2} \\)\n\nOptions:\nA. \\( 2000 \\)\nB. \\( 2000000 \\)\nC. \\( 20000 \\)\nD. \\( 2000000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "198:D", "QuestionText": "\\( 2 \\mathrm{~km}^{2} \\) is the same as _____ \\( m^{2} \\)", "AnswerAText": "\\( 2000 \\)", "AnswerBText": "\\( 2000000 \\)", "AnswerCText": "\\( 20000 \\)", "AnswerDText": "\\( 2000000000 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2000000000 \\)", "MisconceptionId": "1230", "MisconceptionName": "Believes you cube the conversion factor when dealing with squared units", "prompt": "Misconception:\nBelieves you cube the conversion factor when dealing with squared units\n\nQuestion:\n\\( 2 \\mathrm{~km}^{2} \\) is the same as _____ \\( m^{2} \\)\n\nOptions:\nA. \\( 2000 \\)\nB. \\( 2000000 \\)\nC. \\( 20000 \\)\nD. \\( 2000000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "199:B", "QuestionText": "Which of these two numbers are rational?\n\n\\( \\sqrt{36} \\) and \\( \\sqrt{12} \\)", "AnswerAText": "\\( \\sqrt{36} \\)", "AnswerBText": "\\( \\sqrt{12} \\)", "AnswerCText": "Neither", "AnswerDText": "Both", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{12} \\)", "MisconceptionId": "525", "MisconceptionName": "Does not understand that a surd is a rational number if the number under the root is a square number", "prompt": "Misconception:\nDoes not understand that a surd is a rational number if the number under the root is a square number\n\nQuestion:\nWhich of these two numbers are rational?\n\n\\( \\sqrt{36} \\) and \\( \\sqrt{12} \\)\n\nOptions:\nA. \\( \\sqrt{36} \\)\nB. \\( \\sqrt{12} \\)\nC. Neither\nD. Both\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "199:C", "QuestionText": "Which of these two numbers are rational?\n\n\\( \\sqrt{36} \\) and \\( \\sqrt{12} \\)", "AnswerAText": "\\( \\sqrt{36} \\)", "AnswerBText": "\\( \\sqrt{12} \\)", "AnswerCText": "Neither", "AnswerDText": "Both", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Neither", "MisconceptionId": "525", "MisconceptionName": "Does not understand that a surd is a rational number if the number under the root is a square number", "prompt": "Misconception:\nDoes not understand that a surd is a rational number if the number under the root is a square number\n\nQuestion:\nWhich of these two numbers are rational?\n\n\\( \\sqrt{36} \\) and \\( \\sqrt{12} \\)\n\nOptions:\nA. \\( \\sqrt{36} \\)\nB. \\( \\sqrt{12} \\)\nC. Neither\nD. Both\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "199:D", "QuestionText": "Which of these two numbers are rational?\n\n\\( \\sqrt{36} \\) and \\( \\sqrt{12} \\)", "AnswerAText": "\\( \\sqrt{36} \\)", "AnswerBText": "\\( \\sqrt{12} \\)", "AnswerCText": "Neither", "AnswerDText": "Both", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Both", "MisconceptionId": "1263", "MisconceptionName": "Does not understand the definition of a rational number when it is a surd", "prompt": "Misconception:\nDoes not understand the definition of a rational number when it is a surd\n\nQuestion:\nWhich of these two numbers are rational?\n\n\\( \\sqrt{36} \\) and \\( \\sqrt{12} \\)\n\nOptions:\nA. \\( \\sqrt{36} \\)\nB. \\( \\sqrt{12} \\)\nC. Neither\nD. Both\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "200:C", "QuestionText": "What should replace the circle when this expression is fully factorised? \\( 3 a^{2}+2 a \\equiv \\bigstar(\\triangle a+\\bigcirc) \\)", "AnswerAText": "\\( \\bigcirc=2 \\)", "AnswerBText": "\\( \\bigcirc=a \\)", "AnswerCText": "\\( \\bigcirc=2 a \\)", "AnswerDText": "\\( \\bigcirc=6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\bigcirc=2 a \\)", "MisconceptionId": "2549", "MisconceptionName": "Believes only the first term needs to be divided when factorising an expression", "prompt": "Misconception:\nBelieves only the first term needs to be divided when factorising an expression\n\nQuestion:\nWhat should replace the circle when this expression is fully factorised? \\( 3 a^{2}+2 a \\equiv \\bigstar(\\triangle a+\\bigcirc) \\)\n\nOptions:\nA. \\( \\bigcirc=2 \\)\nB. \\( \\bigcirc=a \\)\nC. \\( \\bigcirc=2 a \\)\nD. \\( \\bigcirc=6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "201:C", "QuestionText": "Use a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=3 \\text { and } y=-2\n\\]\n\nTom says both functions are linear\n\nKatie says both functions are vertical lines\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nUse a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=3 \\text { and } y=-2\n\\]\n\nTom says both functions are linear\n\nKatie says both functions are vertical lines\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "201:D", "QuestionText": "Use a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=3 \\text { and } y=-2\n\\]\n\nTom says both functions are linear\n\nKatie says both functions are vertical lines\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2511", "MisconceptionName": "Does not know the properties of a linear graph", "prompt": "Misconception:\nDoes not know the properties of a linear graph\n\nQuestion:\nUse a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=3 \\text { and } y=-2\n\\]\n\nTom says both functions are linear\n\nKatie says both functions are vertical lines\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "202:B", "QuestionText": "\\( 2 \\frac{1}{5}+1 \\frac{2}{5}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( 3 \\frac{3}{5} \\)", "AnswerBText": "\\( \\frac{18}{5} \\)", "AnswerCText": "\\( \\frac{18}{10} \\)", "AnswerDText": "\\( 3 \\frac{3}{10} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{18}{5} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\n\\( 2 \\frac{1}{5}+1 \\frac{2}{5}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( 3 \\frac{3}{5} \\)\nB. \\( \\frac{18}{5} \\)\nC. \\( \\frac{18}{10} \\)\nD. \\( 3 \\frac{3}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "202:D", "QuestionText": "\\( 2 \\frac{1}{5}+1 \\frac{2}{5}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( 3 \\frac{3}{5} \\)", "AnswerBText": "\\( \\frac{18}{5} \\)", "AnswerCText": "\\( \\frac{18}{10} \\)", "AnswerDText": "\\( 3 \\frac{3}{10} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3 \\frac{3}{10} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\n\\( 2 \\frac{1}{5}+1 \\frac{2}{5}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( 3 \\frac{3}{5} \\)\nB. \\( \\frac{18}{5} \\)\nC. \\( \\frac{18}{10} \\)\nD. \\( 3 \\frac{3}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "203:A", "QuestionText": "Mark is working out the distance between these two points. What type of triangle would help him? ![Axes with not scales drawn on. Two points are marked, (4,10) and (9,2)]()", "AnswerAText": "Isosceles", "AnswerBText": "Right-angled", "AnswerCText": "Equilateral", "AnswerDText": "Scalene", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Isosceles", "MisconceptionId": "1658", "MisconceptionName": "Does not link Pythagoras Theorem to finding distance between two points", "prompt": "Misconception:\nDoes not link Pythagoras Theorem to finding distance between two points\n\nQuestion:\nMark is working out the distance between these two points. What type of triangle would help him? ![Axes with not scales drawn on. Two points are marked, (4,10) and (9,2)]()\n\nOptions:\nA. Isosceles\nB. Right-angled\nC. Equilateral\nD. Scalene\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "203:C", "QuestionText": "Mark is working out the distance between these two points. What type of triangle would help him? ![Axes with not scales drawn on. Two points are marked, (4,10) and (9,2)]()", "AnswerAText": "Isosceles", "AnswerBText": "Right-angled", "AnswerCText": "Equilateral", "AnswerDText": "Scalene", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Equilateral", "MisconceptionId": "1658", "MisconceptionName": "Does not link Pythagoras Theorem to finding distance between two points", "prompt": "Misconception:\nDoes not link Pythagoras Theorem to finding distance between two points\n\nQuestion:\nMark is working out the distance between these two points. What type of triangle would help him? ![Axes with not scales drawn on. Two points are marked, (4,10) and (9,2)]()\n\nOptions:\nA. Isosceles\nB. Right-angled\nC. Equilateral\nD. Scalene\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "203:D", "QuestionText": "Mark is working out the distance between these two points. What type of triangle would help him? ![Axes with not scales drawn on. Two points are marked, (4,10) and (9,2)]()", "AnswerAText": "Isosceles", "AnswerBText": "Right-angled", "AnswerCText": "Equilateral", "AnswerDText": "Scalene", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Scalene", "MisconceptionId": "1658", "MisconceptionName": "Does not link Pythagoras Theorem to finding distance between two points", "prompt": "Misconception:\nDoes not link Pythagoras Theorem to finding distance between two points\n\nQuestion:\nMark is working out the distance between these two points. What type of triangle would help him? ![Axes with not scales drawn on. Two points are marked, (4,10) and (9,2)]()\n\nOptions:\nA. Isosceles\nB. Right-angled\nC. Equilateral\nD. Scalene\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "204:A", "QuestionText": "How do you write this number in words?\n\\(\n204050\n\\)", "AnswerAText": "Two million and four thousand and fifty", "AnswerBText": "Two hundred and four thousand and fifty", "AnswerCText": "Two hundred and four and fifty", "AnswerDText": "Two hundred and forty thousand and fifty", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Two million and four thousand and fifty", "MisconceptionId": "874", "MisconceptionName": "Mistakes the place value column of hundred thousands with millions", "prompt": "Misconception:\nMistakes the place value column of hundred thousands with millions\n\nQuestion:\nHow do you write this number in words?\n\\(\n204050\n\\)\n\nOptions:\nA. Two million and four thousand and fifty\nB. Two hundred and four thousand and fifty\nC. Two hundred and four and fifty\nD. Two hundred and forty thousand and fifty\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "204:C", "QuestionText": "How do you write this number in words?\n\\(\n204050\n\\)", "AnswerAText": "Two million and four thousand and fifty", "AnswerBText": "Two hundred and four thousand and fifty", "AnswerCText": "Two hundred and four and fifty", "AnswerDText": "Two hundred and forty thousand and fifty", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Two hundred and four and fifty", "MisconceptionId": "2327", "MisconceptionName": "Does not understand that a space can be used to separate the thousands column from the hundreds column", "prompt": "Misconception:\nDoes not understand that a space can be used to separate the thousands column from the hundreds column\n\nQuestion:\nHow do you write this number in words?\n\\(\n204050\n\\)\n\nOptions:\nA. Two million and four thousand and fifty\nB. Two hundred and four thousand and fifty\nC. Two hundred and four and fifty\nD. Two hundred and forty thousand and fifty\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "205:B", "QuestionText": "What does the product of the two circled numbers represent? ![3847 times 28 written as a long multiplication question. The 8 in 3847 and the 2 in 28 are circled.]()", "AnswerAText": "\\( 16000 \\)", "AnswerBText": "\\( 1600 \\)", "AnswerCText": "\\( 160 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1600 \\)", "MisconceptionId": "955", "MisconceptionName": "When multiplying, treats digits in other columns as if they are units", "prompt": "Misconception:\nWhen multiplying, treats digits in other columns as if they are units\n\nQuestion:\nWhat does the product of the two circled numbers represent? ![3847 times 28 written as a long multiplication question. The 8 in 3847 and the 2 in 28 are circled.]()\n\nOptions:\nA. \\( 16000 \\)\nB. \\( 1600 \\)\nC. \\( 160 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "205:C", "QuestionText": "What does the product of the two circled numbers represent? ![3847 times 28 written as a long multiplication question. The 8 in 3847 and the 2 in 28 are circled.]()", "AnswerAText": "\\( 16000 \\)", "AnswerBText": "\\( 1600 \\)", "AnswerCText": "\\( 160 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 160 \\)", "MisconceptionId": "1708", "MisconceptionName": "Does not understand place value within a number", "prompt": "Misconception:\nDoes not understand place value within a number\n\nQuestion:\nWhat does the product of the two circled numbers represent? ![3847 times 28 written as a long multiplication question. The 8 in 3847 and the 2 in 28 are circled.]()\n\nOptions:\nA. \\( 16000 \\)\nB. \\( 1600 \\)\nC. \\( 160 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "205:D", "QuestionText": "What does the product of the two circled numbers represent? ![3847 times 28 written as a long multiplication question. The 8 in 3847 and the 2 in 28 are circled.]()", "AnswerAText": "\\( 16000 \\)", "AnswerBText": "\\( 1600 \\)", "AnswerCText": "\\( 160 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "955", "MisconceptionName": "When multiplying, treats digits in other columns as if they are units", "prompt": "Misconception:\nWhen multiplying, treats digits in other columns as if they are units\n\nQuestion:\nWhat does the product of the two circled numbers represent? ![3847 times 28 written as a long multiplication question. The 8 in 3847 and the 2 in 28 are circled.]()\n\nOptions:\nA. \\( 16000 \\)\nB. \\( 1600 \\)\nC. \\( 160 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "206:A", "QuestionText": "If you can connect dots to draw a regular octagon in a ring of equally spaced dots, which other regular shape can you definitely draw?", "AnswerAText": "Equilateral triangle", "AnswerBText": "Square", "AnswerCText": "Pentagon", "AnswerDText": "Hexagon", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Equilateral triangle", "MisconceptionId": "2417", "MisconceptionName": "Does not use the associative property of multiplication to find other factors of a number", "prompt": "Misconception:\nDoes not use the associative property of multiplication to find other factors of a number\n\nQuestion:\nIf you can connect dots to draw a regular octagon in a ring of equally spaced dots, which other regular shape can you definitely draw?\n\nOptions:\nA. Equilateral triangle\nB. Square\nC. Pentagon\nD. Hexagon\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "206:C", "QuestionText": "If you can connect dots to draw a regular octagon in a ring of equally spaced dots, which other regular shape can you definitely draw?", "AnswerAText": "Equilateral triangle", "AnswerBText": "Square", "AnswerCText": "Pentagon", "AnswerDText": "Hexagon", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Pentagon", "MisconceptionId": "2417", "MisconceptionName": "Does not use the associative property of multiplication to find other factors of a number", "prompt": "Misconception:\nDoes not use the associative property of multiplication to find other factors of a number\n\nQuestion:\nIf you can connect dots to draw a regular octagon in a ring of equally spaced dots, which other regular shape can you definitely draw?\n\nOptions:\nA. Equilateral triangle\nB. Square\nC. Pentagon\nD. Hexagon\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "206:D", "QuestionText": "If you can connect dots to draw a regular octagon in a ring of equally spaced dots, which other regular shape can you definitely draw?", "AnswerAText": "Equilateral triangle", "AnswerBText": "Square", "AnswerCText": "Pentagon", "AnswerDText": "Hexagon", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Hexagon", "MisconceptionId": "2417", "MisconceptionName": "Does not use the associative property of multiplication to find other factors of a number", "prompt": "Misconception:\nDoes not use the associative property of multiplication to find other factors of a number\n\nQuestion:\nIf you can connect dots to draw a regular octagon in a ring of equally spaced dots, which other regular shape can you definitely draw?\n\nOptions:\nA. Equilateral triangle\nB. Square\nC. Pentagon\nD. Hexagon\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "207:A", "QuestionText": "\\(\nx(3 x-5)+6(2 x-3) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?", "AnswerAText": "\\( -23 \\)", "AnswerBText": "\\( -18 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -23 \\)", "MisconceptionId": "373", "MisconceptionName": "Believes you can add or subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can add or subtract from inside brackets without expanding when solving an equation\n\nQuestion:\n\\(\nx(3 x-5)+6(2 x-3) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?\n\nOptions:\nA. \\( -23 \\)\nB. \\( -18 \\)\nC. \\( -8 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "207:C", "QuestionText": "\\(\nx(3 x-5)+6(2 x-3) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?", "AnswerAText": "\\( -23 \\)", "AnswerBText": "\\( -18 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -8 \\)", "MisconceptionId": "373", "MisconceptionName": "Believes you can add or subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can add or subtract from inside brackets without expanding when solving an equation\n\nQuestion:\n\\(\nx(3 x-5)+6(2 x-3) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?\n\nOptions:\nA. \\( -23 \\)\nB. \\( -18 \\)\nC. \\( -8 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "207:D", "QuestionText": "\\(\nx(3 x-5)+6(2 x-3) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?", "AnswerAText": "\\( -23 \\)", "AnswerBText": "\\( -18 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\n\\(\nx(3 x-5)+6(2 x-3) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?\n\nOptions:\nA. \\( -23 \\)\nB. \\( -18 \\)\nC. \\( -8 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "208:A", "QuestionText": "Twelve rulers cost \\( 96 p \\).\nHow much do five rulers cost?", "AnswerAText": "\\( 89 p \\)", "AnswerBText": "\\( 40 p \\)", "AnswerCText": "\\( 8 p \\)", "AnswerDText": "\\( £ 4.80 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 89 p \\)", "MisconceptionId": "2320", "MisconceptionName": "Subtracts rather than divides when scaling down in direct proportion problems", "prompt": "Misconception:\nSubtracts rather than divides when scaling down in direct proportion problems\n\nQuestion:\nTwelve rulers cost \\( 96 p \\).\nHow much do five rulers cost?\n\nOptions:\nA. \\( 89 p \\)\nB. \\( 40 p \\)\nC. \\( 8 p \\)\nD. \\( £ 4.80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "208:C", "QuestionText": "Twelve rulers cost \\( 96 p \\).\nHow much do five rulers cost?", "AnswerAText": "\\( 89 p \\)", "AnswerBText": "\\( 40 p \\)", "AnswerCText": "\\( 8 p \\)", "AnswerDText": "\\( £ 4.80 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 8 p \\)", "MisconceptionId": "901", "MisconceptionName": "Finds unit price but doesn't multiply up for number in question", "prompt": "Misconception:\nFinds unit price but doesn't multiply up for number in question\n\nQuestion:\nTwelve rulers cost \\( 96 p \\).\nHow much do five rulers cost?\n\nOptions:\nA. \\( 89 p \\)\nB. \\( 40 p \\)\nC. \\( 8 p \\)\nD. \\( £ 4.80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "208:D", "QuestionText": "Twelve rulers cost \\( 96 p \\).\nHow much do five rulers cost?", "AnswerAText": "\\( 89 p \\)", "AnswerBText": "\\( 40 p \\)", "AnswerCText": "\\( 8 p \\)", "AnswerDText": "\\( £ 4.80 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( £ 4.80 \\)", "MisconceptionId": "1028", "MisconceptionName": "Multiplies up without finding unit price in proportion question", "prompt": "Misconception:\nMultiplies up without finding unit price in proportion question\n\nQuestion:\nTwelve rulers cost \\( 96 p \\).\nHow much do five rulers cost?\n\nOptions:\nA. \\( 89 p \\)\nB. \\( 40 p \\)\nC. \\( 8 p \\)\nD. \\( £ 4.80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "209:D", "QuestionText": "Order the times from shortest to longest.\nA:  8 minutes\nB:  8 minutes 40 seconds\nC:  8 \\(\n\\frac{1}{2}\n\\) minutes\nD:  500 seconds", "AnswerAText": "\\( A, B, C, D \\)", "AnswerBText": "\\( D, C, A, B \\)", "AnswerCText": "\\( A, D, C, B \\)", "AnswerDText": "\\( B, D, C, A \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( B, D, C, A \\)", "MisconceptionId": "1995", "MisconceptionName": "Mixes up shortest and longest when ordering times", "prompt": "Misconception:\nMixes up shortest and longest when ordering times\n\nQuestion:\nOrder the times from shortest to longest.\nA:  8 minutes\nB:  8 minutes 40 seconds\nC:  8 \\(\n\\frac{1}{2}\n\\) minutes\nD:  500 seconds\n\nOptions:\nA. \\( A, B, C, D \\)\nB. \\( D, C, A, B \\)\nC. \\( A, D, C, B \\)\nD. \\( B, D, C, A \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "210:A", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 0.8532 \\)", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 0.9 \\)", "AnswerDText": "\\( 0.8 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 0.8532 \\)\n\nOptions:\nA. \\( 1 \\)\nB. \\( 0 \\)\nC. \\( 0.9 \\)\nD. \\( 0.8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "210:D", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 0.8532 \\)", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 0.9 \\)", "AnswerDText": "\\( 0.8 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.8 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 0.8532 \\)\n\nOptions:\nA. \\( 1 \\)\nB. \\( 0 \\)\nC. \\( 0.9 \\)\nD. \\( 0.8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "211:B", "QuestionText": "\\( 0.6=\\frac{3}{5}=? \\% \\)", "AnswerAText": "\\( 50 \\% \\)", "AnswerBText": "\\( 35 \\% \\)", "AnswerCText": "\\( 60 \\% \\)", "AnswerDText": "\\( 6 \\% \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 35 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\n\\( 0.6=\\frac{3}{5}=? \\% \\)\n\nOptions:\nA. \\( 50 \\% \\)\nB. \\( 35 \\% \\)\nC. \\( 60 \\% \\)\nD. \\( 6 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "211:D", "QuestionText": "\\( 0.6=\\frac{3}{5}=? \\% \\)", "AnswerAText": "\\( 50 \\% \\)", "AnswerBText": "\\( 35 \\% \\)", "AnswerCText": "\\( 60 \\% \\)", "AnswerDText": "\\( 6 \\% \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 6 \\% \\)", "MisconceptionId": "1632", "MisconceptionName": "Believes a decimal with one significant figure is a multiple of 10 when converted to a percentage, regardless of place value", "prompt": "Misconception:\nBelieves a decimal with one significant figure is a multiple of 10 when converted to a percentage, regardless of place value\n\nQuestion:\n\\( 0.6=\\frac{3}{5}=? \\% \\)\n\nOptions:\nA. \\( 50 \\% \\)\nB. \\( 35 \\% \\)\nC. \\( 60 \\% \\)\nD. \\( 6 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "212:D", "QuestionText": "Which of the following diagrams represents \\( x<-1 \\) or \\( x \\geq 2 \\) ?", "AnswerAText": "![Number line from -5 to 5. Open circle at -1 with arrow to the left. Open circle at 2 with arrow to the right. ]()", "AnswerBText": "![Number line from -5 to 5. Closed circle at -1 with arrow to the left. Closed circle at 2 with arrow to the right. ]()", "AnswerCText": "![Number line from -5 to 5. Open circle at -1 with arrow to the left. Closed circle at 2 with arrow to the right. ]()", "AnswerDText": "![Number line from -5 to 5. Closed circle at -1 with arrow to the left. Open circle at 2 with arrow to the right. ]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![Number line from -5 to 5. Closed circle at -1 with arrow to the left. Open circle at 2 with arrow to the right. ]()", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich of the following diagrams represents \\( x<-1 \\) or \\( x \\geq 2 \\) ?\n\nOptions:\nA. ![Number line from -5 to 5. Open circle at -1 with arrow to the left. Open circle at 2 with arrow to the right. ]()\nB. ![Number line from -5 to 5. Closed circle at -1 with arrow to the left. Closed circle at 2 with arrow to the right. ]()\nC. ![Number line from -5 to 5. Open circle at -1 with arrow to the left. Closed circle at 2 with arrow to the right. ]()\nD. ![Number line from -5 to 5. Closed circle at -1 with arrow to the left. Open circle at 2 with arrow to the right. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "213:B", "QuestionText": "What is the reciprocal of \\( -\\frac{1}{3} \\) ?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -0.333 \\ldots \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( \\frac{1}{3} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -0.333 \\ldots \\)", "MisconceptionId": "1557", "MisconceptionName": "Has an incorrect assumption about the definition of a reciprocal", "prompt": "Misconception:\nHas an incorrect assumption about the definition of a reciprocal\n\nQuestion:\nWhat is the reciprocal of \\( -\\frac{1}{3} \\) ?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -0.333 \\ldots \\)\nC. \\( 3 \\)\nD. \\( \\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "213:C", "QuestionText": "What is the reciprocal of \\( -\\frac{1}{3} \\) ?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -0.333 \\ldots \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( \\frac{1}{3} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1251", "MisconceptionName": "Correctly finds the reciprocal of a number, but believes it should be opposite in sign to the original number.", "prompt": "Misconception:\nCorrectly finds the reciprocal of a number, but believes it should be opposite in sign to the original number.\n\nQuestion:\nWhat is the reciprocal of \\( -\\frac{1}{3} \\) ?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -0.333 \\ldots \\)\nC. \\( 3 \\)\nD. \\( \\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "213:D", "QuestionText": "What is the reciprocal of \\( -\\frac{1}{3} \\) ?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -0.333 \\ldots \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( \\frac{1}{3} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "947", "MisconceptionName": "Makes the number negative when asked to find the reciprocal", "prompt": "Misconception:\nMakes the number negative when asked to find the reciprocal\n\nQuestion:\nWhat is the reciprocal of \\( -\\frac{1}{3} \\) ?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -0.333 \\ldots \\)\nC. \\( 3 \\)\nD. \\( \\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "214:B", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\n\\(\na+6+a+j+5+j+j\n\\)", "AnswerAText": "\\( 11+2 a+3 j \\)", "AnswerBText": "\\( 6+5+2 a+3 j \\)", "AnswerCText": "\\( 6+2 a+5+3 j \\)", "AnswerDText": "\\( 11+a^{2}+j^{3} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6+5+2 a+3 j \\)", "MisconceptionId": "436", "MisconceptionName": "Does not understand when like terms can be collected", "prompt": "Misconception:\nDoes not understand when like terms can be collected\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\n\\(\na+6+a+j+5+j+j\n\\)\n\nOptions:\nA. \\( 11+2 a+3 j \\)\nB. \\( 6+5+2 a+3 j \\)\nC. \\( 6+2 a+5+3 j \\)\nD. \\( 11+a^{2}+j^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "214:C", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\n\\(\na+6+a+j+5+j+j\n\\)", "AnswerAText": "\\( 11+2 a+3 j \\)", "AnswerBText": "\\( 6+5+2 a+3 j \\)", "AnswerCText": "\\( 6+2 a+5+3 j \\)", "AnswerDText": "\\( 11+a^{2}+j^{3} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6+2 a+5+3 j \\)", "MisconceptionId": "436", "MisconceptionName": "Does not understand when like terms can be collected", "prompt": "Misconception:\nDoes not understand when like terms can be collected\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\n\\(\na+6+a+j+5+j+j\n\\)\n\nOptions:\nA. \\( 11+2 a+3 j \\)\nB. \\( 6+5+2 a+3 j \\)\nC. \\( 6+2 a+5+3 j \\)\nD. \\( 11+a^{2}+j^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "214:D", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\n\\(\na+6+a+j+5+j+j\n\\)", "AnswerAText": "\\( 11+2 a+3 j \\)", "AnswerBText": "\\( 6+5+2 a+3 j \\)", "AnswerCText": "\\( 6+2 a+5+3 j \\)", "AnswerDText": "\\( 11+a^{2}+j^{3} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 11+a^{2}+j^{3} \\)", "MisconceptionId": "1644", "MisconceptionName": "Confuses collecting like terms with multiplication", "prompt": "Misconception:\nConfuses collecting like terms with multiplication\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\n\\(\na+6+a+j+5+j+j\n\\)\n\nOptions:\nA. \\( 11+2 a+3 j \\)\nB. \\( 6+5+2 a+3 j \\)\nC. \\( 6+2 a+5+3 j \\)\nD. \\( 11+a^{2}+j^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "215:B", "QuestionText": "What is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-8\" next to the bottom dash and \"4\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the dash that is 2 below the \"4\" label and 4 above the \"-8\" label. ]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -12 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-8\" next to the bottom dash and \"4\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the dash that is 2 below the \"4\" label and 4 above the \"-8\" label. ]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( -12 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "215:D", "QuestionText": "What is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-8\" next to the bottom dash and \"4\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the dash that is 2 below the \"4\" label and 4 above the \"-8\" label. ]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -12 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat is the value of B? ![A vertical number-line with 7 horizontal, equally spaced, dashes representing the position of numbers. \"-8\" next to the bottom dash and \"4\" next to the top dash are the only numbers marked on the line. An arrow, labelled \"B\" is pointing at the dash that is 2 below the \"4\" label and 4 above the \"-8\" label. ]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( -12 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "216:A", "QuestionText": "Tom and Katie are arguing about parallel lines.\n\nTom says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x}+\\mathbf{2} \\) are parallel. \n\nKatie says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{2 x}-\\mathbf{3} \\) are parallel.\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "2037", "MisconceptionName": "Believes switching the gradient and y-intercept gives a parallel line", "prompt": "Misconception:\nBelieves switching the gradient and y-intercept gives a parallel line\n\nQuestion:\nTom and Katie are arguing about parallel lines.\n\nTom says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x}+\\mathbf{2} \\) are parallel. \n\nKatie says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{2 x}-\\mathbf{3} \\) are parallel.\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "216:C", "QuestionText": "Tom and Katie are arguing about parallel lines.\n\nTom says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x}+\\mathbf{2} \\) are parallel. \n\nKatie says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{2 x}-\\mathbf{3} \\) are parallel.\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2037", "MisconceptionName": "Believes switching the gradient and y-intercept gives a parallel line", "prompt": "Misconception:\nBelieves switching the gradient and y-intercept gives a parallel line\n\nQuestion:\nTom and Katie are arguing about parallel lines.\n\nTom says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x}+\\mathbf{2} \\) are parallel. \n\nKatie says \\( \\boldsymbol{y}=\\mathbf{2 x}+\\mathbf{3} \\) and \\( \\boldsymbol{y}=\\mathbf{2 x}-\\mathbf{3} \\) are parallel.\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "217:A", "QuestionText": "Solve the equation:\n\\(\n0.15=0.5 p\n\\)", "AnswerAText": "\\( p=-0.35 \\)", "AnswerBText": "\\( p=\\frac{10}{3} \\)", "AnswerCText": "\\( p=0.3 \\)", "AnswerDText": "\\( p=0.75 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( p=-0.35 \\)", "MisconceptionId": "1190", "MisconceptionName": "When solving an equation, subtracts instead of dividing", "prompt": "Misconception:\nWhen solving an equation, subtracts instead of dividing\n\nQuestion:\nSolve the equation:\n\\(\n0.15=0.5 p\n\\)\n\nOptions:\nA. \\( p=-0.35 \\)\nB. \\( p=\\frac{10}{3} \\)\nC. \\( p=0.3 \\)\nD. \\( p=0.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "217:B", "QuestionText": "Solve the equation:\n\\(\n0.15=0.5 p\n\\)", "AnswerAText": "\\( p=-0.35 \\)", "AnswerBText": "\\( p=\\frac{10}{3} \\)", "AnswerCText": "\\( p=0.3 \\)", "AnswerDText": "\\( p=0.75 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( p=\\frac{10}{3} \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nSolve the equation:\n\\(\n0.15=0.5 p\n\\)\n\nOptions:\nA. \\( p=-0.35 \\)\nB. \\( p=\\frac{10}{3} \\)\nC. \\( p=0.3 \\)\nD. \\( p=0.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "218:A", "QuestionText": "Which of the following graphs is most likely to represent the change in journey time against average speed?", "AnswerAText": "![A straight line graph starting at the origin and travelling right with a positive gradient.]()", "AnswerBText": "![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()", "AnswerCText": "![A curved graph that starts up and right of the origin. As you move right it travels steeply down, then levels off. but never reaches the x-axis.]()", "AnswerDText": "![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A straight line graph starting at the origin and travelling right with a positive gradient.]()", "MisconceptionId": "99", "MisconceptionName": "Thinks the faster you travel the longer the time it will take", "prompt": "Misconception:\nThinks the faster you travel the longer the time it will take\n\nQuestion:\nWhich of the following graphs is most likely to represent the change in journey time against average speed?\n\nOptions:\nA. ![A straight line graph starting at the origin and travelling right with a positive gradient.]()\nB. ![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()\nC. ![A curved graph that starts up and right of the origin. As you move right it travels steeply down, then levels off. but never reaches the x-axis.]()\nD. ![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "218:B", "QuestionText": "Which of the following graphs is most likely to represent the change in journey time against average speed?", "AnswerAText": "![A straight line graph starting at the origin and travelling right with a positive gradient.]()", "AnswerBText": "![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()", "AnswerCText": "![A curved graph that starts up and right of the origin. As you move right it travels steeply down, then levels off. but never reaches the x-axis.]()", "AnswerDText": "![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()", "MisconceptionId": "99", "MisconceptionName": "Thinks the faster you travel the longer the time it will take", "prompt": "Misconception:\nThinks the faster you travel the longer the time it will take\n\nQuestion:\nWhich of the following graphs is most likely to represent the change in journey time against average speed?\n\nOptions:\nA. ![A straight line graph starting at the origin and travelling right with a positive gradient.]()\nB. ![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()\nC. ![A curved graph that starts up and right of the origin. As you move right it travels steeply down, then levels off. but never reaches the x-axis.]()\nD. ![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "218:D", "QuestionText": "Which of the following graphs is most likely to represent the change in journey time against average speed?", "AnswerAText": "![A straight line graph starting at the origin and travelling right with a positive gradient.]()", "AnswerBText": "![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()", "AnswerCText": "![A curved graph that starts up and right of the origin. As you move right it travels steeply down, then levels off. but never reaches the x-axis.]()", "AnswerDText": "![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()", "MisconceptionId": "1860", "MisconceptionName": "Believes a reciprocal graph can be a straight line", "prompt": "Misconception:\nBelieves a reciprocal graph can be a straight line\n\nQuestion:\nWhich of the following graphs is most likely to represent the change in journey time against average speed?\n\nOptions:\nA. ![A straight line graph starting at the origin and travelling right with a positive gradient.]()\nB. ![A curved graph that starts at the origin. As you move right it travels steeply up, then levels off]()\nC. ![A curved graph that starts up and right of the origin. As you move right it travels steeply down, then levels off. but never reaches the x-axis.]()\nD. ![A straight line graph starting partway up the y-axis and travelling right with a negative gradient until it hits the x-axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "219:B", "QuestionText": "This table shows the number of pets a group of students owns.\n\nWhat is the modal number of pets owned? \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 9 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1264", "MisconceptionName": "Finds the median instead of the mode", "prompt": "Misconception:\nFinds the median instead of the mode\n\nQuestion:\nThis table shows the number of pets a group of students owns.\n\nWhat is the modal number of pets owned? \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 9 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "219:C", "QuestionText": "This table shows the number of pets a group of students owns.\n\nWhat is the modal number of pets owned? \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 9 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1364", "MisconceptionName": "Believes the mode is the frequency rather than the value/group", "prompt": "Misconception:\nBelieves the mode is the frequency rather than the value/group\n\nQuestion:\nThis table shows the number of pets a group of students owns.\n\nWhat is the modal number of pets owned? \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 9 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "219:D", "QuestionText": "This table shows the number of pets a group of students owns.\n\nWhat is the modal number of pets owned? \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 9 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1186", "MisconceptionName": "Believes when identifying the mode you look at all values, not just frequencies, for the highest number", "prompt": "Misconception:\nBelieves when identifying the mode you look at all values, not just frequencies, for the highest number\n\nQuestion:\nThis table shows the number of pets a group of students owns.\n\nWhat is the modal number of pets owned? \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 9 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "220:C", "QuestionText": "The triangle is enlarged by scale factor \\( 3 \\), with the centre of enlargement at \\( (1,0) \\).\nWhat are the new coordinates of the point marked \\( T \\) ? ![A coordinate grid with the x-axis going from -1 to 10 and the y-axis going from -1 to 7.\n3 points are plotted and joined with straight lines to form a triangle. The points are (1,1), (1,4) and (3,1). Point (3,1) is labelled as T.\nPoint (1,0) is also plotted.]()", "AnswerAText": "\\( (7,3) \\)", "AnswerBText": "\\( (1,3) \\)", "AnswerCText": "\\( (6,4) \\)", "AnswerDText": "\\( (9,3) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (6,4) \\)", "MisconceptionId": "306", "MisconceptionName": "Added rather than multiplied by a scale factor", "prompt": "Misconception:\nAdded rather than multiplied by a scale factor\n\nQuestion:\nThe triangle is enlarged by scale factor \\( 3 \\), with the centre of enlargement at \\( (1,0) \\).\nWhat are the new coordinates of the point marked \\( T \\) ? ![A coordinate grid with the x-axis going from -1 to 10 and the y-axis going from -1 to 7.\n3 points are plotted and joined with straight lines to form a triangle. The points are (1,1), (1,4) and (3,1). Point (3,1) is labelled as T.\nPoint (1,0) is also plotted.]()\n\nOptions:\nA. \\( (7,3) \\)\nB. \\( (1,3) \\)\nC. \\( (6,4) \\)\nD. \\( (9,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "220:D", "QuestionText": "The triangle is enlarged by scale factor \\( 3 \\), with the centre of enlargement at \\( (1,0) \\).\nWhat are the new coordinates of the point marked \\( T \\) ? ![A coordinate grid with the x-axis going from -1 to 10 and the y-axis going from -1 to 7.\n3 points are plotted and joined with straight lines to form a triangle. The points are (1,1), (1,4) and (3,1). Point (3,1) is labelled as T.\nPoint (1,0) is also plotted.]()", "AnswerAText": "\\( (7,3) \\)", "AnswerBText": "\\( (1,3) \\)", "AnswerCText": "\\( (6,4) \\)", "AnswerDText": "\\( (9,3) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (9,3) \\)", "MisconceptionId": "36", "MisconceptionName": "Enlarges by the wrong centre of enlargement", "prompt": "Misconception:\nEnlarges by the wrong centre of enlargement\n\nQuestion:\nThe triangle is enlarged by scale factor \\( 3 \\), with the centre of enlargement at \\( (1,0) \\).\nWhat are the new coordinates of the point marked \\( T \\) ? ![A coordinate grid with the x-axis going from -1 to 10 and the y-axis going from -1 to 7.\n3 points are plotted and joined with straight lines to form a triangle. The points are (1,1), (1,4) and (3,1). Point (3,1) is labelled as T.\nPoint (1,0) is also plotted.]()\n\nOptions:\nA. \\( (7,3) \\)\nB. \\( (1,3) \\)\nC. \\( (6,4) \\)\nD. \\( (9,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "221:B", "QuestionText": "What is the range of this set of data?\n\\[\n5 \\mathrm{~cm}, 19 \\mathrm{~cm}, 6 \\mathrm{~cm}, 2 \\mathrm{~cm}\n\\]", "AnswerAText": "\\( 17 \\mathrm{~cm} \\)", "AnswerBText": "\\( 19 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 21 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 19 \\mathrm{~cm} \\)", "MisconceptionId": "1177", "MisconceptionName": "Identifies the biggest value for the range", "prompt": "Misconception:\nIdentifies the biggest value for the range\n\nQuestion:\nWhat is the range of this set of data?\n\\[\n5 \\mathrm{~cm}, 19 \\mathrm{~cm}, 6 \\mathrm{~cm}, 2 \\mathrm{~cm}\n\\]\n\nOptions:\nA. \\( 17 \\mathrm{~cm} \\)\nB. \\( 19 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 21 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "221:C", "QuestionText": "What is the range of this set of data?\n\\[\n5 \\mathrm{~cm}, 19 \\mathrm{~cm}, 6 \\mathrm{~cm}, 2 \\mathrm{~cm}\n\\]", "AnswerAText": "\\( 17 \\mathrm{~cm} \\)", "AnswerBText": "\\( 19 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 21 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\mathrm{~cm} \\)", "MisconceptionId": "1677", "MisconceptionName": "Thinks the range is just the first value subtracted from the last value, without ordering", "prompt": "Misconception:\nThinks the range is just the first value subtracted from the last value, without ordering\n\nQuestion:\nWhat is the range of this set of data?\n\\[\n5 \\mathrm{~cm}, 19 \\mathrm{~cm}, 6 \\mathrm{~cm}, 2 \\mathrm{~cm}\n\\]\n\nOptions:\nA. \\( 17 \\mathrm{~cm} \\)\nB. \\( 19 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 21 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "221:D", "QuestionText": "What is the range of this set of data?\n\\[\n5 \\mathrm{~cm}, 19 \\mathrm{~cm}, 6 \\mathrm{~cm}, 2 \\mathrm{~cm}\n\\]", "AnswerAText": "\\( 17 \\mathrm{~cm} \\)", "AnswerBText": "\\( 19 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 21 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 21 \\mathrm{~cm} \\)", "MisconceptionId": "691", "MisconceptionName": "To find the range adds the biggest and smallest number rather than subtract", "prompt": "Misconception:\nTo find the range adds the biggest and smallest number rather than subtract\n\nQuestion:\nWhat is the range of this set of data?\n\\[\n5 \\mathrm{~cm}, 19 \\mathrm{~cm}, 6 \\mathrm{~cm}, 2 \\mathrm{~cm}\n\\]\n\nOptions:\nA. \\( 17 \\mathrm{~cm} \\)\nB. \\( 19 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 21 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "222:A", "QuestionText": "Which inequality is represented by the shaded region? ![Graph showing four quadrants with a straight line going from the top left to the bottom right. The line goes through (-4, 4) (-3, 3) (-2, 2) and so on]()", "AnswerAText": "\\( y>x \\)", "AnswerBText": "\\( y<x \\)", "AnswerCText": "\\( y>-x \\)", "AnswerDText": "\\( y<-x \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( y>x \\)", "MisconceptionId": "1139", "MisconceptionName": "Confuses the lines y=x and y=-x", "prompt": "Misconception:\nConfuses the lines y=x and y=-x\n\nQuestion:\nWhich inequality is represented by the shaded region? ![Graph showing four quadrants with a straight line going from the top left to the bottom right. The line goes through (-4, 4) (-3, 3) (-2, 2) and so on]()\n\nOptions:\nA. \\( y>x \\)\nB. \\( y<x \\)\nC. \\( y>-x \\)\nD. \\( y<-x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "222:D", "QuestionText": "Which inequality is represented by the shaded region? ![Graph showing four quadrants with a straight line going from the top left to the bottom right. The line goes through (-4, 4) (-3, 3) (-2, 2) and so on]()", "AnswerAText": "\\( y>x \\)", "AnswerBText": "\\( y<x \\)", "AnswerCText": "\\( y>-x \\)", "AnswerDText": "\\( y<-x \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( y<-x \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich inequality is represented by the shaded region? ![Graph showing four quadrants with a straight line going from the top left to the bottom right. The line goes through (-4, 4) (-3, 3) (-2, 2) and so on]()\n\nOptions:\nA. \\( y>x \\)\nB. \\( y<x \\)\nC. \\( y>-x \\)\nD. \\( y<-x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "223:A", "QuestionText": "Here is a function machine\n\\( input\\Rightarrow +2 \\Rightarrow \\times 3 \\Rightarrow output\\)\nThe input is \\( 5 \\).\nWhich calculation gives the correct output?", "AnswerAText": "\\( 5 \\times 3+2 \\)", "AnswerBText": "\\( 3(5+2) \\)", "AnswerCText": "\\( 5(3+2) \\)", "AnswerDText": "\\( 5+2 \\times 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5 \\times 3+2 \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nHere is a function machine\n\\( input\\Rightarrow +2 \\Rightarrow \\times 3 \\Rightarrow output\\)\nThe input is \\( 5 \\).\nWhich calculation gives the correct output?\n\nOptions:\nA. \\( 5 \\times 3+2 \\)\nB. \\( 3(5+2) \\)\nC. \\( 5(3+2) \\)\nD. \\( 5+2 \\times 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "223:C", "QuestionText": "Here is a function machine\n\\( input\\Rightarrow +2 \\Rightarrow \\times 3 \\Rightarrow output\\)\nThe input is \\( 5 \\).\nWhich calculation gives the correct output?", "AnswerAText": "\\( 5 \\times 3+2 \\)", "AnswerBText": "\\( 3(5+2) \\)", "AnswerCText": "\\( 5(3+2) \\)", "AnswerDText": "\\( 5+2 \\times 3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 5(3+2) \\)", "MisconceptionId": "2270", "MisconceptionName": "In a function machine, confuses an operation with the input", "prompt": "Misconception:\nIn a function machine, confuses an operation with the input\n\nQuestion:\nHere is a function machine\n\\( input\\Rightarrow +2 \\Rightarrow \\times 3 \\Rightarrow output\\)\nThe input is \\( 5 \\).\nWhich calculation gives the correct output?\n\nOptions:\nA. \\( 5 \\times 3+2 \\)\nB. \\( 3(5+2) \\)\nC. \\( 5(3+2) \\)\nD. \\( 5+2 \\times 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "223:D", "QuestionText": "Here is a function machine\n\\( input\\Rightarrow +2 \\Rightarrow \\times 3 \\Rightarrow output\\)\nThe input is \\( 5 \\).\nWhich calculation gives the correct output?", "AnswerAText": "\\( 5 \\times 3+2 \\)", "AnswerBText": "\\( 3(5+2) \\)", "AnswerCText": "\\( 5(3+2) \\)", "AnswerDText": "\\( 5+2 \\times 3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 5+2 \\times 3 \\)", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\nHere is a function machine\n\\( input\\Rightarrow +2 \\Rightarrow \\times 3 \\Rightarrow output\\)\nThe input is \\( 5 \\).\nWhich calculation gives the correct output?\n\nOptions:\nA. \\( 5 \\times 3+2 \\)\nB. \\( 3(5+2) \\)\nC. \\( 5(3+2) \\)\nD. \\( 5+2 \\times 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "224:A", "QuestionText": "A square has an area \\( 64 \\mathrm{~mm}^{2} \\)\n\nWhat is the length of one side of the square?", "AnswerAText": "\\( 16 \\mathrm{~mm} \\)", "AnswerBText": "\\( 32 \\mathrm{~mm} \\)", "AnswerCText": "\\( 8 \\mathrm{~mm} \\)", "AnswerDText": "\\( 4096 \\mathrm{~mm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 16 \\mathrm{~mm} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nA square has an area \\( 64 \\mathrm{~mm}^{2} \\)\n\nWhat is the length of one side of the square?\n\nOptions:\nA. \\( 16 \\mathrm{~mm} \\)\nB. \\( 32 \\mathrm{~mm} \\)\nC. \\( 8 \\mathrm{~mm} \\)\nD. \\( 4096 \\mathrm{~mm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "224:B", "QuestionText": "A square has an area \\( 64 \\mathrm{~mm}^{2} \\)\n\nWhat is the length of one side of the square?", "AnswerAText": "\\( 16 \\mathrm{~mm} \\)", "AnswerBText": "\\( 32 \\mathrm{~mm} \\)", "AnswerCText": "\\( 8 \\mathrm{~mm} \\)", "AnswerDText": "\\( 4096 \\mathrm{~mm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 32 \\mathrm{~mm} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nA square has an area \\( 64 \\mathrm{~mm}^{2} \\)\n\nWhat is the length of one side of the square?\n\nOptions:\nA. \\( 16 \\mathrm{~mm} \\)\nB. \\( 32 \\mathrm{~mm} \\)\nC. \\( 8 \\mathrm{~mm} \\)\nD. \\( 4096 \\mathrm{~mm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "225:A", "QuestionText": "The ratio of cars to bikes in a housing estate is \\( 5: 2 \\)\nIf there are \\( \\mathbf{7 0} \\) cars, how many vehicles (cars and bikes) are there in total?", "AnswerAText": "\\( 72 \\)", "AnswerBText": "\\( 98 \\)", "AnswerCText": "\\( 90 \\)", "AnswerDText": "\\( 28 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 72 \\)", "MisconceptionId": "806", "MisconceptionName": "Thinks the number in the ratio is the total", "prompt": "Misconception:\nThinks the number in the ratio is the total\n\nQuestion:\nThe ratio of cars to bikes in a housing estate is \\( 5: 2 \\)\nIf there are \\( \\mathbf{7 0} \\) cars, how many vehicles (cars and bikes) are there in total?\n\nOptions:\nA. \\( 72 \\)\nB. \\( 98 \\)\nC. \\( 90 \\)\nD. \\( 28 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "226:B", "QuestionText": "This is the graph of\n\\[\ny=0.5 x-2\n\\]\n\nAccording to the graph, what is the solution to:\n\\[\n0.5 x-2=1\n\\] ![Graph showing straight line with y intercept (0,-2) and x intercept (4,0)]()", "AnswerAText": "\\( x=6 \\)", "AnswerBText": "\\( x=-1.5 \\)", "AnswerCText": "\\( x=4 \\)", "AnswerDText": "\\( x=2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x=-1.5 \\)", "MisconceptionId": "1291", "MisconceptionName": "Thinks they solve mx + c = a, by substituting in the value of a for x and therefore calculating ma + c", "prompt": "Misconception:\nThinks they solve mx + c = a, by substituting in the value of a for x and therefore calculating ma + c\n\nQuestion:\nThis is the graph of\n\\[\ny=0.5 x-2\n\\]\n\nAccording to the graph, what is the solution to:\n\\[\n0.5 x-2=1\n\\] ![Graph showing straight line with y intercept (0,-2) and x intercept (4,0)]()\n\nOptions:\nA. \\( x=6 \\)\nB. \\( x=-1.5 \\)\nC. \\( x=4 \\)\nD. \\( x=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "226:C", "QuestionText": "This is the graph of\n\\[\ny=0.5 x-2\n\\]\n\nAccording to the graph, what is the solution to:\n\\[\n0.5 x-2=1\n\\] ![Graph showing straight line with y intercept (0,-2) and x intercept (4,0)]()", "AnswerAText": "\\( x=6 \\)", "AnswerBText": "\\( x=-1.5 \\)", "AnswerCText": "\\( x=4 \\)", "AnswerDText": "\\( x=2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x=4 \\)", "MisconceptionId": "57", "MisconceptionName": "Believes the solution to mx + c = a is the x intercept of y = mx +c", "prompt": "Misconception:\nBelieves the solution to mx + c = a is the x intercept of y = mx +c\n\nQuestion:\nThis is the graph of\n\\[\ny=0.5 x-2\n\\]\n\nAccording to the graph, what is the solution to:\n\\[\n0.5 x-2=1\n\\] ![Graph showing straight line with y intercept (0,-2) and x intercept (4,0)]()\n\nOptions:\nA. \\( x=6 \\)\nB. \\( x=-1.5 \\)\nC. \\( x=4 \\)\nD. \\( x=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "227:A", "QuestionText": "One of these pairs of numbers does not fit \nthe inequality \\( d \\leq h \\)\n\nCan you find which pair?", "AnswerAText": "\\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}d=2 \\\\ h=-4\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nOne of these pairs of numbers does not fit \nthe inequality \\( d \\leq h \\)\n\nCan you find which pair?\n\nOptions:\nA. \\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)\nB. \\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)\nC. \\( \\begin{array}{c}d=2 \\\\ h=-4\\end{array} \\)\nD. \\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "227:B", "QuestionText": "One of these pairs of numbers does not fit \nthe inequality \\( d \\leq h \\)\n\nCan you find which pair?", "AnswerAText": "\\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}d=2 \\\\ h=-4\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nOne of these pairs of numbers does not fit \nthe inequality \\( d \\leq h \\)\n\nCan you find which pair?\n\nOptions:\nA. \\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)\nB. \\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)\nC. \\( \\begin{array}{c}d=2 \\\\ h=-4\\end{array} \\)\nD. \\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "227:D", "QuestionText": "One of these pairs of numbers does not fit \nthe inequality \\( d \\leq h \\)\n\nCan you find which pair?", "AnswerAText": "\\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}d=2 \\\\ h=-4\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nOne of these pairs of numbers does not fit \nthe inequality \\( d \\leq h \\)\n\nCan you find which pair?\n\nOptions:\nA. \\( \\begin{array}{l}d=4 \\\\ h=4\\end{array} \\)\nB. \\( \\begin{array}{c}d=-4\\\\h=4\\end{array} \\)\nC. \\( \\begin{array}{c}d=2 \\\\ h=-4\\end{array} \\)\nD. \\( \\begin{array}{c}d=-2 \\\\ h=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "228:C", "QuestionText": "Tom and Katie are arguing about midpoints.\n\\( M \\) is the midpoint between points \\( P \\) and \\( Q \\).\n\nTom says if you know the location of \\( M \\) only, then there is more than one possible location for \\( \\mathrm{P} \\) and \\( \\mathrm{Q} \\).\n\nKatie says if you only know the locations of \\( M \\) and \\( Q \\), then there is more than one possible location for \\( \\mathrm{P} \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1726", "MisconceptionName": "Believes there is more than one line which passes through a given pair of points", "prompt": "Misconception:\nBelieves there is more than one line which passes through a given pair of points\n\nQuestion:\nTom and Katie are arguing about midpoints.\n\\( M \\) is the midpoint between points \\( P \\) and \\( Q \\).\n\nTom says if you know the location of \\( M \\) only, then there is more than one possible location for \\( \\mathrm{P} \\) and \\( \\mathrm{Q} \\).\n\nKatie says if you only know the locations of \\( M \\) and \\( Q \\), then there is more than one possible location for \\( \\mathrm{P} \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "228:D", "QuestionText": "Tom and Katie are arguing about midpoints.\n\\( M \\) is the midpoint between points \\( P \\) and \\( Q \\).\n\nTom says if you know the location of \\( M \\) only, then there is more than one possible location for \\( \\mathrm{P} \\) and \\( \\mathrm{Q} \\).\n\nKatie says if you only know the locations of \\( M \\) and \\( Q \\), then there is more than one possible location for \\( \\mathrm{P} \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1656", "MisconceptionName": "Believes that one point is enough to specify a line", "prompt": "Misconception:\nBelieves that one point is enough to specify a line\n\nQuestion:\nTom and Katie are arguing about midpoints.\n\\( M \\) is the midpoint between points \\( P \\) and \\( Q \\).\n\nTom says if you know the location of \\( M \\) only, then there is more than one possible location for \\( \\mathrm{P} \\) and \\( \\mathrm{Q} \\).\n\nKatie says if you only know the locations of \\( M \\) and \\( Q \\), then there is more than one possible location for \\( \\mathrm{P} \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "229:B", "QuestionText": "How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequence. \nPattern 1 contains 3 squares in this arrangement :.  \nPattern 2 contains 5 squares in this arrangement ::.\nPattern 3 contains 7 squares in this arrangement :::.]()", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 14 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "834", "MisconceptionName": "When asked for the next term in the sequence adds one to the last term given, despite the sequence not going up in ones.", "prompt": "Misconception:\nWhen asked for the next term in the sequence adds one to the last term given, despite the sequence not going up in ones.\n\nQuestion:\nHow many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequence. \nPattern 1 contains 3 squares in this arrangement :.  \nPattern 2 contains 5 squares in this arrangement ::.\nPattern 3 contains 7 squares in this arrangement :::.]()\n\nOptions:\nA. \\( 9 \\)\nB. \\( 8 \\)\nC. \\( 10 \\)\nD. \\( 14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "229:C", "QuestionText": "How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequence. \nPattern 1 contains 3 squares in this arrangement :.  \nPattern 2 contains 5 squares in this arrangement ::.\nPattern 3 contains 7 squares in this arrangement :::.]()", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 14 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nHow many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequence. \nPattern 1 contains 3 squares in this arrangement :.  \nPattern 2 contains 5 squares in this arrangement ::.\nPattern 3 contains 7 squares in this arrangement :::.]()\n\nOptions:\nA. \\( 9 \\)\nB. \\( 8 \\)\nC. \\( 10 \\)\nD. \\( 14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "229:D", "QuestionText": "How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequence. \nPattern 1 contains 3 squares in this arrangement :.  \nPattern 2 contains 5 squares in this arrangement ::.\nPattern 3 contains 7 squares in this arrangement :::.]()", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 14 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nHow many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequence. \nPattern 1 contains 3 squares in this arrangement :.  \nPattern 2 contains 5 squares in this arrangement ::.\nPattern 3 contains 7 squares in this arrangement :::.]()\n\nOptions:\nA. \\( 9 \\)\nB. \\( 8 \\)\nC. \\( 10 \\)\nD. \\( 14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "230:A", "QuestionText": "What is \\( 50 \\mathrm{~m} \\) as a percentage of \\( 5 \\mathrm{~km} \\) ?", "AnswerAText": "\\( 100 \\% \\)", "AnswerBText": "\\( 1 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 10 \\% \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 100 \\% \\)", "MisconceptionId": "1596", "MisconceptionName": "Has found the total as a percentage of the amount being asked", "prompt": "Misconception:\nHas found the total as a percentage of the amount being asked\n\nQuestion:\nWhat is \\( 50 \\mathrm{~m} \\) as a percentage of \\( 5 \\mathrm{~km} \\) ?\n\nOptions:\nA. \\( 100 \\% \\)\nB. \\( 1 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 10 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "230:C", "QuestionText": "What is \\( 50 \\mathrm{~m} \\) as a percentage of \\( 5 \\mathrm{~km} \\) ?", "AnswerAText": "\\( 100 \\% \\)", "AnswerBText": "\\( 1 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 10 \\% \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 50 \\% \\)", "MisconceptionId": "2039", "MisconceptionName": "Thinks you need to just add a % sign to a number to make it a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a number to make it a percentage\n\nQuestion:\nWhat is \\( 50 \\mathrm{~m} \\) as a percentage of \\( 5 \\mathrm{~km} \\) ?\n\nOptions:\nA. \\( 100 \\% \\)\nB. \\( 1 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 10 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "230:D", "QuestionText": "What is \\( 50 \\mathrm{~m} \\) as a percentage of \\( 5 \\mathrm{~km} \\) ?", "AnswerAText": "\\( 100 \\% \\)", "AnswerBText": "\\( 1 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 10 \\% \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 10 \\% \\)", "MisconceptionId": "2132", "MisconceptionName": "Thinks there are 100m and a km", "prompt": "Misconception:\nThinks there are 100m and a km\n\nQuestion:\nWhat is \\( 50 \\mathrm{~m} \\) as a percentage of \\( 5 \\mathrm{~km} \\) ?\n\nOptions:\nA. \\( 100 \\% \\)\nB. \\( 1 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 10 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "231:B", "QuestionText": "Which of the following sketches could represent \\( y=4-2 x \\) ?", "AnswerAText": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis above the origin.]()", "AnswerBText": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()", "AnswerCText": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()", "AnswerDText": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()", "MisconceptionId": "2282", "MisconceptionName": "Believes that in y=mx+c, m is the y-intercept", "prompt": "Misconception:\nBelieves that in y=mx+c, m is the y-intercept\n\nQuestion:\nWhich of the following sketches could represent \\( y=4-2 x \\) ?\n\nOptions:\nA. ![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis above the origin.]()\nB. ![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()\nC. ![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()\nD. ![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "231:C", "QuestionText": "Which of the following sketches could represent \\( y=4-2 x \\) ?", "AnswerAText": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis above the origin.]()", "AnswerBText": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()", "AnswerCText": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()", "AnswerDText": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()", "MisconceptionId": "1499", "MisconceptionName": "Believes that in y = mx+c, c is the gradient", "prompt": "Misconception:\nBelieves that in y = mx+c, c is the gradient\n\nQuestion:\nWhich of the following sketches could represent \\( y=4-2 x \\) ?\n\nOptions:\nA. ![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis above the origin.]()\nB. ![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()\nC. ![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()\nD. ![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "231:D", "QuestionText": "Which of the following sketches could represent \\( y=4-2 x \\) ?", "AnswerAText": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis above the origin.]()", "AnswerBText": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()", "AnswerCText": "![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()", "AnswerDText": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()", "MisconceptionId": "1499", "MisconceptionName": "Believes that in y = mx+c, c is the gradient", "prompt": "Misconception:\nBelieves that in y = mx+c, c is the gradient\n\nQuestion:\nWhich of the following sketches could represent \\( y=4-2 x \\) ?\n\nOptions:\nA. ![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis above the origin.]()\nB. ![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis below the origin.]()\nC. ![A straight line graph that crosses the x axis to the left of the origin and crosses the y axis above the origin.]()\nD. ![A straight line graph that crosses the x axis to the right of the origin and crosses the y axis below the origin.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "232:B", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "232:C", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "232:D", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "233:A", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\n2 \\div(3+a \\times b)\n\\)", "AnswerAText": "\\( \\frac{2}{3}+a b \\)", "AnswerBText": "\\( \\frac{2}{b(a+3)} \\)", "AnswerCText": "\\( \\frac{2}{a b+3} \\)", "AnswerDText": "\\( \\frac{2}{a \\times b+3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{3}+a b \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\n2 \\div(3+a \\times b)\n\\)\n\nOptions:\nA. \\( \\frac{2}{3}+a b \\)\nB. \\( \\frac{2}{b(a+3)} \\)\nC. \\( \\frac{2}{a b+3} \\)\nD. \\( \\frac{2}{a \\times b+3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "233:B", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\n2 \\div(3+a \\times b)\n\\)", "AnswerAText": "\\( \\frac{2}{3}+a b \\)", "AnswerBText": "\\( \\frac{2}{b(a+3)} \\)", "AnswerCText": "\\( \\frac{2}{a b+3} \\)", "AnswerDText": "\\( \\frac{2}{a \\times b+3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{b(a+3)} \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\n2 \\div(3+a \\times b)\n\\)\n\nOptions:\nA. \\( \\frac{2}{3}+a b \\)\nB. \\( \\frac{2}{b(a+3)} \\)\nC. \\( \\frac{2}{a b+3} \\)\nD. \\( \\frac{2}{a \\times b+3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "233:D", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\n2 \\div(3+a \\times b)\n\\)", "AnswerAText": "\\( \\frac{2}{3}+a b \\)", "AnswerBText": "\\( \\frac{2}{b(a+3)} \\)", "AnswerCText": "\\( \\frac{2}{a b+3} \\)", "AnswerDText": "\\( \\frac{2}{a \\times b+3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{2}{a \\times b+3} \\)", "MisconceptionId": "1680", "MisconceptionName": "Does not realize we can omit the multiplication symbol in algebraic expressions", "prompt": "Misconception:\nDoes not realize we can omit the multiplication symbol in algebraic expressions\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\n2 \\div(3+a \\times b)\n\\)\n\nOptions:\nA. \\( \\frac{2}{3}+a b \\)\nB. \\( \\frac{2}{b(a+3)} \\)\nC. \\( \\frac{2}{a b+3} \\)\nD. \\( \\frac{2}{a \\times b+3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "234:B", "QuestionText": "When finding the range of a data set, which step is never needed", "AnswerAText": "Subtract the smallest number from the largest number.", "AnswerBText": "Check the units of your answer", "AnswerCText": "Add all the numbers together.", "AnswerDText": "Write the numbers in ascending or descending order.", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Check the units of your answer", "MisconceptionId": "2551", "MisconceptionName": "Believes range does not need units", "prompt": "Misconception:\nBelieves range does not need units\n\nQuestion:\nWhen finding the range of a data set, which step is never needed\n\nOptions:\nA. Subtract the smallest number from the largest number.\nB. Check the units of your answer\nC. Add all the numbers together.\nD. Write the numbers in ascending or descending order.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "234:D", "QuestionText": "When finding the range of a data set, which step is never needed", "AnswerAText": "Subtract the smallest number from the largest number.", "AnswerBText": "Check the units of your answer", "AnswerCText": "Add all the numbers together.", "AnswerDText": "Write the numbers in ascending or descending order.", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Write the numbers in ascending or descending order.", "MisconceptionId": "397", "MisconceptionName": "When calculating the range does not reorder the data to find the largest number minus the smallest number", "prompt": "Misconception:\nWhen calculating the range does not reorder the data to find the largest number minus the smallest number\n\nQuestion:\nWhen finding the range of a data set, which step is never needed\n\nOptions:\nA. Subtract the smallest number from the largest number.\nB. Check the units of your answer\nC. Add all the numbers together.\nD. Write the numbers in ascending or descending order.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "235:A", "QuestionText": "A box contains \\( 10 \\) coloured counters.\n\n\\( 3 \\) of the counters are pink\n\n\\( 3 \\) of the counters are blue\n\nThe rest of the counters are green\n\nWhat is the probability of choosing a green counter?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( \\frac{6}{10} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1222", "MisconceptionName": "Forgets the denominator in probability", "prompt": "Misconception:\nForgets the denominator in probability\n\nQuestion:\nA box contains \\( 10 \\) coloured counters.\n\n\\( 3 \\) of the counters are pink\n\n\\( 3 \\) of the counters are blue\n\nThe rest of the counters are green\n\nWhat is the probability of choosing a green counter?\n\nOptions:\nA. \\( 4 \\)\nB. \\( \\frac{6}{10} \\)\nC. \\( \\frac{1}{3} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "235:C", "QuestionText": "A box contains \\( 10 \\) coloured counters.\n\n\\( 3 \\) of the counters are pink\n\n\\( 3 \\) of the counters are blue\n\nThe rest of the counters are green\n\nWhat is the probability of choosing a green counter?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( \\frac{6}{10} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "2265", "MisconceptionName": "Thinks that probabilities of an event occurring or not occurring must be equal", "prompt": "Misconception:\nThinks that probabilities of an event occurring or not occurring must be equal\n\nQuestion:\nA box contains \\( 10 \\) coloured counters.\n\n\\( 3 \\) of the counters are pink\n\n\\( 3 \\) of the counters are blue\n\nThe rest of the counters are green\n\nWhat is the probability of choosing a green counter?\n\nOptions:\nA. \\( 4 \\)\nB. \\( \\frac{6}{10} \\)\nC. \\( \\frac{1}{3} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "236:A", "QuestionText": "Which of the following calculations would give the volume of this cuboid? ![A cuboid with dimensions 60mm, 7cm and 5cm]()", "AnswerAText": "\\( 7 \\times 5 \\times 60 \\)", "AnswerBText": "\\( 7 \\times 5 \\times 6 \\)", "AnswerCText": "\\( 7+5+60 \\)", "AnswerDText": "\\( 7+5+6 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 7 \\times 5 \\times 60 \\)", "MisconceptionId": "877", "MisconceptionName": "Does not convert measurements to have the same units before calculating area or volume", "prompt": "Misconception:\nDoes not convert measurements to have the same units before calculating area or volume\n\nQuestion:\nWhich of the following calculations would give the volume of this cuboid? ![A cuboid with dimensions 60mm, 7cm and 5cm]()\n\nOptions:\nA. \\( 7 \\times 5 \\times 60 \\)\nB. \\( 7 \\times 5 \\times 6 \\)\nC. \\( 7+5+60 \\)\nD. \\( 7+5+6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "236:D", "QuestionText": "Which of the following calculations would give the volume of this cuboid? ![A cuboid with dimensions 60mm, 7cm and 5cm]()", "AnswerAText": "\\( 7 \\times 5 \\times 60 \\)", "AnswerBText": "\\( 7 \\times 5 \\times 6 \\)", "AnswerCText": "\\( 7+5+60 \\)", "AnswerDText": "\\( 7+5+6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7+5+6 \\)", "MisconceptionId": "1984", "MisconceptionName": "Adds when calculating volume instead of multiplying", "prompt": "Misconception:\nAdds when calculating volume instead of multiplying\n\nQuestion:\nWhich of the following calculations would give the volume of this cuboid? ![A cuboid with dimensions 60mm, 7cm and 5cm]()\n\nOptions:\nA. \\( 7 \\times 5 \\times 60 \\)\nB. \\( 7 \\times 5 \\times 6 \\)\nC. \\( 7+5+60 \\)\nD. \\( 7+5+6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "237:B", "QuestionText": "What should replace the circle when these two brackets are\nexpanded and simplified?\n\n\\(\n(p-3)(p+3) \\equiv p^{2} \\color{purple}\\triangle\\) \\(p\\)\\(\\color{green}\\bigcirc\n\\)", "AnswerAText": "\\(\\color{green}\\bigcirc\\) = +6", "AnswerBText": "\\(\\color{green}\\bigcirc\\) = +0 \n(no number term)", "AnswerCText": "\\(\\color{green}\\bigcirc\\) = +9", "AnswerDText": "\\(\\color{green}\\bigcirc\\) = -9", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\(\\color{green}\\bigcirc\\) = +0 \n(no number term)", "MisconceptionId": "2256", "MisconceptionName": "Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets", "prompt": "Misconception:\nBelieves the constant in an expanded quadratic comes from adding the two numbers in the brackets\n\nQuestion:\nWhat should replace the circle when these two brackets are\nexpanded and simplified?\n\n\\(\n(p-3)(p+3) \\equiv p^{2} \\color{purple}\\triangle\\) \\(p\\)\\(\\color{green}\\bigcirc\n\\)\n\nOptions:\nA. \\(\\color{green}\\bigcirc\\) = +6\nB. \\(\\color{green}\\bigcirc\\) = +0 \n(no number term)\nC. \\(\\color{green}\\bigcirc\\) = +9\nD. \\(\\color{green}\\bigcirc\\) = -9\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "237:C", "QuestionText": "What should replace the circle when these two brackets are\nexpanded and simplified?\n\n\\(\n(p-3)(p+3) \\equiv p^{2} \\color{purple}\\triangle\\) \\(p\\)\\(\\color{green}\\bigcirc\n\\)", "AnswerAText": "\\(\\color{green}\\bigcirc\\) = +6", "AnswerBText": "\\(\\color{green}\\bigcirc\\) = +0 \n(no number term)", "AnswerCText": "\\(\\color{green}\\bigcirc\\) = +9", "AnswerDText": "\\(\\color{green}\\bigcirc\\) = -9", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\(\\color{green}\\bigcirc\\) = +9", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhat should replace the circle when these two brackets are\nexpanded and simplified?\n\n\\(\n(p-3)(p+3) \\equiv p^{2} \\color{purple}\\triangle\\) \\(p\\)\\(\\color{green}\\bigcirc\n\\)\n\nOptions:\nA. \\(\\color{green}\\bigcirc\\) = +6\nB. \\(\\color{green}\\bigcirc\\) = +0 \n(no number term)\nC. \\(\\color{green}\\bigcirc\\) = +9\nD. \\(\\color{green}\\bigcirc\\) = -9\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "238:C", "QuestionText": "\\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right)+\\left(\\begin{array}{c}-1 \\\\ 0\\end{array}\\right)= \\)", "AnswerAText": "\\( \\left(\\begin{array}{l}1 \\\\ 3\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{c}-2 \\\\ 3\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}-2 \\\\ 0\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{l}3 \\\\ 3\\end{array}\\right) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\left(\\begin{array}{c}-2 \\\\ 0\\end{array}\\right) \\)", "MisconceptionId": "1145", "MisconceptionName": "When adding column vectors, multiplies rather than adds", "prompt": "Misconception:\nWhen adding column vectors, multiplies rather than adds\n\nQuestion:\n\\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right)+\\left(\\begin{array}{c}-1 \\\\ 0\\end{array}\\right)= \\)\n\nOptions:\nA. \\( \\left(\\begin{array}{l}1 \\\\ 3\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{c}-2 \\\\ 3\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}-2 \\\\ 0\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{l}3 \\\\ 3\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "239:A", "QuestionText": "Tom and Katie are discussing quadratic graphs Tom says this could be the graph of a quadratic function ![A graph showing a positive parabola in the shape of a u]() Katie says this could be the graph of a quadratic function ![A graph showing a negative parabola in the shape of an upside down u]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "951", "MisconceptionName": "Only recognises the positive form of a quadratic graph", "prompt": "Misconception:\nOnly recognises the positive form of a quadratic graph\n\nQuestion:\nTom and Katie are discussing quadratic graphs Tom says this could be the graph of a quadratic function ![A graph showing a positive parabola in the shape of a u]() Katie says this could be the graph of a quadratic function ![A graph showing a negative parabola in the shape of an upside down u]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "239:B", "QuestionText": "Tom and Katie are discussing quadratic graphs Tom says this could be the graph of a quadratic function ![A graph showing a positive parabola in the shape of a u]() Katie says this could be the graph of a quadratic function ![A graph showing a negative parabola in the shape of an upside down u]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1806", "MisconceptionName": "Only recognises the negative form of a quadratic graph", "prompt": "Misconception:\nOnly recognises the negative form of a quadratic graph\n\nQuestion:\nTom and Katie are discussing quadratic graphs Tom says this could be the graph of a quadratic function ![A graph showing a positive parabola in the shape of a u]() Katie says this could be the graph of a quadratic function ![A graph showing a negative parabola in the shape of an upside down u]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "239:D", "QuestionText": "Tom and Katie are discussing quadratic graphs Tom says this could be the graph of a quadratic function ![A graph showing a positive parabola in the shape of a u]() Katie says this could be the graph of a quadratic function ![A graph showing a negative parabola in the shape of an upside down u]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1133", "MisconceptionName": "Does not recognise a quadratic graph", "prompt": "Misconception:\nDoes not recognise a quadratic graph\n\nQuestion:\nTom and Katie are discussing quadratic graphs Tom says this could be the graph of a quadratic function ![A graph showing a positive parabola in the shape of a u]() Katie says this could be the graph of a quadratic function ![A graph showing a negative parabola in the shape of an upside down u]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "240:B", "QuestionText": "The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( a \\) ? ![A trapezium with the parallel sides labelled with 2cm and a and the height labelled with 8cm]()", "AnswerAText": "\\( 8 \\mathrm{~cm} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "\\( 4 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\mathrm{~cm} \\)", "MisconceptionId": "2353", "MisconceptionName": "Does not divide by 2 when calculating the area of a trapezium", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( a \\) ? ![A trapezium with the parallel sides labelled with 2cm and a and the height labelled with 8cm]()\n\nOptions:\nA. \\( 8 \\mathrm{~cm} \\)\nB. \\( 3 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. \\( 4 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "241:A", "QuestionText": "\\( \\sqrt{-16}=? \\)", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "No real solutions", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "2042", "MisconceptionName": "Can not square root a negative number", "prompt": "Misconception:\nCan not square root a negative number\n\nQuestion:\n\\( \\sqrt{-16}=? \\)\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( -8 \\)\nD. No real solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "241:B", "QuestionText": "\\( \\sqrt{-16}=? \\)", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -8 \\)", "AnswerDText": "No real solutions", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2042", "MisconceptionName": "Can not square root a negative number", "prompt": "Misconception:\nCan not square root a negative number\n\nQuestion:\n\\( \\sqrt{-16}=? \\)\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( -8 \\)\nD. No real solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "242:D", "QuestionText": "Alicia wants to buy some bottles of water.\nEach bottle of water costs \\( £ 1.65 \\)\nAlicia has \\( £ 10 \\) to spend.\nWhat is the greatest number of bottles can she buy?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1158", "MisconceptionName": "Believes you can go above an amount of money when finding how much of something you can buy", "prompt": "Misconception:\nBelieves you can go above an amount of money when finding how much of something you can buy\n\nQuestion:\nAlicia wants to buy some bottles of water.\nEach bottle of water costs \\( £ 1.65 \\)\nAlicia has \\( £ 10 \\) to spend.\nWhat is the greatest number of bottles can she buy?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 6 \\)\nC. \\( 16 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "243:A", "QuestionText": "Solve\n\\[\n3 n+2 \\geq 4 n-5\n\\]", "AnswerAText": "\\( -3 \\geq n \\)", "AnswerBText": "\\( 1 \\geq n \\)", "AnswerCText": "\\( 7 \\geq n \\)", "AnswerDText": "\\( n \\geq 7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -3 \\geq n \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve\n\\[\n3 n+2 \\geq 4 n-5\n\\]\n\nOptions:\nA. \\( -3 \\geq n \\)\nB. \\( 1 \\geq n \\)\nC. \\( 7 \\geq n \\)\nD. \\( n \\geq 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "243:B", "QuestionText": "Solve\n\\[\n3 n+2 \\geq 4 n-5\n\\]", "AnswerAText": "\\( -3 \\geq n \\)", "AnswerBText": "\\( 1 \\geq n \\)", "AnswerCText": "\\( 7 \\geq n \\)", "AnswerDText": "\\( n \\geq 7 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\geq n \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve\n\\[\n3 n+2 \\geq 4 n-5\n\\]\n\nOptions:\nA. \\( -3 \\geq n \\)\nB. \\( 1 \\geq n \\)\nC. \\( 7 \\geq n \\)\nD. \\( n \\geq 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "243:D", "QuestionText": "Solve\n\\[\n3 n+2 \\geq 4 n-5\n\\]", "AnswerAText": "\\( -3 \\geq n \\)", "AnswerBText": "\\( 1 \\geq n \\)", "AnswerCText": "\\( 7 \\geq n \\)", "AnswerDText": "\\( n \\geq 7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( n \\geq 7 \\)", "MisconceptionId": "811", "MisconceptionName": "Believes they can multiply/divide through by a negative number without changing the direction of the inequality", "prompt": "Misconception:\nBelieves they can multiply/divide through by a negative number without changing the direction of the inequality\n\nQuestion:\nSolve\n\\[\n3 n+2 \\geq 4 n-5\n\\]\n\nOptions:\nA. \\( -3 \\geq n \\)\nB. \\( 1 \\geq n \\)\nC. \\( 7 \\geq n \\)\nD. \\( n \\geq 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "244:A", "QuestionText": "A theme park charges \\( £ 8 \\) entry fee and then \\( £ 3 \\) for every ride you go on.\nHeena goes on \\( 5 \\) rides.\nHow much does she pay in total?", "AnswerAText": "\\( £ 55 \\)", "AnswerBText": "\\( £ 15 \\)", "AnswerCText": "\\( £ 11 \\)", "AnswerDText": "\\( £ 23 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( £ 55 \\)", "MisconceptionId": "389", "MisconceptionName": "Combines variables with constants when writing a formula from a given situation", "prompt": "Misconception:\nCombines variables with constants when writing a formula from a given situation\n\nQuestion:\nA theme park charges \\( £ 8 \\) entry fee and then \\( £ 3 \\) for every ride you go on.\nHeena goes on \\( 5 \\) rides.\nHow much does she pay in total?\n\nOptions:\nA. \\( £ 55 \\)\nB. \\( £ 15 \\)\nC. \\( £ 11 \\)\nD. \\( £ 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "244:B", "QuestionText": "A theme park charges \\( £ 8 \\) entry fee and then \\( £ 3 \\) for every ride you go on.\nHeena goes on \\( 5 \\) rides.\nHow much does she pay in total?", "AnswerAText": "\\( £ 55 \\)", "AnswerBText": "\\( £ 15 \\)", "AnswerCText": "\\( £ 11 \\)", "AnswerDText": "\\( £ 23 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( £ 15 \\)", "MisconceptionId": "641", "MisconceptionName": "Does not add on the constant in a worded substitution problem", "prompt": "Misconception:\nDoes not add on the constant in a worded substitution problem\n\nQuestion:\nA theme park charges \\( £ 8 \\) entry fee and then \\( £ 3 \\) for every ride you go on.\nHeena goes on \\( 5 \\) rides.\nHow much does she pay in total?\n\nOptions:\nA. \\( £ 55 \\)\nB. \\( £ 15 \\)\nC. \\( £ 11 \\)\nD. \\( £ 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "244:C", "QuestionText": "A theme park charges \\( £ 8 \\) entry fee and then \\( £ 3 \\) for every ride you go on.\nHeena goes on \\( 5 \\) rides.\nHow much does she pay in total?", "AnswerAText": "\\( £ 55 \\)", "AnswerBText": "\\( £ 15 \\)", "AnswerCText": "\\( £ 11 \\)", "AnswerDText": "\\( £ 23 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 11 \\)", "MisconceptionId": "533", "MisconceptionName": "Does not consider the variable when evaluating an expression that requires substitution.", "prompt": "Misconception:\nDoes not consider the variable when evaluating an expression that requires substitution.\n\nQuestion:\nA theme park charges \\( £ 8 \\) entry fee and then \\( £ 3 \\) for every ride you go on.\nHeena goes on \\( 5 \\) rides.\nHow much does she pay in total?\n\nOptions:\nA. \\( £ 55 \\)\nB. \\( £ 15 \\)\nC. \\( £ 11 \\)\nD. \\( £ 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "245:B", "QuestionText": "Increase \\( 160 \\) by \\( 30 \\% \\)", "AnswerAText": "\\( 208 \\)", "AnswerBText": "\\( 190 \\)", "AnswerCText": "\\( 48 \\)", "AnswerDText": "\\( 4800 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 190 \\)", "MisconceptionId": "2206", "MisconceptionName": "Added the values together instead of finding the percentage", "prompt": "Misconception:\nAdded the values together instead of finding the percentage\n\nQuestion:\nIncrease \\( 160 \\) by \\( 30 \\% \\)\n\nOptions:\nA. \\( 208 \\)\nB. \\( 190 \\)\nC. \\( 48 \\)\nD. \\( 4800 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "245:C", "QuestionText": "Increase \\( 160 \\) by \\( 30 \\% \\)", "AnswerAText": "\\( 208 \\)", "AnswerBText": "\\( 190 \\)", "AnswerCText": "\\( 48 \\)", "AnswerDText": "\\( 4800 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 48 \\)", "MisconceptionId": "1313", "MisconceptionName": "Found the percentage but forgot to add to 100%", "prompt": "Misconception:\nFound the percentage but forgot to add to 100%\n\nQuestion:\nIncrease \\( 160 \\) by \\( 30 \\% \\)\n\nOptions:\nA. \\( 208 \\)\nB. \\( 190 \\)\nC. \\( 48 \\)\nD. \\( 4800 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "245:D", "QuestionText": "Increase \\( 160 \\) by \\( 30 \\% \\)", "AnswerAText": "\\( 208 \\)", "AnswerBText": "\\( 190 \\)", "AnswerCText": "\\( 48 \\)", "AnswerDText": "\\( 4800 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4800 \\)", "MisconceptionId": "531", "MisconceptionName": "Thinks when finding a percentage you multiply by the percentage being asked", "prompt": "Misconception:\nThinks when finding a percentage you multiply by the percentage being asked\n\nQuestion:\nIncrease \\( 160 \\) by \\( 30 \\% \\)\n\nOptions:\nA. \\( 208 \\)\nB. \\( 190 \\)\nC. \\( 48 \\)\nD. \\( 4800 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "246:A", "QuestionText": "Here are two consecutive triangle numbers: \\( 153,171, \\ldots \\) What is the next triangle number in the sequence?", "AnswerAText": "\\( 188 \\)", "AnswerBText": "\\( 189 \\)", "AnswerCText": "\\( 190 \\)", "AnswerDText": "\\( 324 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 188 \\)", "MisconceptionId": "2446", "MisconceptionName": "Believes the difference between triangle numbers decreases by 1 each time", "prompt": "Misconception:\nBelieves the difference between triangle numbers decreases by 1 each time\n\nQuestion:\nHere are two consecutive triangle numbers: \\( 153,171, \\ldots \\) What is the next triangle number in the sequence?\n\nOptions:\nA. \\( 188 \\)\nB. \\( 189 \\)\nC. \\( 190 \\)\nD. \\( 324 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "246:B", "QuestionText": "Here are two consecutive triangle numbers: \\( 153,171, \\ldots \\) What is the next triangle number in the sequence?", "AnswerAText": "\\( 188 \\)", "AnswerBText": "\\( 189 \\)", "AnswerCText": "\\( 190 \\)", "AnswerDText": "\\( 324 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 189 \\)", "MisconceptionId": "2250", "MisconceptionName": "Believes the difference between triangle numbers remains the same", "prompt": "Misconception:\nBelieves the difference between triangle numbers remains the same\n\nQuestion:\nHere are two consecutive triangle numbers: \\( 153,171, \\ldots \\) What is the next triangle number in the sequence?\n\nOptions:\nA. \\( 188 \\)\nB. \\( 189 \\)\nC. \\( 190 \\)\nD. \\( 324 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "246:D", "QuestionText": "Here are two consecutive triangle numbers: \\( 153,171, \\ldots \\) What is the next triangle number in the sequence?", "AnswerAText": "\\( 188 \\)", "AnswerBText": "\\( 189 \\)", "AnswerCText": "\\( 190 \\)", "AnswerDText": "\\( 324 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 324 \\)", "MisconceptionId": "1410", "MisconceptionName": "Believes to find the next traingle number you add the previous two numbers together i.e. Fibonacci", "prompt": "Misconception:\nBelieves to find the next traingle number you add the previous two numbers together i.e. Fibonacci\n\nQuestion:\nHere are two consecutive triangle numbers: \\( 153,171, \\ldots \\) What is the next triangle number in the sequence?\n\nOptions:\nA. \\( 188 \\)\nB. \\( 189 \\)\nC. \\( 190 \\)\nD. \\( 324 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "247:A", "QuestionText": "At the start of the day, there was \\( £ 1,456 \\) in the till. \\( £ 7,347 \\) was taken and \\( £ 4,377 \\) was handed out. How much money was left?", "AnswerAText": "\\( £ 13,180 \\)", "AnswerBText": "\\( £ 4,426 \\)", "AnswerCText": "\\( £ 2,970 \\)", "AnswerDText": "\\( £ 10,268 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( £ 13,180 \\)", "MisconceptionId": "2009", "MisconceptionName": "Assumes they add all values in a worded problem, thereby not interpreting the problem correctly", "prompt": "Misconception:\nAssumes they add all values in a worded problem, thereby not interpreting the problem correctly\n\nQuestion:\nAt the start of the day, there was \\( £ 1,456 \\) in the till. \\( £ 7,347 \\) was taken and \\( £ 4,377 \\) was handed out. How much money was left?\n\nOptions:\nA. \\( £ 13,180 \\)\nB. \\( £ 4,426 \\)\nC. \\( £ 2,970 \\)\nD. \\( £ 10,268 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "247:C", "QuestionText": "At the start of the day, there was \\( £ 1,456 \\) in the till. \\( £ 7,347 \\) was taken and \\( £ 4,377 \\) was handed out. How much money was left?", "AnswerAText": "\\( £ 13,180 \\)", "AnswerBText": "\\( £ 4,426 \\)", "AnswerCText": "\\( £ 2,970 \\)", "AnswerDText": "\\( £ 10,268 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( £ 2,970 \\)", "MisconceptionId": "791", "MisconceptionName": "In a worded problem, does not complete all calculations", "prompt": "Misconception:\nIn a worded problem, does not complete all calculations\n\nQuestion:\nAt the start of the day, there was \\( £ 1,456 \\) in the till. \\( £ 7,347 \\) was taken and \\( £ 4,377 \\) was handed out. How much money was left?\n\nOptions:\nA. \\( £ 13,180 \\)\nB. \\( £ 4,426 \\)\nC. \\( £ 2,970 \\)\nD. \\( £ 10,268 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "247:D", "QuestionText": "At the start of the day, there was \\( £ 1,456 \\) in the till. \\( £ 7,347 \\) was taken and \\( £ 4,377 \\) was handed out. How much money was left?", "AnswerAText": "\\( £ 13,180 \\)", "AnswerBText": "\\( £ 4,426 \\)", "AnswerCText": "\\( £ 2,970 \\)", "AnswerDText": "\\( £ 10,268 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( £ 10,268 \\)", "MisconceptionId": "1787", "MisconceptionName": "When talking about money \"taken\" in a retail context, thinks that means take-away rather than add", "prompt": "Misconception:\nWhen talking about money \"taken\" in a retail context, thinks that means take-away rather than add\n\nQuestion:\nAt the start of the day, there was \\( £ 1,456 \\) in the till. \\( £ 7,347 \\) was taken and \\( £ 4,377 \\) was handed out. How much money was left?\n\nOptions:\nA. \\( £ 13,180 \\)\nB. \\( £ 4,426 \\)\nC. \\( £ 2,970 \\)\nD. \\( £ 10,268 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "248:A", "QuestionText": "Which of the following is an example of a quadratic graph?", "AnswerAText": "![A graph showing a straight line from top left to bottom right.]()", "AnswerBText": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()", "AnswerCText": "![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()", "AnswerDText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A graph showing a straight line from top left to bottom right.]()", "MisconceptionId": "1133", "MisconceptionName": "Does not recognise a quadratic graph", "prompt": "Misconception:\nDoes not recognise a quadratic graph\n\nQuestion:\nWhich of the following is an example of a quadratic graph?\n\nOptions:\nA. ![A graph showing a straight line from top left to bottom right.]()\nB. ![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()\nC. ![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()\nD. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "248:B", "QuestionText": "Which of the following is an example of a quadratic graph?", "AnswerAText": "![A graph showing a straight line from top left to bottom right.]()", "AnswerBText": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()", "AnswerCText": "![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()", "AnswerDText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()", "MisconceptionId": "694", "MisconceptionName": "Confuses cubic and quadratic graphs", "prompt": "Misconception:\nConfuses cubic and quadratic graphs\n\nQuestion:\nWhich of the following is an example of a quadratic graph?\n\nOptions:\nA. ![A graph showing a straight line from top left to bottom right.]()\nB. ![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()\nC. ![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()\nD. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "248:C", "QuestionText": "Which of the following is an example of a quadratic graph?", "AnswerAText": "![A graph showing a straight line from top left to bottom right.]()", "AnswerBText": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()", "AnswerCText": "![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()", "AnswerDText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()", "MisconceptionId": "332", "MisconceptionName": "Confuses reciprocal and quadratic graphs", "prompt": "Misconception:\nConfuses reciprocal and quadratic graphs\n\nQuestion:\nWhich of the following is an example of a quadratic graph?\n\nOptions:\nA. ![A graph showing a straight line from top left to bottom right.]()\nB. ![A graph showing a curve that starts in the bottom left, moves steeply up and right, levels off briefly, then continues steeply up and right.]()\nC. ![A graph with two curves. One curve is in the positive x, positive y quadrant. It starts at the top close to the y axis, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the x axis.\nThe other curve is in the negative x, negative y quadrant. It starts at the top left close to the x axis, as we move right it drops very quickly towards the y axis then becomes almost vertical to travel almost parallel to the y axis. ]()\nD. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "249:A", "QuestionText": "Tom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=8 \\\\ 3 x+y=14\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1233", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.\n\nQuestion:\nTom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=8 \\\\ 3 x+y=14\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "249:C", "QuestionText": "Tom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=8 \\\\ 3 x+y=14\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "930", "MisconceptionName": "When solving simultaneous equations thinks that identical terms in given equations can be eliminated by either adding or subtracting.", "prompt": "Misconception:\nWhen solving simultaneous equations thinks that identical terms in given equations can be eliminated by either adding or subtracting.\n\nQuestion:\nTom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=8 \\\\ 3 x+y=14\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "250:A", "QuestionText": "\\(\n180.5672\n\\)\n\nWhat is the second significant figure in the number above?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\n\\(\n180.5672\n\\)\n\nWhat is the second significant figure in the number above?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 2 \\)\nC. \\( 8 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "250:B", "QuestionText": "\\(\n180.5672\n\\)\n\nWhat is the second significant figure in the number above?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\n\\(\n180.5672\n\\)\n\nWhat is the second significant figure in the number above?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 2 \\)\nC. \\( 8 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "250:D", "QuestionText": "\\(\n180.5672\n\\)\n\nWhat is the second significant figure in the number above?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1460", "MisconceptionName": "Identifies second decimal place value when asked for the second significant figure", "prompt": "Misconception:\nIdentifies second decimal place value when asked for the second significant figure\n\nQuestion:\n\\(\n180.5672\n\\)\n\nWhat is the second significant figure in the number above?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 2 \\)\nC. \\( 8 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "251:B", "QuestionText": "What do you need to do to eliminate the \\( q \\)s in each of these pairs of simultaneous equations?\n\\begin{array}{cc}\n  Pair 1 & Pair 2 \\\\\n\\( 2p-4q=6 \\) & \\( 2p-4q=6 \\)\\\\\n\\( 7p+4q=9 \\) & \\( 7p-4q=9 \\)\n\\end{array}", "AnswerAText": "Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "AnswerBText": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerCText": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerDText": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "MisconceptionId": "1233", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.\n\nQuestion:\nWhat do you need to do to eliminate the \\( q \\)s in each of these pairs of simultaneous equations?\n\\begin{array}{cc}\n  Pair 1 & Pair 2 \\\\\n\\( 2p-4q=6 \\) & \\( 2p-4q=6 \\)\\\\\n\\( 7p+4q=9 \\) & \\( 7p-4q=9 \\)\n\\end{array}\n\nOptions:\nA. Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\nB. Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nC. Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nD. Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "251:D", "QuestionText": "What do you need to do to eliminate the \\( q \\)s in each of these pairs of simultaneous equations?\n\\begin{array}{cc}\n  Pair 1 & Pair 2 \\\\\n\\( 2p-4q=6 \\) & \\( 2p-4q=6 \\)\\\\\n\\( 7p+4q=9 \\) & \\( 7p-4q=9 \\)\n\\end{array}", "AnswerAText": "Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "AnswerBText": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerCText": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerDText": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "MisconceptionId": "1420", "MisconceptionName": "Believes that when eliminating a variable, regardless of the signs of the terms with matching coefficients, we subtract the equations", "prompt": "Misconception:\nBelieves that when eliminating a variable, regardless of the signs of the terms with matching coefficients, we subtract the equations\n\nQuestion:\nWhat do you need to do to eliminate the \\( q \\)s in each of these pairs of simultaneous equations?\n\\begin{array}{cc}\n  Pair 1 & Pair 2 \\\\\n\\( 2p-4q=6 \\) & \\( 2p-4q=6 \\)\\\\\n\\( 7p+4q=9 \\) & \\( 7p-4q=9 \\)\n\\end{array}\n\nOptions:\nA. Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\nB. Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nC. Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nD. Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "252:A", "QuestionText": "\\( y=(x-3)(x-5) \\) Where does this curve intercept the \\( x \\) axis?", "AnswerAText": "\\( (3,5) \\)", "AnswerBText": "\\( \\begin{array}{c}(3,0) \\\\ \\text { and } \\\\ (5,0)\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (3,5) \\)", "MisconceptionId": "1168", "MisconceptionName": "Believes both the x and y co-ordinates of the x-intercept of a quadratic are derived from the constants in the factorised form.", "prompt": "Misconception:\nBelieves both the x and y co-ordinates of the x-intercept of a quadratic are derived from the constants in the factorised form.\n\nQuestion:\n\\( y=(x-3)(x-5) \\) Where does this curve intercept the \\( x \\) axis?\n\nOptions:\nA. \\( (3,5) \\)\nB. \\( \\begin{array}{c}(3,0) \\\\ \\text { and } \\\\ (5,0)\\end{array} \\)\nC. \\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)\nD. \\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "252:C", "QuestionText": "\\( y=(x-3)(x-5) \\) Where does this curve intercept the \\( x \\) axis?", "AnswerAText": "\\( (3,5) \\)", "AnswerBText": "\\( \\begin{array}{c}(3,0) \\\\ \\text { and } \\\\ (5,0)\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)", "MisconceptionId": "2436", "MisconceptionName": "Believes the solutions of a quadratic equation are the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the constants in the factorised form\n\nQuestion:\n\\( y=(x-3)(x-5) \\) Where does this curve intercept the \\( x \\) axis?\n\nOptions:\nA. \\( (3,5) \\)\nB. \\( \\begin{array}{c}(3,0) \\\\ \\text { and } \\\\ (5,0)\\end{array} \\)\nC. \\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)\nD. \\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "252:D", "QuestionText": "\\( y=(x-3)(x-5) \\) Where does this curve intercept the \\( x \\) axis?", "AnswerAText": "\\( (3,5) \\)", "AnswerBText": "\\( \\begin{array}{c}(3,0) \\\\ \\text { and } \\\\ (5,0)\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)", "MisconceptionId": "1168", "MisconceptionName": "Believes both the x and y co-ordinates of the x-intercept of a quadratic are derived from the constants in the factorised form.", "prompt": "Misconception:\nBelieves both the x and y co-ordinates of the x-intercept of a quadratic are derived from the constants in the factorised form.\n\nQuestion:\n\\( y=(x-3)(x-5) \\) Where does this curve intercept the \\( x \\) axis?\n\nOptions:\nA. \\( (3,5) \\)\nB. \\( \\begin{array}{c}(3,0) \\\\ \\text { and } \\\\ (5,0)\\end{array} \\)\nC. \\( \\begin{array}{c}(-3,0) \\\\ \\text { and } \\\\ (-5,0)\\end{array} \\)\nD. \\( \\begin{array}{c}(3,5) \\\\ \\text { and } \\\\ (-3,-5)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "253:A", "QuestionText": "What is the size of angle \\( k \\) ? ![Three angles which meet to form a straight line. They are labelled 46 degrees, 115 degrees and k.]()", "AnswerAText": "\\( 46^{\\circ} \\)", "AnswerBText": "\\( 65^{\\circ} \\)", "AnswerCText": "\\( 19^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 46^{\\circ} \\)", "MisconceptionId": "2365", "MisconceptionName": "Confuses vertically opposite angles with angles on a straight line", "prompt": "Misconception:\nConfuses vertically opposite angles with angles on a straight line\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![Three angles which meet to form a straight line. They are labelled 46 degrees, 115 degrees and k.]()\n\nOptions:\nA. \\( 46^{\\circ} \\)\nB. \\( 65^{\\circ} \\)\nC. \\( 19^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "253:B", "QuestionText": "What is the size of angle \\( k \\) ? ![Three angles which meet to form a straight line. They are labelled 46 degrees, 115 degrees and k.]()", "AnswerAText": "\\( 46^{\\circ} \\)", "AnswerBText": "\\( 65^{\\circ} \\)", "AnswerCText": "\\( 19^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 65^{\\circ} \\)", "MisconceptionId": "1707", "MisconceptionName": "Misinterprets the meaning of angles on a straight line angle fact", "prompt": "Misconception:\nMisinterprets the meaning of angles on a straight line angle fact\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![Three angles which meet to form a straight line. They are labelled 46 degrees, 115 degrees and k.]()\n\nOptions:\nA. \\( 46^{\\circ} \\)\nB. \\( 65^{\\circ} \\)\nC. \\( 19^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "253:D", "QuestionText": "What is the size of angle \\( k \\) ? ![Three angles which meet to form a straight line. They are labelled 46 degrees, 115 degrees and k.]()", "AnswerAText": "\\( 46^{\\circ} \\)", "AnswerBText": "\\( 65^{\\circ} \\)", "AnswerCText": "\\( 19^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "725", "MisconceptionName": "Does not know that angles on a straight line sum to 180 degrees", "prompt": "Misconception:\nDoes not know that angles on a straight line sum to 180 degrees\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![Three angles which meet to form a straight line. They are labelled 46 degrees, 115 degrees and k.]()\n\nOptions:\nA. \\( 46^{\\circ} \\)\nB. \\( 65^{\\circ} \\)\nC. \\( 19^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "254:B", "QuestionText": "When calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,1,3,4,7\n\\]", "AnswerAText": "\\( \\frac{1+3+4+7}{5} \\)", "AnswerBText": "\\( 0+1+3+4+7 \\div 5 \\)", "AnswerCText": "\\( \\frac{1+3+4+7}{4} \\)", "AnswerDText": "None of them", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0+1+3+4+7 \\div 5 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhen calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,1,3,4,7\n\\]\n\nOptions:\nA. \\( \\frac{1+3+4+7}{5} \\)\nB. \\( 0+1+3+4+7 \\div 5 \\)\nC. \\( \\frac{1+3+4+7}{4} \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "254:C", "QuestionText": "When calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,1,3,4,7\n\\]", "AnswerAText": "\\( \\frac{1+3+4+7}{5} \\)", "AnswerBText": "\\( 0+1+3+4+7 \\div 5 \\)", "AnswerCText": "\\( \\frac{1+3+4+7}{4} \\)", "AnswerDText": "None of them", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1+3+4+7}{4} \\)", "MisconceptionId": "1623", "MisconceptionName": "When asked for the mean of a list of data, does not count any zeros in the data when working out what to divide by", "prompt": "Misconception:\nWhen asked for the mean of a list of data, does not count any zeros in the data when working out what to divide by\n\nQuestion:\nWhen calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,1,3,4,7\n\\]\n\nOptions:\nA. \\( \\frac{1+3+4+7}{5} \\)\nB. \\( 0+1+3+4+7 \\div 5 \\)\nC. \\( \\frac{1+3+4+7}{4} \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "254:D", "QuestionText": "When calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,1,3,4,7\n\\]", "AnswerAText": "\\( \\frac{1+3+4+7}{5} \\)", "AnswerBText": "\\( 0+1+3+4+7 \\div 5 \\)", "AnswerCText": "\\( \\frac{1+3+4+7}{4} \\)", "AnswerDText": "None of them", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "None of them", "MisconceptionId": "491", "MisconceptionName": "Does not know how to calculate the mean", "prompt": "Misconception:\nDoes not know how to calculate the mean\n\nQuestion:\nWhen calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,1,3,4,7\n\\]\n\nOptions:\nA. \\( \\frac{1+3+4+7}{5} \\)\nB. \\( 0+1+3+4+7 \\div 5 \\)\nC. \\( \\frac{1+3+4+7}{4} \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "255:B", "QuestionText": "Convert this into a mixed number fraction:\n\\(\n\\frac{13}{5}\n\\)", "AnswerAText": "\\( 2 \\frac{3}{5} \\)", "AnswerBText": "\\( 1 \\frac{3}{5} \\)", "AnswerCText": "\\( 3 \\frac{2}{5} \\)", "AnswerDText": "\\( 13 \\frac{1}{5} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1 \\frac{3}{5} \\)", "MisconceptionId": "893", "MisconceptionName": "Believes when changing an improper fraction to a mixed number you divide the numerator by 10, regardless of the denominator", "prompt": "Misconception:\nBelieves when changing an improper fraction to a mixed number you divide the numerator by 10, regardless of the denominator\n\nQuestion:\nConvert this into a mixed number fraction:\n\\(\n\\frac{13}{5}\n\\)\n\nOptions:\nA. \\( 2 \\frac{3}{5} \\)\nB. \\( 1 \\frac{3}{5} \\)\nC. \\( 3 \\frac{2}{5} \\)\nD. \\( 13 \\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "255:C", "QuestionText": "Convert this into a mixed number fraction:\n\\(\n\\frac{13}{5}\n\\)", "AnswerAText": "\\( 2 \\frac{3}{5} \\)", "AnswerBText": "\\( 1 \\frac{3}{5} \\)", "AnswerCText": "\\( 3 \\frac{2}{5} \\)", "AnswerDText": "\\( 13 \\frac{1}{5} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\frac{2}{5} \\)", "MisconceptionId": "1492", "MisconceptionName": "Believes the whole and remainder are the other way when changing an improper fraction to a mixed number", "prompt": "Misconception:\nBelieves the whole and remainder are the other way when changing an improper fraction to a mixed number\n\nQuestion:\nConvert this into a mixed number fraction:\n\\(\n\\frac{13}{5}\n\\)\n\nOptions:\nA. \\( 2 \\frac{3}{5} \\)\nB. \\( 1 \\frac{3}{5} \\)\nC. \\( 3 \\frac{2}{5} \\)\nD. \\( 13 \\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "255:D", "QuestionText": "Convert this into a mixed number fraction:\n\\(\n\\frac{13}{5}\n\\)", "AnswerAText": "\\( 2 \\frac{3}{5} \\)", "AnswerBText": "\\( 1 \\frac{3}{5} \\)", "AnswerCText": "\\( 3 \\frac{2}{5} \\)", "AnswerDText": "\\( 13 \\frac{1}{5} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 13 \\frac{1}{5} \\)", "MisconceptionId": "20", "MisconceptionName": "Believes the number of wholes in a mixed number multiplies by the fraction part", "prompt": "Misconception:\nBelieves the number of wholes in a mixed number multiplies by the fraction part\n\nQuestion:\nConvert this into a mixed number fraction:\n\\(\n\\frac{13}{5}\n\\)\n\nOptions:\nA. \\( 2 \\frac{3}{5} \\)\nB. \\( 1 \\frac{3}{5} \\)\nC. \\( 3 \\frac{2}{5} \\)\nD. \\( 13 \\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "256:B", "QuestionText": "The area of these shapes are equal. Which of these is correct? ![An image of two rectangles. The top one is blue and has the dimensions - side length: 4 and base 3x -2. The bottom one is yellow and has the dimensions - side length: 2 and base 5x + 2.]()", "AnswerAText": "\\( 12 x-8=10 x+4 \\)", "AnswerBText": "\\( 12 x-2=10 x+2 \\)", "AnswerCText": "\\( 8+6 x-4=4+10 x+4 \\)", "AnswerDText": "\\( 4+3 x-2=2+5 x+2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 12 x-2=10 x+2 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nThe area of these shapes are equal. Which of these is correct? ![An image of two rectangles. The top one is blue and has the dimensions - side length: 4 and base 3x -2. The bottom one is yellow and has the dimensions - side length: 2 and base 5x + 2.]()\n\nOptions:\nA. \\( 12 x-8=10 x+4 \\)\nB. \\( 12 x-2=10 x+2 \\)\nC. \\( 8+6 x-4=4+10 x+4 \\)\nD. \\( 4+3 x-2=2+5 x+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "256:C", "QuestionText": "The area of these shapes are equal. Which of these is correct? ![An image of two rectangles. The top one is blue and has the dimensions - side length: 4 and base 3x -2. The bottom one is yellow and has the dimensions - side length: 2 and base 5x + 2.]()", "AnswerAText": "\\( 12 x-8=10 x+4 \\)", "AnswerBText": "\\( 12 x-2=10 x+2 \\)", "AnswerCText": "\\( 8+6 x-4=4+10 x+4 \\)", "AnswerDText": "\\( 4+3 x-2=2+5 x+2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8+6 x-4=4+10 x+4 \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nThe area of these shapes are equal. Which of these is correct? ![An image of two rectangles. The top one is blue and has the dimensions - side length: 4 and base 3x -2. The bottom one is yellow and has the dimensions - side length: 2 and base 5x + 2.]()\n\nOptions:\nA. \\( 12 x-8=10 x+4 \\)\nB. \\( 12 x-2=10 x+2 \\)\nC. \\( 8+6 x-4=4+10 x+4 \\)\nD. \\( 4+3 x-2=2+5 x+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "256:D", "QuestionText": "The area of these shapes are equal. Which of these is correct? ![An image of two rectangles. The top one is blue and has the dimensions - side length: 4 and base 3x -2. The bottom one is yellow and has the dimensions - side length: 2 and base 5x + 2.]()", "AnswerAText": "\\( 12 x-8=10 x+4 \\)", "AnswerBText": "\\( 12 x-2=10 x+2 \\)", "AnswerCText": "\\( 8+6 x-4=4+10 x+4 \\)", "AnswerDText": "\\( 4+3 x-2=2+5 x+2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4+3 x-2=2+5 x+2 \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nThe area of these shapes are equal. Which of these is correct? ![An image of two rectangles. The top one is blue and has the dimensions - side length: 4 and base 3x -2. The bottom one is yellow and has the dimensions - side length: 2 and base 5x + 2.]()\n\nOptions:\nA. \\( 12 x-8=10 x+4 \\)\nB. \\( 12 x-2=10 x+2 \\)\nC. \\( 8+6 x-4=4+10 x+4 \\)\nD. \\( 4+3 x-2=2+5 x+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "257:C", "QuestionText": "\\( 3 \\) miles \\( \\approx 5 \\mathrm{~km} \\) \\( 30 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 50 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 28 \\)", "MisconceptionId": "306", "MisconceptionName": "Added rather than multiplied by a scale factor", "prompt": "Misconception:\nAdded rather than multiplied by a scale factor\n\nQuestion:\n\\( 3 \\) miles \\( \\approx 5 \\mathrm{~km} \\) \\( 30 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 18 \\)\nB. \\( 9 \\)\nC. \\( 28 \\)\nD. \\( 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "258:A", "QuestionText": "Tom and Katie are discussing mental multiplication strategies.\nTom says \\( 15 \\times 42=154 \\times 2 \\)\nKatie says \\( 15 \\times 42=(15 \\times 4)+(15 \\times 2) \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2051", "MisconceptionName": "Does not correctly apply the commutative property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the commutative property of multiplication\n\nQuestion:\nTom and Katie are discussing mental multiplication strategies.\nTom says \\( 15 \\times 42=154 \\times 2 \\)\nKatie says \\( 15 \\times 42=(15 \\times 4)+(15 \\times 2) \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "258:B", "QuestionText": "Tom and Katie are discussing mental multiplication strategies.\nTom says \\( 15 \\times 42=154 \\times 2 \\)\nKatie says \\( 15 \\times 42=(15 \\times 4)+(15 \\times 2) \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\nTom and Katie are discussing mental multiplication strategies.\nTom says \\( 15 \\times 42=154 \\times 2 \\)\nKatie says \\( 15 \\times 42=(15 \\times 4)+(15 \\times 2) \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "259:B", "QuestionText": "\\( 3 \\) hours is the same as ___________ minutes", "AnswerAText": "\\( 180 \\)", "AnswerBText": "\\( 90 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 90 \\)", "MisconceptionId": "737", "MisconceptionName": "Thinks there are 30 minutes in a hour", "prompt": "Misconception:\nThinks there are 30 minutes in a hour\n\nQuestion:\n\\( 3 \\) hours is the same as ___________ minutes\n\nOptions:\nA. \\( 180 \\)\nB. \\( 90 \\)\nC. \\( 30 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "259:C", "QuestionText": "\\( 3 \\) hours is the same as ___________ minutes", "AnswerAText": "\\( 180 \\)", "AnswerBText": "\\( 90 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "767", "MisconceptionName": "Thinks there are 10 minutes in an hour", "prompt": "Misconception:\nThinks there are 10 minutes in an hour\n\nQuestion:\n\\( 3 \\) hours is the same as ___________ minutes\n\nOptions:\nA. \\( 180 \\)\nB. \\( 90 \\)\nC. \\( 30 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "259:D", "QuestionText": "\\( 3 \\) hours is the same as ___________ minutes", "AnswerAText": "\\( 180 \\)", "AnswerBText": "\\( 90 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 3 \\) hours is the same as ___________ minutes\n\nOptions:\nA. \\( 180 \\)\nB. \\( 90 \\)\nC. \\( 30 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "260:C", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n18, \\quad 11, \\quad 4, \\quad \\ldots\n\\]", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "1720", "MisconceptionName": "Identifies the term-to-term rule rather than the next term", "prompt": "Misconception:\nIdentifies the term-to-term rule rather than the next term\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n18, \\quad 11, \\quad 4, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( -3 \\)\nB. \\( -2 \\)\nC. \\( -7 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "260:D", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n18, \\quad 11, \\quad 4, \\quad \\ldots\n\\]", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2472", "MisconceptionName": "Does not know how to find the next term in a sequence", "prompt": "Misconception:\nDoes not know how to find the next term in a sequence\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n18, \\quad 11, \\quad 4, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( -3 \\)\nB. \\( -2 \\)\nC. \\( -7 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "261:A", "QuestionText": "\\( 90 \\) minutes is the same as _________ hours", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 1.9 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 1.3 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "767", "MisconceptionName": "Thinks there are 10 minutes in an hour", "prompt": "Misconception:\nThinks there are 10 minutes in an hour\n\nQuestion:\n\\( 90 \\) minutes is the same as _________ hours\n\nOptions:\nA. \\( 9 \\)\nB. \\( 1.9 \\)\nC. \\( 1.5 \\)\nD. \\( 1.3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "261:D", "QuestionText": "\\( 90 \\) minutes is the same as _________ hours", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 1.9 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 1.3 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1.3 \\)", "MisconceptionId": "427", "MisconceptionName": "Answers as if there are 100 minutes in an hour when writing minutes as decimals", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when writing minutes as decimals\n\nQuestion:\n\\( 90 \\) minutes is the same as _________ hours\n\nOptions:\nA. \\( 9 \\)\nB. \\( 1.9 \\)\nC. \\( 1.5 \\)\nD. \\( 1.3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "262:C", "QuestionText": "\\[\n1,2,4,8\n\\]\nThese are the only factors of...", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 64 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "131", "MisconceptionName": "Does not think a number can be a factor of itself", "prompt": "Misconception:\nDoes not think a number can be a factor of itself\n\nQuestion:\n\\[\n1,2,4,8\n\\]\nThese are the only factors of...\n\nOptions:\nA. \\( 1 \\)\nB. \\( 8 \\)\nC. \\( 16 \\)\nD. \\( 64 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "263:B", "QuestionText": "\\(\n\\frac{2}{3}-\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 13 \\)", "AnswerBText": "\\( 19 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 19 \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\n\\(\n\\frac{2}{3}-\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 13 \\)\nB. \\( 19 \\)\nC. \\( 17 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "263:D", "QuestionText": "\\(\n\\frac{2}{3}-\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 13 \\)", "AnswerBText": "\\( 19 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\(\n\\frac{2}{3}-\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 13 \\)\nB. \\( 19 \\)\nC. \\( 17 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "264:A", "QuestionText": "Which of the following shows \" \\( x \\) is greater than or equal to \\( 6 \\) \"?", "AnswerAText": "\\( x>6 \\)", "AnswerBText": "\\( x \\leq 6 \\)", "AnswerCText": "\\( x<6 \\)", "AnswerDText": "\\( x \\geq 6 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x>6 \\)", "MisconceptionId": "1660", "MisconceptionName": "When using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa", "prompt": "Misconception:\nWhen using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa\n\nQuestion:\nWhich of the following shows \" \\( x \\) is greater than or equal to \\( 6 \\) \"?\n\nOptions:\nA. \\( x>6 \\)\nB. \\( x \\leq 6 \\)\nC. \\( x<6 \\)\nD. \\( x \\geq 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "264:B", "QuestionText": "Which of the following shows \" \\( x \\) is greater than or equal to \\( 6 \\) \"?", "AnswerAText": "\\( x>6 \\)", "AnswerBText": "\\( x \\leq 6 \\)", "AnswerCText": "\\( x<6 \\)", "AnswerDText": "\\( x \\geq 6 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x \\leq 6 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following shows \" \\( x \\) is greater than or equal to \\( 6 \\) \"?\n\nOptions:\nA. \\( x>6 \\)\nB. \\( x \\leq 6 \\)\nC. \\( x<6 \\)\nD. \\( x \\geq 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "265:A", "QuestionText": "STEP \\( 2 \\)\n\nJessica is trying to work out the volume of this cone. ![A cone with the slant height labelled 9cm, the perpendicular height labelled h and half the cone's base (forming a right angled triangle with the slant and perpendicular heights) is labelled 6cm.]() First she needs the perpendicular height.\n\nWhich of the following equations is true?", "AnswerAText": "\\( h^{2}=9^{2}+6^{2} \\)", "AnswerBText": "\\( h^{2}=9^{2}-6^{2} \\)", "AnswerCText": "\\( h^{2}=12^{2}+9^{2} \\)", "AnswerDText": "\\( h^{2}=12^{2}-9^{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( h^{2}=9^{2}+6^{2} \\)", "MisconceptionId": "2517", "MisconceptionName": "Does not rearrange the Pythagoras' Theorem formula accurately", "prompt": "Misconception:\nDoes not rearrange the Pythagoras' Theorem formula accurately\n\nQuestion:\nSTEP \\( 2 \\)\n\nJessica is trying to work out the volume of this cone. ![A cone with the slant height labelled 9cm, the perpendicular height labelled h and half the cone's base (forming a right angled triangle with the slant and perpendicular heights) is labelled 6cm.]() First she needs the perpendicular height.\n\nWhich of the following equations is true?\n\nOptions:\nA. \\( h^{2}=9^{2}+6^{2} \\)\nB. \\( h^{2}=9^{2}-6^{2} \\)\nC. \\( h^{2}=12^{2}+9^{2} \\)\nD. \\( h^{2}=12^{2}-9^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "265:D", "QuestionText": "STEP \\( 2 \\)\n\nJessica is trying to work out the volume of this cone. ![A cone with the slant height labelled 9cm, the perpendicular height labelled h and half the cone's base (forming a right angled triangle with the slant and perpendicular heights) is labelled 6cm.]() First she needs the perpendicular height.\n\nWhich of the following equations is true?", "AnswerAText": "\\( h^{2}=9^{2}+6^{2} \\)", "AnswerBText": "\\( h^{2}=9^{2}-6^{2} \\)", "AnswerCText": "\\( h^{2}=12^{2}+9^{2} \\)", "AnswerDText": "\\( h^{2}=12^{2}-9^{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( h^{2}=12^{2}-9^{2} \\)", "MisconceptionId": "307", "MisconceptionName": "When using Pythagoras to find the height of an isosceles triangle, uses the whole base instead of half", "prompt": "Misconception:\nWhen using Pythagoras to find the height of an isosceles triangle, uses the whole base instead of half\n\nQuestion:\nSTEP \\( 2 \\)\n\nJessica is trying to work out the volume of this cone. ![A cone with the slant height labelled 9cm, the perpendicular height labelled h and half the cone's base (forming a right angled triangle with the slant and perpendicular heights) is labelled 6cm.]() First she needs the perpendicular height.\n\nWhich of the following equations is true?\n\nOptions:\nA. \\( h^{2}=9^{2}+6^{2} \\)\nB. \\( h^{2}=9^{2}-6^{2} \\)\nC. \\( h^{2}=12^{2}+9^{2} \\)\nD. \\( h^{2}=12^{2}-9^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "266:B", "QuestionText": "\\(\n1 \\frac{2}{3} \\times 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 3 \\frac{1}{3} \\)", "AnswerBText": "\\( 2 \\frac{2}{3} \\)", "AnswerCText": "\\( 1 \\frac{4}{3} \\)", "AnswerDText": "\\( 2 \\frac{4}{6} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\frac{2}{3} \\)", "MisconceptionId": "1807", "MisconceptionName": "When multiplying mixed numbers, forgets to multiply the fraction", "prompt": "Misconception:\nWhen multiplying mixed numbers, forgets to multiply the fraction\n\nQuestion:\n\\(\n1 \\frac{2}{3} \\times 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 3 \\frac{1}{3} \\)\nB. \\( 2 \\frac{2}{3} \\)\nC. \\( 1 \\frac{4}{3} \\)\nD. \\( 2 \\frac{4}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "266:D", "QuestionText": "\\(\n1 \\frac{2}{3} \\times 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 3 \\frac{1}{3} \\)", "AnswerBText": "\\( 2 \\frac{2}{3} \\)", "AnswerCText": "\\( 1 \\frac{4}{3} \\)", "AnswerDText": "\\( 2 \\frac{4}{6} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 2 \\frac{4}{6} \\)", "MisconceptionId": "1976", "MisconceptionName": "When multiplying a fraction by an integer, multiplies both numerator and denominator by the integer", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies both numerator and denominator by the integer\n\nQuestion:\n\\(\n1 \\frac{2}{3} \\times 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 3 \\frac{1}{3} \\)\nB. \\( 2 \\frac{2}{3} \\)\nC. \\( 1 \\frac{4}{3} \\)\nD. \\( 2 \\frac{4}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "267:B", "QuestionText": "\\( \\left(5^{4}\\right)^{3}= \\)", "AnswerAText": "\\( 5^{12} \\)", "AnswerBText": "\\( 5^{7} \\)", "AnswerCText": "\\( 125^{12} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5^{7} \\)", "MisconceptionId": "2524", "MisconceptionName": "Has added the powers rather than multiplying them", "prompt": "Misconception:\nHas added the powers rather than multiplying them\n\nQuestion:\n\\( \\left(5^{4}\\right)^{3}= \\)\n\nOptions:\nA. \\( 5^{12} \\)\nB. \\( 5^{7} \\)\nC. \\( 125^{12} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "267:C", "QuestionText": "\\( \\left(5^{4}\\right)^{3}= \\)", "AnswerAText": "\\( 5^{12} \\)", "AnswerBText": "\\( 5^{7} \\)", "AnswerCText": "\\( 125^{12} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 125^{12} \\)", "MisconceptionId": "2473", "MisconceptionName": "Has cubed the base number and the power", "prompt": "Misconception:\nHas cubed the base number and the power\n\nQuestion:\n\\( \\left(5^{4}\\right)^{3}= \\)\n\nOptions:\nA. \\( 5^{12} \\)\nB. \\( 5^{7} \\)\nC. \\( 125^{12} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "267:D", "QuestionText": "\\( \\left(5^{4}\\right)^{3}= \\)", "AnswerAText": "\\( 5^{12} \\)", "AnswerBText": "\\( 5^{7} \\)", "AnswerCText": "\\( 125^{12} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "None of these options", "MisconceptionId": "1921", "MisconceptionName": "Does not understand laws of indices", "prompt": "Misconception:\nDoes not understand laws of indices\n\nQuestion:\n\\( \\left(5^{4}\\right)^{3}= \\)\n\nOptions:\nA. \\( 5^{12} \\)\nB. \\( 5^{7} \\)\nC. \\( 125^{12} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "268:A", "QuestionText": "If you translate the star \\( 2 \\) squares left and \\( 3 \\) squares down, which letter do you land on? ![A set of axes: x-axis from 0 to 8, y-axis from 0 to 8. A yellow star is at point (4, 4). Point A is at (6, 1), Point B is at (2, 1), Point C is at (2, 2), Point D is at (1, 2). ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1269", "MisconceptionName": "Confuses left and right", "prompt": "Misconception:\nConfuses left and right\n\nQuestion:\nIf you translate the star \\( 2 \\) squares left and \\( 3 \\) squares down, which letter do you land on? ![A set of axes: x-axis from 0 to 8, y-axis from 0 to 8. A yellow star is at point (4, 4). Point A is at (6, 1), Point B is at (2, 1), Point C is at (2, 2), Point D is at (1, 2). ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "268:D", "QuestionText": "If you translate the star \\( 2 \\) squares left and \\( 3 \\) squares down, which letter do you land on? ![A set of axes: x-axis from 0 to 8, y-axis from 0 to 8. A yellow star is at point (4, 4). Point A is at (6, 1), Point B is at (2, 1), Point C is at (2, 2), Point D is at (1, 2). ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "563", "MisconceptionName": "Counts the squares rather than the diagonals when reflecting in y=x or y=-x", "prompt": "Misconception:\nCounts the squares rather than the diagonals when reflecting in y=x or y=-x\n\nQuestion:\nIf you translate the star \\( 2 \\) squares left and \\( 3 \\) squares down, which letter do you land on? ![A set of axes: x-axis from 0 to 8, y-axis from 0 to 8. A yellow star is at point (4, 4). Point A is at (6, 1), Point B is at (2, 1), Point C is at (2, 2), Point D is at (1, 2). ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "269:A", "QuestionText": "How do you write \\( 0.909 \\) as a percentage?", "AnswerAText": "\\( 99 \\% \\)", "AnswerBText": "\\( 909 \\% \\)", "AnswerCText": "\\( 90.9 \\% \\)", "AnswerDText": "\\( 9.9 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 99 \\% \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nHow do you write \\( 0.909 \\) as a percentage?\n\nOptions:\nA. \\( 99 \\% \\)\nB. \\( 909 \\% \\)\nC. \\( 90.9 \\% \\)\nD. \\( 9.9 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "269:B", "QuestionText": "How do you write \\( 0.909 \\) as a percentage?", "AnswerAText": "\\( 99 \\% \\)", "AnswerBText": "\\( 909 \\% \\)", "AnswerCText": "\\( 90.9 \\% \\)", "AnswerDText": "\\( 9.9 \\% \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 909 \\% \\)", "MisconceptionId": "364", "MisconceptionName": "Thinks they just remove the decimal point when converting a decimal to a percentage", "prompt": "Misconception:\nThinks they just remove the decimal point when converting a decimal to a percentage\n\nQuestion:\nHow do you write \\( 0.909 \\) as a percentage?\n\nOptions:\nA. \\( 99 \\% \\)\nB. \\( 909 \\% \\)\nC. \\( 90.9 \\% \\)\nD. \\( 9.9 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "270:A", "QuestionText": "Which of the following is the correct solution to the inequality?\n\n\\(\nx^{2}<16\n\\)", "AnswerAText": "\\( \\{x<-4\\} \\cup\\{x>4\\} \\)", "AnswerBText": "\\( \\{-4<x<4\\} \\)", "AnswerCText": "\\( \\{x<4\\} \\)", "AnswerDText": "\\( \\{-8<x<8\\} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\{x<-4\\} \\cup\\{x>4\\} \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following is the correct solution to the inequality?\n\n\\(\nx^{2}<16\n\\)\n\nOptions:\nA. \\( \\{x<-4\\} \\cup\\{x>4\\} \\)\nB. \\( \\{-4<x<4\\} \\)\nC. \\( \\{x<4\\} \\)\nD. \\( \\{-8<x<8\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "270:C", "QuestionText": "Which of the following is the correct solution to the inequality?\n\n\\(\nx^{2}<16\n\\)", "AnswerAText": "\\( \\{x<-4\\} \\cup\\{x>4\\} \\)", "AnswerBText": "\\( \\{-4<x<4\\} \\)", "AnswerCText": "\\( \\{x<4\\} \\)", "AnswerDText": "\\( \\{-8<x<8\\} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\{x<4\\} \\)", "MisconceptionId": "2577", "MisconceptionName": "Does not think a square root can be negative", "prompt": "Misconception:\nDoes not think a square root can be negative\n\nQuestion:\nWhich of the following is the correct solution to the inequality?\n\n\\(\nx^{2}<16\n\\)\n\nOptions:\nA. \\( \\{x<-4\\} \\cup\\{x>4\\} \\)\nB. \\( \\{-4<x<4\\} \\)\nC. \\( \\{x<4\\} \\)\nD. \\( \\{-8<x<8\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "270:D", "QuestionText": "Which of the following is the correct solution to the inequality?\n\n\\(\nx^{2}<16\n\\)", "AnswerAText": "\\( \\{x<-4\\} \\cup\\{x>4\\} \\)", "AnswerBText": "\\( \\{-4<x<4\\} \\)", "AnswerCText": "\\( \\{x<4\\} \\)", "AnswerDText": "\\( \\{-8<x<8\\} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\{-8<x<8\\} \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhich of the following is the correct solution to the inequality?\n\n\\(\nx^{2}<16\n\\)\n\nOptions:\nA. \\( \\{x<-4\\} \\cup\\{x>4\\} \\)\nB. \\( \\{-4<x<4\\} \\)\nC. \\( \\{x<4\\} \\)\nD. \\( \\{-8<x<8\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "271:A", "QuestionText": "Tom and Katie are arguing about prisms.\n\nTom says this shape is a prism.                                                   Katie says this shape is a prism. ![A square based pyramid for Tom. A cone for Katie.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2241", "MisconceptionName": "Confuses triangular prism with pyramid", "prompt": "Misconception:\nConfuses triangular prism with pyramid\n\nQuestion:\nTom and Katie are arguing about prisms.\n\nTom says this shape is a prism.                                                   Katie says this shape is a prism. ![A square based pyramid for Tom. A cone for Katie.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "271:B", "QuestionText": "Tom and Katie are arguing about prisms.\n\nTom says this shape is a prism.                                                   Katie says this shape is a prism. ![A square based pyramid for Tom. A cone for Katie.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1927", "MisconceptionName": "Does not know the definition of a prism", "prompt": "Misconception:\nDoes not know the definition of a prism\n\nQuestion:\nTom and Katie are arguing about prisms.\n\nTom says this shape is a prism.                                                   Katie says this shape is a prism. ![A square based pyramid for Tom. A cone for Katie.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "271:C", "QuestionText": "Tom and Katie are arguing about prisms.\n\nTom says this shape is a prism.                                                   Katie says this shape is a prism. ![A square based pyramid for Tom. A cone for Katie.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1927", "MisconceptionName": "Does not know the definition of a prism", "prompt": "Misconception:\nDoes not know the definition of a prism\n\nQuestion:\nTom and Katie are arguing about prisms.\n\nTom says this shape is a prism.                                                   Katie says this shape is a prism. ![A square based pyramid for Tom. A cone for Katie.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "272:B", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=-f(x)\\)", "AnswerAText": "Reflection in the\n\\[\nx \\text {-axis }\n\\]", "AnswerBText": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "AnswerCText": "Reflection in the line\n\\[\ny=x\n\\]", "AnswerDText": "Reflection in the line\n\\[\ny=-x\n\\]", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "MisconceptionId": "594", "MisconceptionName": "Believes y=-f(x) is a reflection in the y-axis", "prompt": "Misconception:\nBelieves y=-f(x) is a reflection in the y-axis\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=-f(x)\\)\n\nOptions:\nA. Reflection in the\n\\[\nx \\text {-axis }\n\\]\nB. Reflection in the\n\\[\ny \\text {-axis }\n\\]\nC. Reflection in the line\n\\[\ny=x\n\\]\nD. Reflection in the line\n\\[\ny=-x\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "272:C", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=-f(x)\\)", "AnswerAText": "Reflection in the\n\\[\nx \\text {-axis }\n\\]", "AnswerBText": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "AnswerCText": "Reflection in the line\n\\[\ny=x\n\\]", "AnswerDText": "Reflection in the line\n\\[\ny=-x\n\\]", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Reflection in the line\n\\[\ny=x\n\\]", "MisconceptionId": "47", "MisconceptionName": "Believes y=-f(x) is a reflection in y=x", "prompt": "Misconception:\nBelieves y=-f(x) is a reflection in y=x\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=-f(x)\\)\n\nOptions:\nA. Reflection in the\n\\[\nx \\text {-axis }\n\\]\nB. Reflection in the\n\\[\ny \\text {-axis }\n\\]\nC. Reflection in the line\n\\[\ny=x\n\\]\nD. Reflection in the line\n\\[\ny=-x\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "272:D", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=-f(x)\\)", "AnswerAText": "Reflection in the\n\\[\nx \\text {-axis }\n\\]", "AnswerBText": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "AnswerCText": "Reflection in the line\n\\[\ny=x\n\\]", "AnswerDText": "Reflection in the line\n\\[\ny=-x\n\\]", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Reflection in the line\n\\[\ny=-x\n\\]", "MisconceptionId": "1303", "MisconceptionName": "Believes y=-f(x) is a reflection in y=-x", "prompt": "Misconception:\nBelieves y=-f(x) is a reflection in y=-x\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=-f(x)\\)\n\nOptions:\nA. Reflection in the\n\\[\nx \\text {-axis }\n\\]\nB. Reflection in the\n\\[\ny \\text {-axis }\n\\]\nC. Reflection in the line\n\\[\ny=x\n\\]\nD. Reflection in the line\n\\[\ny=-x\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "273:B", "QuestionText": "![Two angles meeting on a straight line, labelled a degrees and b degrees]() Which of the following is true?", "AnswerAText": "\\( a+b=180^{\\circ} \\)", "AnswerBText": "\\( a+b=360^{\\circ} \\)", "AnswerCText": "\\( a=b \\)", "AnswerDText": "\\( a+b=90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( a+b=360^{\\circ} \\)", "MisconceptionId": "2362", "MisconceptionName": "Believes angles on a straight line add to 360 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 360 degrees\n\nQuestion:\n![Two angles meeting on a straight line, labelled a degrees and b degrees]() Which of the following is true?\n\nOptions:\nA. \\( a+b=180^{\\circ} \\)\nB. \\( a+b=360^{\\circ} \\)\nC. \\( a=b \\)\nD. \\( a+b=90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "273:C", "QuestionText": "![Two angles meeting on a straight line, labelled a degrees and b degrees]() Which of the following is true?", "AnswerAText": "\\( a+b=180^{\\circ} \\)", "AnswerBText": "\\( a+b=360^{\\circ} \\)", "AnswerCText": "\\( a=b \\)", "AnswerDText": "\\( a+b=90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( a=b \\)", "MisconceptionId": "8", "MisconceptionName": "Student thinks that any two angles along a straight line are equal", "prompt": "Misconception:\nStudent thinks that any two angles along a straight line are equal\n\nQuestion:\n![Two angles meeting on a straight line, labelled a degrees and b degrees]() Which of the following is true?\n\nOptions:\nA. \\( a+b=180^{\\circ} \\)\nB. \\( a+b=360^{\\circ} \\)\nC. \\( a=b \\)\nD. \\( a+b=90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "273:D", "QuestionText": "![Two angles meeting on a straight line, labelled a degrees and b degrees]() Which of the following is true?", "AnswerAText": "\\( a+b=180^{\\circ} \\)", "AnswerBText": "\\( a+b=360^{\\circ} \\)", "AnswerCText": "\\( a=b \\)", "AnswerDText": "\\( a+b=90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( a+b=90^{\\circ} \\)", "MisconceptionId": "9", "MisconceptionName": "Thinks there are 180 degrees in a full turn", "prompt": "Misconception:\nThinks there are 180 degrees in a full turn\n\nQuestion:\n![Two angles meeting on a straight line, labelled a degrees and b degrees]() Which of the following is true?\n\nOptions:\nA. \\( a+b=180^{\\circ} \\)\nB. \\( a+b=360^{\\circ} \\)\nC. \\( a=b \\)\nD. \\( a+b=90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "274:A", "QuestionText": "Here are the first \\( 4 \\) terms of a linear sequence. ![A sequence of 4 patterns, that are the first 4 terms of a sequence. The first  pattern is a rectangle, made of 3 squares stacked vertically. The second  pattern is an L shape made of 4 squares, it is the same as the first pattern but with 1 square stuck to the right of the square that is at the bottom of the rectangle. The 3rd pattern is an L shape made of 5 squares. It is the same as the 2nd pattern but with 1 more square added to the right of the squares at the bottom. The 4th pattern is an L shape made of 6 squares. It is the same as the 3rd pattern but with 1 more square added to the right of the squares at the bottom ]() How many squares would be in the \\( 10^{\\text {th }} \\) term?", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nHere are the first \\( 4 \\) terms of a linear sequence. ![A sequence of 4 patterns, that are the first 4 terms of a sequence. The first  pattern is a rectangle, made of 3 squares stacked vertically. The second  pattern is an L shape made of 4 squares, it is the same as the first pattern but with 1 square stuck to the right of the square that is at the bottom of the rectangle. The 3rd pattern is an L shape made of 5 squares. It is the same as the 2nd pattern but with 1 more square added to the right of the squares at the bottom. The 4th pattern is an L shape made of 6 squares. It is the same as the 3rd pattern but with 1 more square added to the right of the squares at the bottom ]() How many squares would be in the \\( 10^{\\text {th }} \\) term?\n\nOptions:\nA. \\( 30 \\)\nB. \\( 13 \\)\nC. \\( 12 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "275:B", "QuestionText": "\\( 50.09-0.1= \\)", "AnswerAText": "\\( 49.99 \\)", "AnswerBText": "\\( 50.99 \\)", "AnswerCText": "\\( 50.08 \\)", "AnswerDText": "\\( 38.98 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 50.99 \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\n\\( 50.09-0.1= \\)\n\nOptions:\nA. \\( 49.99 \\)\nB. \\( 50.99 \\)\nC. \\( 50.08 \\)\nD. \\( 38.98 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "275:C", "QuestionText": "\\( 50.09-0.1= \\)", "AnswerAText": "\\( 49.99 \\)", "AnswerBText": "\\( 50.99 \\)", "AnswerCText": "\\( 50.08 \\)", "AnswerDText": "\\( 38.98 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 50.08 \\)", "MisconceptionId": "2346", "MisconceptionName": "When subtracting decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 50.09-0.1= \\)\n\nOptions:\nA. \\( 49.99 \\)\nB. \\( 50.99 \\)\nC. \\( 50.08 \\)\nD. \\( 38.98 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "276:A", "QuestionText": "Which element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left circle is for Set P and contains crisps in its left part, sweets in the intersection. The right circle is for set Q and contains pizza in its right part, sweets in the intersection. Outside of the circles it says chocolate.]()", "AnswerAText": "crisps", "AnswerBText": "crisps & sweets", "AnswerCText": "pizza & chocolate", "AnswerDText": "sweets, pizza & chocolate", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "crisps", "MisconceptionId": "564", "MisconceptionName": "Does not understand set notation for complement (eg. A')", "prompt": "Misconception:\nDoes not understand set notation for complement (eg. A')\n\nQuestion:\nWhich element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left circle is for Set P and contains crisps in its left part, sweets in the intersection. The right circle is for set Q and contains pizza in its right part, sweets in the intersection. Outside of the circles it says chocolate.]()\n\nOptions:\nA. crisps\nB. crisps & sweets\nC. pizza & chocolate\nD. sweets, pizza & chocolate\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "276:D", "QuestionText": "Which element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left circle is for Set P and contains crisps in its left part, sweets in the intersection. The right circle is for set Q and contains pizza in its right part, sweets in the intersection. Outside of the circles it says chocolate.]()", "AnswerAText": "crisps", "AnswerBText": "crisps & sweets", "AnswerCText": "pizza & chocolate", "AnswerDText": "sweets, pizza & chocolate", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "sweets, pizza & chocolate", "MisconceptionId": "42", "MisconceptionName": "Believes that the complement of a set includes any elements which are also in another set.", "prompt": "Misconception:\nBelieves that the complement of a set includes any elements which are also in another set.\n\nQuestion:\nWhich element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left circle is for Set P and contains crisps in its left part, sweets in the intersection. The right circle is for set Q and contains pizza in its right part, sweets in the intersection. Outside of the circles it says chocolate.]()\n\nOptions:\nA. crisps\nB. crisps & sweets\nC. pizza & chocolate\nD. sweets, pizza & chocolate\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "277:A", "QuestionText": "Look at the function machine. ![An image of two function machines. The first function machine has x as the input. The first function is divide by 3 and the second is +4. The output is 5. The second function machine is the reverse of the first so now 5 is the input but the two function boxes have been left blank.]() What would be the correct steps to solve this equation?\n\\(\\frac{x}{3}+4=5\\)", "AnswerAText": "\\( \\begin{array}{l}\\times 3 \\\\ -4\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}\\div 3 \\\\ +4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{r}+4 \\\\ \\times 3\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}-4 \\\\ \\times 3\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}\\times 3 \\\\ -4\\end{array} \\)", "MisconceptionId": "1026", "MisconceptionName": "Does not reverse the order of operations when finding the input of a function machine", "prompt": "Misconception:\nDoes not reverse the order of operations when finding the input of a function machine\n\nQuestion:\nLook at the function machine. ![An image of two function machines. The first function machine has x as the input. The first function is divide by 3 and the second is +4. The output is 5. The second function machine is the reverse of the first so now 5 is the input but the two function boxes have been left blank.]() What would be the correct steps to solve this equation?\n\\(\\frac{x}{3}+4=5\\)\n\nOptions:\nA. \\( \\begin{array}{l}\\times 3 \\\\ -4\\end{array} \\)\nB. \\( \\begin{array}{l}\\div 3 \\\\ +4\\end{array} \\)\nC. \\( \\begin{array}{r}+4 \\\\ \\times 3\\end{array} \\)\nD. \\( \\begin{array}{l}-4 \\\\ \\times 3\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "278:A", "QuestionText": "Which number line represents \\( -3<x \\leq 1 \\) ?", "AnswerAText": "![A number line with a hollow circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a filled in circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "AnswerBText": "![A number line with a hollow circle above -3 connected to a filled in circle above 1.]()", "AnswerCText": "![A number line with a filled in circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a hollow circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "AnswerDText": "![A number line with a filled in circle above -3 connected to a hollow circle above 1.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![A number line with a hollow circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a filled in circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich number line represents \\( -3<x \\leq 1 \\) ?\n\nOptions:\nA. ![A number line with a hollow circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a filled in circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()\nB. ![A number line with a hollow circle above -3 connected to a filled in circle above 1.]()\nC. ![A number line with a filled in circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a hollow circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()\nD. ![A number line with a filled in circle above -3 connected to a hollow circle above 1.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "278:D", "QuestionText": "Which number line represents \\( -3<x \\leq 1 \\) ?", "AnswerAText": "![A number line with a hollow circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a filled in circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "AnswerBText": "![A number line with a hollow circle above -3 connected to a filled in circle above 1.]()", "AnswerCText": "![A number line with a filled in circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a hollow circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "AnswerDText": "![A number line with a filled in circle above -3 connected to a hollow circle above 1.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![A number line with a filled in circle above -3 connected to a hollow circle above 1.]()", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich number line represents \\( -3<x \\leq 1 \\) ?\n\nOptions:\nA. ![A number line with a hollow circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a filled in circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()\nB. ![A number line with a hollow circle above -3 connected to a filled in circle above 1.]()\nC. ![A number line with a filled in circle above -3 and an arrow coming out of it over the numbers -4, -5 etc and a hollow circle above 1 with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()\nD. ![A number line with a filled in circle above -3 connected to a hollow circle above 1.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "279:A", "QuestionText": "Which diagram shows an angle of \\( 325^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 40 and 30 (inner scale) and halfway between 140 and 150 (outer scale).]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()", "MisconceptionId": "1188", "MisconceptionName": "Reads the wrong scale on the protractor when measuring obtuse angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring obtuse angles\n\nQuestion:\nWhich diagram shows an angle of \\( 325^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 40 and 30 (inner scale) and halfway between 140 and 150 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "279:B", "QuestionText": "Which diagram shows an angle of \\( 325^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 40 and 30 (inner scale) and halfway between 140 and 150 (outer scale).]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()", "MisconceptionId": "2251", "MisconceptionName": "Chooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes", "prompt": "Misconception:\nChooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes\n\nQuestion:\nWhich diagram shows an angle of \\( 325^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 40 and 30 (inner scale) and halfway between 140 and 150 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "279:C", "QuestionText": "Which diagram shows an angle of \\( 325^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 40 and 30 (inner scale) and halfway between 140 and 150 (outer scale).]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()", "MisconceptionId": "1188", "MisconceptionName": "Reads the wrong scale on the protractor when measuring obtuse angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring obtuse angles\n\nQuestion:\nWhich diagram shows an angle of \\( 325^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 160 and 150 (inner scale) and halfway between 20 and 30 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 30 and 20 (inner scale) and halfway between 150 and 160 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 150 and 140 (inner scale) and halfway between 30 and 40 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out a reflex angle. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, clockwise around to the red line that is half way between 40 and 30 (inner scale) and halfway between 140 and 150 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "280:A", "QuestionText": "The two lines marked are... ![Trapezium with parallel sides labelled]()", "AnswerAText": "Perpendicular", "AnswerBText": "Vertical", "AnswerCText": "Equal", "AnswerDText": "Parallel", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Perpendicular", "MisconceptionId": "1917", "MisconceptionName": "Confuses the meaning of parallel and perpendicular", "prompt": "Misconception:\nConfuses the meaning of parallel and perpendicular\n\nQuestion:\nThe two lines marked are... ![Trapezium with parallel sides labelled]()\n\nOptions:\nA. Perpendicular\nB. Vertical\nC. Equal\nD. Parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "280:B", "QuestionText": "The two lines marked are... ![Trapezium with parallel sides labelled]()", "AnswerAText": "Perpendicular", "AnswerBText": "Vertical", "AnswerCText": "Equal", "AnswerDText": "Parallel", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Vertical", "MisconceptionId": "1480", "MisconceptionName": "Does not recognise the notation for parallel sides", "prompt": "Misconception:\nDoes not recognise the notation for parallel sides\n\nQuestion:\nThe two lines marked are... ![Trapezium with parallel sides labelled]()\n\nOptions:\nA. Perpendicular\nB. Vertical\nC. Equal\nD. Parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "280:C", "QuestionText": "The two lines marked are... ![Trapezium with parallel sides labelled]()", "AnswerAText": "Perpendicular", "AnswerBText": "Vertical", "AnswerCText": "Equal", "AnswerDText": "Parallel", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Equal", "MisconceptionId": "1480", "MisconceptionName": "Does not recognise the notation for parallel sides", "prompt": "Misconception:\nDoes not recognise the notation for parallel sides\n\nQuestion:\nThe two lines marked are... ![Trapezium with parallel sides labelled]()\n\nOptions:\nA. Perpendicular\nB. Vertical\nC. Equal\nD. Parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "281:B", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x_{n}{ }^{3}}{9}\\)\n\nIf \\( x_{0}=0 \\), what does \\( x_{1} \\) equal? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()", "AnswerAText": "\\( \\frac{8}{9} \\)", "AnswerBText": "\\( \\frac{7}{9} \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( \\frac{1}{9} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{7}{9} \\)", "MisconceptionId": "1278", "MisconceptionName": "Believes the subscript in iteration notation is the value to be substituted", "prompt": "Misconception:\nBelieves the subscript in iteration notation is the value to be substituted\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nTo find the value of \\( x \\), Sally uses:\n\\(x_{n+1}=\\frac{8}{9}-\\frac{x_{n}{ }^{3}}{9}\\)\n\nIf \\( x_{0}=0 \\), what does \\( x_{1} \\) equal? ![A rectangle with the base labelled x and the perpendicular height labelled x^2 + 9]()\n\nOptions:\nA. \\( \\frac{8}{9} \\)\nB. \\( \\frac{7}{9} \\)\nC. \\( 0 \\)\nD. \\( \\frac{1}{9} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "282:A", "QuestionText": "\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Tilted rhombus with top left vertex labelled A, top right vertex labelled B, bottom left vertex labelled D and bottom right vertex labelled C.]()", "AnswerAText": "\\( A B \\) and \\( B C \\)", "AnswerBText": "\\( A C \\) and \\( D B \\)", "AnswerCText": "\\( A B \\) and \\( D C \\)", "AnswerDText": "None of them", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( A B \\) and \\( B C \\)", "MisconceptionId": "2102", "MisconceptionName": "Believes adjacent sides of a rhombus are always perpendicular", "prompt": "Misconception:\nBelieves adjacent sides of a rhombus are always perpendicular\n\nQuestion:\n\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Tilted rhombus with top left vertex labelled A, top right vertex labelled B, bottom left vertex labelled D and bottom right vertex labelled C.]()\n\nOptions:\nA. \\( A B \\) and \\( B C \\)\nB. \\( A C \\) and \\( D B \\)\nC. \\( A B \\) and \\( D C \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "282:C", "QuestionText": "\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Tilted rhombus with top left vertex labelled A, top right vertex labelled B, bottom left vertex labelled D and bottom right vertex labelled C.]()", "AnswerAText": "\\( A B \\) and \\( B C \\)", "AnswerBText": "\\( A C \\) and \\( D B \\)", "AnswerCText": "\\( A B \\) and \\( D C \\)", "AnswerDText": "None of them", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( A B \\) and \\( D C \\)", "MisconceptionId": "1917", "MisconceptionName": "Confuses the meaning of parallel and perpendicular", "prompt": "Misconception:\nConfuses the meaning of parallel and perpendicular\n\nQuestion:\n\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Tilted rhombus with top left vertex labelled A, top right vertex labelled B, bottom left vertex labelled D and bottom right vertex labelled C.]()\n\nOptions:\nA. \\( A B \\) and \\( B C \\)\nB. \\( A C \\) and \\( D B \\)\nC. \\( A B \\) and \\( D C \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "282:D", "QuestionText": "\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Tilted rhombus with top left vertex labelled A, top right vertex labelled B, bottom left vertex labelled D and bottom right vertex labelled C.]()", "AnswerAText": "\\( A B \\) and \\( B C \\)", "AnswerBText": "\\( A C \\) and \\( D B \\)", "AnswerCText": "\\( A B \\) and \\( D C \\)", "AnswerDText": "None of them", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "None of them", "MisconceptionId": "2493", "MisconceptionName": "Does not know the properties of a rhombus", "prompt": "Misconception:\nDoes not know the properties of a rhombus\n\nQuestion:\n\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Tilted rhombus with top left vertex labelled A, top right vertex labelled B, bottom left vertex labelled D and bottom right vertex labelled C.]()\n\nOptions:\nA. \\( A B \\) and \\( B C \\)\nB. \\( A C \\) and \\( D B \\)\nC. \\( A B \\) and \\( D C \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "283:A", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the following points: (-3,-3) (-2,-2) (-1,-1) (0,0) (1,1) (2,2) and (3,3).]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( x \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "2500", "MisconceptionName": "Believes the gradient of a line is given by an intercept", "prompt": "Misconception:\nBelieves the gradient of a line is given by an intercept\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the following points: (-3,-3) (-2,-2) (-1,-1) (0,0) (1,1) (2,2) and (3,3).]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( x \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "283:C", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the following points: (-3,-3) (-2,-2) (-1,-1) (0,0) (1,1) (2,2) and (3,3).]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( x \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( x \\)", "MisconceptionId": "2127", "MisconceptionName": "Thinks the gradient of a line includes the variable x", "prompt": "Misconception:\nThinks the gradient of a line includes the variable x\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the following points: (-3,-3) (-2,-2) (-1,-1) (0,0) (1,1) (2,2) and (3,3).]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( x \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "284:A", "QuestionText": "How do you write this number in words?\n\n\\( 60302 \\)", "AnswerAText": "Six hundred and thirty-two", "AnswerBText": "Six thousand three hundred and two", "AnswerCText": "Sixty thousand and thirty-two", "AnswerDText": "Sixty thousand three hundred and two", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Six hundred and thirty-two", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nHow do you write this number in words?\n\n\\( 60302 \\)\n\nOptions:\nA. Six hundred and thirty-two\nB. Six thousand three hundred and two\nC. Sixty thousand and thirty-two\nD. Sixty thousand three hundred and two\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "284:B", "QuestionText": "How do you write this number in words?\n\n\\( 60302 \\)", "AnswerAText": "Six hundred and thirty-two", "AnswerBText": "Six thousand three hundred and two", "AnswerCText": "Sixty thousand and thirty-two", "AnswerDText": "Sixty thousand three hundred and two", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Six thousand three hundred and two", "MisconceptionId": "22", "MisconceptionName": "Confuses the ten thousands and thousands place value columns", "prompt": "Misconception:\nConfuses the ten thousands and thousands place value columns\n\nQuestion:\nHow do you write this number in words?\n\n\\( 60302 \\)\n\nOptions:\nA. Six hundred and thirty-two\nB. Six thousand three hundred and two\nC. Sixty thousand and thirty-two\nD. Sixty thousand three hundred and two\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "284:C", "QuestionText": "How do you write this number in words?\n\n\\( 60302 \\)", "AnswerAText": "Six hundred and thirty-two", "AnswerBText": "Six thousand three hundred and two", "AnswerCText": "Sixty thousand and thirty-two", "AnswerDText": "Sixty thousand three hundred and two", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Sixty thousand and thirty-two", "MisconceptionId": "2546", "MisconceptionName": "Confuses the hundreds and tens place value columns", "prompt": "Misconception:\nConfuses the hundreds and tens place value columns\n\nQuestion:\nHow do you write this number in words?\n\n\\( 60302 \\)\n\nOptions:\nA. Six hundred and thirty-two\nB. Six thousand three hundred and two\nC. Sixty thousand and thirty-two\nD. Sixty thousand three hundred and two\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "285:A", "QuestionText": "Rearrange the following equation to make \\( \\omega \\) the subject \\( F=r \\omega^{2} \\)", "AnswerAText": "\\( \\omega=r F^{2} \\)", "AnswerBText": "\\( \\omega=\\sqrt{\\frac{F}{r}} \\)", "AnswerCText": "\\( \\omega=\\sqrt{r F} \\)", "AnswerDText": "\\( \\omega=\\frac{\\sqrt{F}}{r} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\omega=r F^{2} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nRearrange the following equation to make \\( \\omega \\) the subject \\( F=r \\omega^{2} \\)\n\nOptions:\nA. \\( \\omega=r F^{2} \\)\nB. \\( \\omega=\\sqrt{\\frac{F}{r}} \\)\nC. \\( \\omega=\\sqrt{r F} \\)\nD. \\( \\omega=\\frac{\\sqrt{F}}{r} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "285:C", "QuestionText": "Rearrange the following equation to make \\( \\omega \\) the subject \\( F=r \\omega^{2} \\)", "AnswerAText": "\\( \\omega=r F^{2} \\)", "AnswerBText": "\\( \\omega=\\sqrt{\\frac{F}{r}} \\)", "AnswerCText": "\\( \\omega=\\sqrt{r F} \\)", "AnswerDText": "\\( \\omega=\\frac{\\sqrt{F}}{r} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\omega=\\sqrt{r F} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nRearrange the following equation to make \\( \\omega \\) the subject \\( F=r \\omega^{2} \\)\n\nOptions:\nA. \\( \\omega=r F^{2} \\)\nB. \\( \\omega=\\sqrt{\\frac{F}{r}} \\)\nC. \\( \\omega=\\sqrt{r F} \\)\nD. \\( \\omega=\\frac{\\sqrt{F}}{r} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "285:D", "QuestionText": "Rearrange the following equation to make \\( \\omega \\) the subject \\( F=r \\omega^{2} \\)", "AnswerAText": "\\( \\omega=r F^{2} \\)", "AnswerBText": "\\( \\omega=\\sqrt{\\frac{F}{r}} \\)", "AnswerCText": "\\( \\omega=\\sqrt{r F} \\)", "AnswerDText": "\\( \\omega=\\frac{\\sqrt{F}}{r} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\omega=\\frac{\\sqrt{F}}{r} \\)", "MisconceptionId": "256", "MisconceptionName": "Does not reverse the order of operations when solving an equation", "prompt": "Misconception:\nDoes not reverse the order of operations when solving an equation\n\nQuestion:\nRearrange the following equation to make \\( \\omega \\) the subject \\( F=r \\omega^{2} \\)\n\nOptions:\nA. \\( \\omega=r F^{2} \\)\nB. \\( \\omega=\\sqrt{\\frac{F}{r}} \\)\nC. \\( \\omega=\\sqrt{r F} \\)\nD. \\( \\omega=\\frac{\\sqrt{F}}{r} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "286:B", "QuestionText": "\\(\n2 \\frac{2}{3} \\div 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 1 \\frac{1}{3} \\)", "AnswerBText": "\\( 1 \\frac{2}{3} \\)", "AnswerCText": "\\( 2 \\frac{1}{3} \\)", "AnswerDText": "\\( \\frac{3}{4} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1 \\frac{2}{3} \\)", "MisconceptionId": "1418", "MisconceptionName": "When the dividend is a mixed number and the divisor is an integer, thinks they only perform the calculation with the integers.", "prompt": "Misconception:\nWhen the dividend is a mixed number and the divisor is an integer, thinks they only perform the calculation with the integers.\n\nQuestion:\n\\(\n2 \\frac{2}{3} \\div 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 1 \\frac{1}{3} \\)\nB. \\( 1 \\frac{2}{3} \\)\nC. \\( 2 \\frac{1}{3} \\)\nD. \\( \\frac{3}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "286:C", "QuestionText": "\\(\n2 \\frac{2}{3} \\div 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 1 \\frac{1}{3} \\)", "AnswerBText": "\\( 1 \\frac{2}{3} \\)", "AnswerCText": "\\( 2 \\frac{1}{3} \\)", "AnswerDText": "\\( \\frac{3}{4} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 \\frac{1}{3} \\)", "MisconceptionId": "983", "MisconceptionName": "When the dividend is a mixed number and the divisor is an integer, thinks they only divide the fraction by the integer.", "prompt": "Misconception:\nWhen the dividend is a mixed number and the divisor is an integer, thinks they only divide the fraction by the integer.\n\nQuestion:\n\\(\n2 \\frac{2}{3} \\div 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 1 \\frac{1}{3} \\)\nB. \\( 1 \\frac{2}{3} \\)\nC. \\( 2 \\frac{1}{3} \\)\nD. \\( \\frac{3}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "286:D", "QuestionText": "\\(\n2 \\frac{2}{3} \\div 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 1 \\frac{1}{3} \\)", "AnswerBText": "\\( 1 \\frac{2}{3} \\)", "AnswerCText": "\\( 2 \\frac{1}{3} \\)", "AnswerDText": "\\( \\frac{3}{4} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{3}{4} \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n\\(\n2 \\frac{2}{3} \\div 2\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 1 \\frac{1}{3} \\)\nB. \\( 1 \\frac{2}{3} \\)\nC. \\( 2 \\frac{1}{3} \\)\nD. \\( \\frac{3}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "287:B", "QuestionText": "Tom and Katie are discussing units of time \nTom says days is a unit of time \nKatie says \\( \\mathrm{km} / \\mathrm{h} \\) is a unit of time \nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "2507", "MisconceptionName": "Mistakes unit of speed for unit of time", "prompt": "Misconception:\nMistakes unit of speed for unit of time\n\nQuestion:\nTom and Katie are discussing units of time \nTom says days is a unit of time \nKatie says \\( \\mathrm{km} / \\mathrm{h} \\) is a unit of time \nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "287:C", "QuestionText": "Tom and Katie are discussing units of time \nTom says days is a unit of time \nKatie says \\( \\mathrm{km} / \\mathrm{h} \\) is a unit of time \nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2507", "MisconceptionName": "Mistakes unit of speed for unit of time", "prompt": "Misconception:\nMistakes unit of speed for unit of time\n\nQuestion:\nTom and Katie are discussing units of time \nTom says days is a unit of time \nKatie says \\( \\mathrm{km} / \\mathrm{h} \\) is a unit of time \nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "287:D", "QuestionText": "Tom and Katie are discussing units of time \nTom says days is a unit of time \nKatie says \\( \\mathrm{km} / \\mathrm{h} \\) is a unit of time \nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1373", "MisconceptionName": "Does not recognise a unit of time", "prompt": "Misconception:\nDoes not recognise a unit of time\n\nQuestion:\nTom and Katie are discussing units of time \nTom says days is a unit of time \nKatie says \\( \\mathrm{km} / \\mathrm{h} \\) is a unit of time \nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "288:A", "QuestionText": "\\(\nF=3^{a}\n\\)\n\nWhat is the value of \\( F \\) when \\( a=-5 \\) ?", "AnswerAText": "\\( -243 \\)", "AnswerBText": "\\( -\\frac{1}{243} \\)", "AnswerCText": "\\( -15 \\)", "AnswerDText": "\\( \\frac{1}{243} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -243 \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\n\\(\nF=3^{a}\n\\)\n\nWhat is the value of \\( F \\) when \\( a=-5 \\) ?\n\nOptions:\nA. \\( -243 \\)\nB. \\( -\\frac{1}{243} \\)\nC. \\( -15 \\)\nD. \\( \\frac{1}{243} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "288:B", "QuestionText": "\\(\nF=3^{a}\n\\)\n\nWhat is the value of \\( F \\) when \\( a=-5 \\) ?", "AnswerAText": "\\( -243 \\)", "AnswerBText": "\\( -\\frac{1}{243} \\)", "AnswerCText": "\\( -15 \\)", "AnswerDText": "\\( \\frac{1}{243} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -\\frac{1}{243} \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\n\\(\nF=3^{a}\n\\)\n\nWhat is the value of \\( F \\) when \\( a=-5 \\) ?\n\nOptions:\nA. \\( -243 \\)\nB. \\( -\\frac{1}{243} \\)\nC. \\( -15 \\)\nD. \\( \\frac{1}{243} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "288:C", "QuestionText": "\\(\nF=3^{a}\n\\)\n\nWhat is the value of \\( F \\) when \\( a=-5 \\) ?", "AnswerAText": "\\( -243 \\)", "AnswerBText": "\\( -\\frac{1}{243} \\)", "AnswerCText": "\\( -15 \\)", "AnswerDText": "\\( \\frac{1}{243} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -15 \\)", "MisconceptionId": "1792", "MisconceptionName": "Has multiplied the base number and the power", "prompt": "Misconception:\nHas multiplied the base number and the power\n\nQuestion:\n\\(\nF=3^{a}\n\\)\n\nWhat is the value of \\( F \\) when \\( a=-5 \\) ?\n\nOptions:\nA. \\( -243 \\)\nB. \\( -\\frac{1}{243} \\)\nC. \\( -15 \\)\nD. \\( \\frac{1}{243} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "289:A", "QuestionText": "Charlotte is trying to solve this problem using long multiplication.\n\nWhat should replace the star as the tens digit in her final answer? \\( 538 \\times 7 \\) \\begin{tabular}{r|r|r|r|}\n\\(\\space\\) & \\( 5 \\) & \\( 3 \\) & \\( 8 \\) \\\\\n\\( \\times \\) & \\(\\space\\) & \\(\\space\\) & \\( 7 \\) \\\\\n\\hline & \\(\\space\\) & \\(\\bigstar\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "350", "MisconceptionName": "Forgets to carry the tens when doing column multiplication", "prompt": "Misconception:\nForgets to carry the tens when doing column multiplication\n\nQuestion:\nCharlotte is trying to solve this problem using long multiplication.\n\nWhat should replace the star as the tens digit in her final answer? \\( 538 \\times 7 \\) \\begin{tabular}{r|r|r|r|}\n\\(\\space\\) & \\( 5 \\) & \\( 3 \\) & \\( 8 \\) \\\\\n\\( \\times \\) & \\(\\space\\) & \\(\\space\\) & \\( 7 \\) \\\\\n\\hline & \\(\\space\\) & \\(\\bigstar\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 1 \\)\nB. \\( 6 \\)\nC. \\( 0 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "289:C", "QuestionText": "Charlotte is trying to solve this problem using long multiplication.\n\nWhat should replace the star as the tens digit in her final answer? \\( 538 \\times 7 \\) \\begin{tabular}{r|r|r|r|}\n\\(\\space\\) & \\( 5 \\) & \\( 3 \\) & \\( 8 \\) \\\\\n\\( \\times \\) & \\(\\space\\) & \\(\\space\\) & \\( 7 \\) \\\\\n\\hline & \\(\\space\\) & \\(\\bigstar\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1334", "MisconceptionName": "Tries to multiply within place value columns during column multiplication", "prompt": "Misconception:\nTries to multiply within place value columns during column multiplication\n\nQuestion:\nCharlotte is trying to solve this problem using long multiplication.\n\nWhat should replace the star as the tens digit in her final answer? \\( 538 \\times 7 \\) \\begin{tabular}{r|r|r|r|}\n\\(\\space\\) & \\( 5 \\) & \\( 3 \\) & \\( 8 \\) \\\\\n\\( \\times \\) & \\(\\space\\) & \\(\\space\\) & \\( 7 \\) \\\\\n\\hline & \\(\\space\\) & \\(\\bigstar\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 1 \\)\nB. \\( 6 \\)\nC. \\( 0 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "290:C", "QuestionText": "Which of these could be used as a counter - example to disprove Katie's theory that \\( 2 n^{2}-1 \\) is positive?", "AnswerAText": "\\( 2\\left(\\frac{3}{4}\\right)^{2}-1 \\)", "AnswerBText": "\\( 2(0.5)^{2}-1 \\)", "AnswerCText": "\\( 2(-2)^{2}-1 \\)", "AnswerDText": "\\( 2(-1)^{2}-1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2(-2)^{2}-1 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich of these could be used as a counter - example to disprove Katie's theory that \\( 2 n^{2}-1 \\) is positive?\n\nOptions:\nA. \\( 2\\left(\\frac{3}{4}\\right)^{2}-1 \\)\nB. \\( 2(0.5)^{2}-1 \\)\nC. \\( 2(-2)^{2}-1 \\)\nD. \\( 2(-1)^{2}-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "290:D", "QuestionText": "Which of these could be used as a counter - example to disprove Katie's theory that \\( 2 n^{2}-1 \\) is positive?", "AnswerAText": "\\( 2\\left(\\frac{3}{4}\\right)^{2}-1 \\)", "AnswerBText": "\\( 2(0.5)^{2}-1 \\)", "AnswerCText": "\\( 2(-2)^{2}-1 \\)", "AnswerDText": "\\( 2(-1)^{2}-1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2(-1)^{2}-1 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich of these could be used as a counter - example to disprove Katie's theory that \\( 2 n^{2}-1 \\) is positive?\n\nOptions:\nA. \\( 2\\left(\\frac{3}{4}\\right)^{2}-1 \\)\nB. \\( 2(0.5)^{2}-1 \\)\nC. \\( 2(-2)^{2}-1 \\)\nD. \\( 2(-1)^{2}-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "291:C", "QuestionText": "What is the value of \\( l \\) in these simultaneous equations?\n\\(\n\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\n\\)", "AnswerAText": "\\( l=-1 \\)", "AnswerBText": "\\( l=5 \\)", "AnswerCText": "\\( l=1 \\)", "AnswerDText": "\\( l=4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( l=1 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nWhat is the value of \\( l \\) in these simultaneous equations?\n\\(\n\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\n\\)\n\nOptions:\nA. \\( l=-1 \\)\nB. \\( l=5 \\)\nC. \\( l=1 \\)\nD. \\( l=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "292:D", "QuestionText": "\\( \\frac{1}{3} \\times(-6)= \\)", "AnswerAText": "\\( -18 \\)", "AnswerBText": "\\( -\\frac{6}{18} \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( -\\frac{1}{18} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -\\frac{1}{18} \\)", "MisconceptionId": "78", "MisconceptionName": "When multiplying a fraction by an integer, multiplies the denominator instead of the numerator", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies the denominator instead of the numerator\n\nQuestion:\n\\( \\frac{1}{3} \\times(-6)= \\)\n\nOptions:\nA. \\( -18 \\)\nB. \\( -\\frac{6}{18} \\)\nC. \\( -2 \\)\nD. \\( -\\frac{1}{18} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "293:A", "QuestionText": "Tom and Katie are discussing bar models. Tom says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l}\n\\hline \\( 5 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l|l|l|l|}\n\\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nTom and Katie are discussing bar models. Tom says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l}\n\\hline \\( 5 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l|l|l|l|}\n\\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "293:C", "QuestionText": "Tom and Katie are discussing bar models. Tom says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l}\n\\hline \\( 5 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l|l|l|l|}\n\\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nTom and Katie are discussing bar models. Tom says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l}\n\\hline \\( 5 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l|l|l|l|}\n\\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "293:D", "QuestionText": "Tom and Katie are discussing bar models. Tom says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l}\n\\hline \\( 5 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l|l|l|l|}\n\\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nTom and Katie are discussing bar models. Tom says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l}\n\\hline \\( 5 \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Katie says this bar model represents \\( 5 x \\) \\begin{tabular}{l|l|l|l|l|}\n\\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) & \\( x \\) \\\\\n\\hline\n\\end{tabular} Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "294:A", "QuestionText": "Tom and Katie are discussing regular polygons Tom says this is a regular polygon: ![A rhombus]() Katie says this is a regular polygon: ![A rectangle]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "294", "MisconceptionName": "Thinks that only the sides need to be equal for a polygon to be regular", "prompt": "Misconception:\nThinks that only the sides need to be equal for a polygon to be regular\n\nQuestion:\nTom and Katie are discussing regular polygons Tom says this is a regular polygon: ![A rhombus]() Katie says this is a regular polygon: ![A rectangle]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "294:B", "QuestionText": "Tom and Katie are discussing regular polygons Tom says this is a regular polygon: ![A rhombus]() Katie says this is a regular polygon: ![A rectangle]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2104", "MisconceptionName": "Thinks that only the angles need to be the same for a polygon to be regular", "prompt": "Misconception:\nThinks that only the angles need to be the same for a polygon to be regular\n\nQuestion:\nTom and Katie are discussing regular polygons Tom says this is a regular polygon: ![A rhombus]() Katie says this is a regular polygon: ![A rectangle]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "294:C", "QuestionText": "Tom and Katie are discussing regular polygons Tom says this is a regular polygon: ![A rhombus]() Katie says this is a regular polygon: ![A rectangle]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "570", "MisconceptionName": "Does not understand that all angles and sides must be equal for regular shapes", "prompt": "Misconception:\nDoes not understand that all angles and sides must be equal for regular shapes\n\nQuestion:\nTom and Katie are discussing regular polygons Tom says this is a regular polygon: ![A rhombus]() Katie says this is a regular polygon: ![A rectangle]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "295:B", "QuestionText": "This is a part of the table of values for the equation\n\\(\ny=x^{2}-1\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 5 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(\ny=x^{2}-1\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 5 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 9 \\)\nC. \\( 16 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "295:C", "QuestionText": "This is a part of the table of values for the equation\n\\(\ny=x^{2}-1\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 5 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(\ny=x^{2}-1\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 5 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 9 \\)\nC. \\( 16 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "296:B", "QuestionText": "Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat total should replace the square? \\( \\begin{array}{l} \\frac{ ?\\pm \\sqrt{9-(-40)}}{?} \\\\ = \\frac{ ?\\pm \\sqrt{\\square}}{?} \\end{array} \\)", "AnswerAText": "\\( 31 \\)", "AnswerBText": "\\( -49 \\)", "AnswerCText": "\\( 49 \\)", "AnswerDText": "\\( -31 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -49 \\)", "MisconceptionId": "1135", "MisconceptionName": "When subtracting a negative number, adds the absolute values and then writes the answer with a negative sign", "prompt": "Misconception:\nWhen subtracting a negative number, adds the absolute values and then writes the answer with a negative sign\n\nQuestion:\nMo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat total should replace the square? \\( \\begin{array}{l} \\frac{ ?\\pm \\sqrt{9-(-40)}}{?} \\\\ = \\frac{ ?\\pm \\sqrt{\\square}}{?} \\end{array} \\)\n\nOptions:\nA. \\( 31 \\)\nB. \\( -49 \\)\nC. \\( 49 \\)\nD. \\( -31 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "296:D", "QuestionText": "Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat total should replace the square? \\( \\begin{array}{l} \\frac{ ?\\pm \\sqrt{9-(-40)}}{?} \\\\ = \\frac{ ?\\pm \\sqrt{\\square}}{?} \\end{array} \\)", "AnswerAText": "\\( 31 \\)", "AnswerBText": "\\( -49 \\)", "AnswerCText": "\\( 49 \\)", "AnswerDText": "\\( -31 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -31 \\)", "MisconceptionId": "2566", "MisconceptionName": "When subtracting a negative number, subtracts the absolute value rather than adding it", "prompt": "Misconception:\nWhen subtracting a negative number, subtracts the absolute value rather than adding it\n\nQuestion:\nMo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat total should replace the square? \\( \\begin{array}{l} \\frac{ ?\\pm \\sqrt{9-(-40)}}{?} \\\\ = \\frac{ ?\\pm \\sqrt{\\square}}{?} \\end{array} \\)\n\nOptions:\nA. \\( 31 \\)\nB. \\( -49 \\)\nC. \\( 49 \\)\nD. \\( -31 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "297:A", "QuestionText": "Which of the following is a correct way to describe the highlighted side of this shape? ![A  4 sided shape with two pairs of parallel sides. Each vertex (corner) is labelled with a letter. The bottom right is S, the bottom left is P, the top left is Q and the top right is R. The side joining P and Q is highlighted in red.]()", "AnswerAText": "\\( Q \\)", "AnswerBText": "P", "AnswerCText": "QPRS", "AnswerDText": "\\( Q P \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( Q \\)", "MisconceptionId": "1393", "MisconceptionName": "Does not know that a single letter labels a vertex", "prompt": "Misconception:\nDoes not know that a single letter labels a vertex\n\nQuestion:\nWhich of the following is a correct way to describe the highlighted side of this shape? ![A  4 sided shape with two pairs of parallel sides. Each vertex (corner) is labelled with a letter. The bottom right is S, the bottom left is P, the top left is Q and the top right is R. The side joining P and Q is highlighted in red.]()\n\nOptions:\nA. \\( Q \\)\nB. P\nC. QPRS\nD. \\( Q P \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "297:B", "QuestionText": "Which of the following is a correct way to describe the highlighted side of this shape? ![A  4 sided shape with two pairs of parallel sides. Each vertex (corner) is labelled with a letter. The bottom right is S, the bottom left is P, the top left is Q and the top right is R. The side joining P and Q is highlighted in red.]()", "AnswerAText": "\\( Q \\)", "AnswerBText": "P", "AnswerCText": "QPRS", "AnswerDText": "\\( Q P \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "P", "MisconceptionId": "1393", "MisconceptionName": "Does not know that a single letter labels a vertex", "prompt": "Misconception:\nDoes not know that a single letter labels a vertex\n\nQuestion:\nWhich of the following is a correct way to describe the highlighted side of this shape? ![A  4 sided shape with two pairs of parallel sides. Each vertex (corner) is labelled with a letter. The bottom right is S, the bottom left is P, the top left is Q and the top right is R. The side joining P and Q is highlighted in red.]()\n\nOptions:\nA. \\( Q \\)\nB. P\nC. QPRS\nD. \\( Q P \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "297:C", "QuestionText": "Which of the following is a correct way to describe the highlighted side of this shape? ![A  4 sided shape with two pairs of parallel sides. Each vertex (corner) is labelled with a letter. The bottom right is S, the bottom left is P, the top left is Q and the top right is R. The side joining P and Q is highlighted in red.]()", "AnswerAText": "\\( Q \\)", "AnswerBText": "P", "AnswerCText": "QPRS", "AnswerDText": "\\( Q P \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "QPRS", "MisconceptionId": "1790", "MisconceptionName": "Does not know the correct notation for labelling a side length", "prompt": "Misconception:\nDoes not know the correct notation for labelling a side length\n\nQuestion:\nWhich of the following is a correct way to describe the highlighted side of this shape? ![A  4 sided shape with two pairs of parallel sides. Each vertex (corner) is labelled with a letter. The bottom right is S, the bottom left is P, the top left is Q and the top right is R. The side joining P and Q is highlighted in red.]()\n\nOptions:\nA. \\( Q \\)\nB. P\nC. QPRS\nD. \\( Q P \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "298:C", "QuestionText": "\\( 5 p^{2} \\times 2 p q \\equiv \\)", "AnswerAText": "\\( 10 p q^{3} \\)", "AnswerBText": "\\( 10 p^{3} q \\)", "AnswerCText": "\\( 7 p^{3} q \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 7 p^{3} q \\)", "MisconceptionId": "2085", "MisconceptionName": "Adds instead of multiplies when multiplying algebraic terms", "prompt": "Misconception:\nAdds instead of multiplies when multiplying algebraic terms\n\nQuestion:\n\\( 5 p^{2} \\times 2 p q \\equiv \\)\n\nOptions:\nA. \\( 10 p q^{3} \\)\nB. \\( 10 p^{3} q \\)\nC. \\( 7 p^{3} q \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "298:D", "QuestionText": "\\( 5 p^{2} \\times 2 p q \\equiv \\)", "AnswerAText": "\\( 10 p q^{3} \\)", "AnswerBText": "\\( 10 p^{3} q \\)", "AnswerCText": "\\( 7 p^{3} q \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "346", "MisconceptionName": "Does not understand how to multiply algebraic terms", "prompt": "Misconception:\nDoes not understand how to multiply algebraic terms\n\nQuestion:\n\\( 5 p^{2} \\times 2 p q \\equiv \\)\n\nOptions:\nA. \\( 10 p q^{3} \\)\nB. \\( 10 p^{3} q \\)\nC. \\( 7 p^{3} q \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "299:A", "QuestionText": "Tom and Katie are discussing this bar model ![A comparison bar model showing 188 is the same as four lots of 47]() Tom uses the bar model to write:\n\\[\n188 \\div 4=47\n\\] Katie uses the bar model to write:\n\\[\n188 \\div 47=4\n\\] Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1839", "MisconceptionName": "Does not know how to use a bar model to write division facts", "prompt": "Misconception:\nDoes not know how to use a bar model to write division facts\n\nQuestion:\nTom and Katie are discussing this bar model ![A comparison bar model showing 188 is the same as four lots of 47]() Tom uses the bar model to write:\n\\[\n188 \\div 4=47\n\\] Katie uses the bar model to write:\n\\[\n188 \\div 47=4\n\\] Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "299:B", "QuestionText": "Tom and Katie are discussing this bar model ![A comparison bar model showing 188 is the same as four lots of 47]() Tom uses the bar model to write:\n\\[\n188 \\div 4=47\n\\] Katie uses the bar model to write:\n\\[\n188 \\div 47=4\n\\] Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1839", "MisconceptionName": "Does not know how to use a bar model to write division facts", "prompt": "Misconception:\nDoes not know how to use a bar model to write division facts\n\nQuestion:\nTom and Katie are discussing this bar model ![A comparison bar model showing 188 is the same as four lots of 47]() Tom uses the bar model to write:\n\\[\n188 \\div 4=47\n\\] Katie uses the bar model to write:\n\\[\n188 \\div 47=4\n\\] Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "299:D", "QuestionText": "Tom and Katie are discussing this bar model ![A comparison bar model showing 188 is the same as four lots of 47]() Tom uses the bar model to write:\n\\[\n188 \\div 4=47\n\\] Katie uses the bar model to write:\n\\[\n188 \\div 47=4\n\\] Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1839", "MisconceptionName": "Does not know how to use a bar model to write division facts", "prompt": "Misconception:\nDoes not know how to use a bar model to write division facts\n\nQuestion:\nTom and Katie are discussing this bar model ![A comparison bar model showing 188 is the same as four lots of 47]() Tom uses the bar model to write:\n\\[\n188 \\div 4=47\n\\] Katie uses the bar model to write:\n\\[\n188 \\div 47=4\n\\] Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "300:A", "QuestionText": "\\begin{tabular}{llllll}\n\\( \\frac{2}{10} \\) & \\( \\frac{9}{50} \\) & \\( \\frac{9}{20} \\) & \\( 0.21 \\) & \\( \\frac{1}{5} \\) & \\( \\frac{19}{100} \\) \\\\\n\\hline\n\\end{tabular} Which value is the outlier in this set of data?", "AnswerAText": "\\( \\frac{2}{10} \\)", "AnswerBText": "\\( \\frac{19}{100} \\)", "AnswerCText": "\\( 0.21 \\)", "AnswerDText": "\\( \\frac{9}{20} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{10} \\)", "MisconceptionId": "758", "MisconceptionName": "Believes an outlier is a value that does not fit the same characteristics as the other values", "prompt": "Misconception:\nBelieves an outlier is a value that does not fit the same characteristics as the other values\n\nQuestion:\n\\begin{tabular}{llllll}\n\\( \\frac{2}{10} \\) & \\( \\frac{9}{50} \\) & \\( \\frac{9}{20} \\) & \\( 0.21 \\) & \\( \\frac{1}{5} \\) & \\( \\frac{19}{100} \\) \\\\\n\\hline\n\\end{tabular} Which value is the outlier in this set of data?\n\nOptions:\nA. \\( \\frac{2}{10} \\)\nB. \\( \\frac{19}{100} \\)\nC. \\( 0.21 \\)\nD. \\( \\frac{9}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "300:B", "QuestionText": "\\begin{tabular}{llllll}\n\\( \\frac{2}{10} \\) & \\( \\frac{9}{50} \\) & \\( \\frac{9}{20} \\) & \\( 0.21 \\) & \\( \\frac{1}{5} \\) & \\( \\frac{19}{100} \\) \\\\\n\\hline\n\\end{tabular} Which value is the outlier in this set of data?", "AnswerAText": "\\( \\frac{2}{10} \\)", "AnswerBText": "\\( \\frac{19}{100} \\)", "AnswerCText": "\\( 0.21 \\)", "AnswerDText": "\\( \\frac{9}{20} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{19}{100} \\)", "MisconceptionId": "197", "MisconceptionName": "Believes an outlier is the value in a data set with the biggest denominator, even if this value is close to the mean", "prompt": "Misconception:\nBelieves an outlier is the value in a data set with the biggest denominator, even if this value is close to the mean\n\nQuestion:\n\\begin{tabular}{llllll}\n\\( \\frac{2}{10} \\) & \\( \\frac{9}{50} \\) & \\( \\frac{9}{20} \\) & \\( 0.21 \\) & \\( \\frac{1}{5} \\) & \\( \\frac{19}{100} \\) \\\\\n\\hline\n\\end{tabular} Which value is the outlier in this set of data?\n\nOptions:\nA. \\( \\frac{2}{10} \\)\nB. \\( \\frac{19}{100} \\)\nC. \\( 0.21 \\)\nD. \\( \\frac{9}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "300:C", "QuestionText": "\\begin{tabular}{llllll}\n\\( \\frac{2}{10} \\) & \\( \\frac{9}{50} \\) & \\( \\frac{9}{20} \\) & \\( 0.21 \\) & \\( \\frac{1}{5} \\) & \\( \\frac{19}{100} \\) \\\\\n\\hline\n\\end{tabular} Which value is the outlier in this set of data?", "AnswerAText": "\\( \\frac{2}{10} \\)", "AnswerBText": "\\( \\frac{19}{100} \\)", "AnswerCText": "\\( 0.21 \\)", "AnswerDText": "\\( \\frac{9}{20} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.21 \\)", "MisconceptionId": "758", "MisconceptionName": "Believes an outlier is a value that does not fit the same characteristics as the other values", "prompt": "Misconception:\nBelieves an outlier is a value that does not fit the same characteristics as the other values\n\nQuestion:\n\\begin{tabular}{llllll}\n\\( \\frac{2}{10} \\) & \\( \\frac{9}{50} \\) & \\( \\frac{9}{20} \\) & \\( 0.21 \\) & \\( \\frac{1}{5} \\) & \\( \\frac{19}{100} \\) \\\\\n\\hline\n\\end{tabular} Which value is the outlier in this set of data?\n\nOptions:\nA. \\( \\frac{2}{10} \\)\nB. \\( \\frac{19}{100} \\)\nC. \\( 0.21 \\)\nD. \\( \\frac{9}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "301:A", "QuestionText": "What is the size of angle \\( x \\) ? ![Angles around a point, split into 2 parts. One is labelled 310 degrees and the other x.]()", "AnswerAText": "\\( 310^{\\circ} \\)", "AnswerBText": "\\( 50^{\\circ} \\)", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 310^{\\circ} \\)", "MisconceptionId": "415", "MisconceptionName": "Incorrectly identifies angles as vertically opposite", "prompt": "Misconception:\nIncorrectly identifies angles as vertically opposite\n\nQuestion:\nWhat is the size of angle \\( x \\) ? ![Angles around a point, split into 2 parts. One is labelled 310 degrees and the other x.]()\n\nOptions:\nA. \\( 310^{\\circ} \\)\nB. \\( 50^{\\circ} \\)\nC. \\( 90^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "301:C", "QuestionText": "What is the size of angle \\( x \\) ? ![Angles around a point, split into 2 parts. One is labelled 310 degrees and the other x.]()", "AnswerAText": "\\( 310^{\\circ} \\)", "AnswerBText": "\\( 50^{\\circ} \\)", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 90^{\\circ} \\)", "MisconceptionId": "2334", "MisconceptionName": "Does not know that angles around a point sum to 360", "prompt": "Misconception:\nDoes not know that angles around a point sum to 360\n\nQuestion:\nWhat is the size of angle \\( x \\) ? ![Angles around a point, split into 2 parts. One is labelled 310 degrees and the other x.]()\n\nOptions:\nA. \\( 310^{\\circ} \\)\nB. \\( 50^{\\circ} \\)\nC. \\( 90^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "301:D", "QuestionText": "What is the size of angle \\( x \\) ? ![Angles around a point, split into 2 parts. One is labelled 310 degrees and the other x.]()", "AnswerAText": "\\( 310^{\\circ} \\)", "AnswerBText": "\\( 50^{\\circ} \\)", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 45^{\\circ} \\)", "MisconceptionId": "829", "MisconceptionName": "Estimates angle rather than calculating", "prompt": "Misconception:\nEstimates angle rather than calculating\n\nQuestion:\nWhat is the size of angle \\( x \\) ? ![Angles around a point, split into 2 parts. One is labelled 310 degrees and the other x.]()\n\nOptions:\nA. \\( 310^{\\circ} \\)\nB. \\( 50^{\\circ} \\)\nC. \\( 90^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "302:A", "QuestionText": "Write the following as simply as possible:\n\\(\n\\frac{(x+3)(x+5)}{(x+3)(x+10)}\n\\)", "AnswerAText": "\\( \\frac{x+1}{x+2} \\)", "AnswerBText": "\\( \\frac{x+5}{x+10} \\)", "AnswerCText": "\\( \\frac{x^{2}+8 x+15}{x^{2}+13 x+30} \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{x+1}{x+2} \\)", "MisconceptionId": "1610", "MisconceptionName": "Misunderstands the concept of common factors in algebra", "prompt": "Misconception:\nMisunderstands the concept of common factors in algebra\n\nQuestion:\nWrite the following as simply as possible:\n\\(\n\\frac{(x+3)(x+5)}{(x+3)(x+10)}\n\\)\n\nOptions:\nA. \\( \\frac{x+1}{x+2} \\)\nB. \\( \\frac{x+5}{x+10} \\)\nC. \\( \\frac{x^{2}+8 x+15}{x^{2}+13 x+30} \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "302:C", "QuestionText": "Write the following as simply as possible:\n\\(\n\\frac{(x+3)(x+5)}{(x+3)(x+10)}\n\\)", "AnswerAText": "\\( \\frac{x+1}{x+2} \\)", "AnswerBText": "\\( \\frac{x+5}{x+10} \\)", "AnswerCText": "\\( \\frac{x^{2}+8 x+15}{x^{2}+13 x+30} \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{x^{2}+8 x+15}{x^{2}+13 x+30} \\)", "MisconceptionId": "792", "MisconceptionName": "Expands when asked to simplify", "prompt": "Misconception:\nExpands when asked to simplify\n\nQuestion:\nWrite the following as simply as possible:\n\\(\n\\frac{(x+3)(x+5)}{(x+3)(x+10)}\n\\)\n\nOptions:\nA. \\( \\frac{x+1}{x+2} \\)\nB. \\( \\frac{x+5}{x+10} \\)\nC. \\( \\frac{x^{2}+8 x+15}{x^{2}+13 x+30} \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "303:A", "QuestionText": "Which of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The height is 4cm, the depth is 3cm and the width is 6cm.]()", "AnswerAText": "\\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)", "AnswerBText": "\\( 6 \\times 4 \\times 3 \\)", "AnswerCText": "\\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)", "AnswerDText": "\\( [(6 \\times 4)+(6 \\times 3)+(4 \\times 3)] \\times 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)", "MisconceptionId": "2056", "MisconceptionName": "When calculating surface area, only includes visible faces", "prompt": "Misconception:\nWhen calculating surface area, only includes visible faces\n\nQuestion:\nWhich of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The height is 4cm, the depth is 3cm and the width is 6cm.]()\n\nOptions:\nA. \\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)\nB. \\( 6 \\times 4 \\times 3 \\)\nC. \\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)\nD. \\( [(6 \\times 4)+(6 \\times 3)+(4 \\times 3)] \\times 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "303:B", "QuestionText": "Which of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The height is 4cm, the depth is 3cm and the width is 6cm.]()", "AnswerAText": "\\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)", "AnswerBText": "\\( 6 \\times 4 \\times 3 \\)", "AnswerCText": "\\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)", "AnswerDText": "\\( [(6 \\times 4)+(6 \\times 3)+(4 \\times 3)] \\times 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6 \\times 4 \\times 3 \\)", "MisconceptionId": "648", "MisconceptionName": "Finds volume when asked for surface area", "prompt": "Misconception:\nFinds volume when asked for surface area\n\nQuestion:\nWhich of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The height is 4cm, the depth is 3cm and the width is 6cm.]()\n\nOptions:\nA. \\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)\nB. \\( 6 \\times 4 \\times 3 \\)\nC. \\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)\nD. \\( [(6 \\times 4)+(6 \\times 3)+(4 \\times 3)] \\times 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "303:C", "QuestionText": "Which of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The height is 4cm, the depth is 3cm and the width is 6cm.]()", "AnswerAText": "\\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)", "AnswerBText": "\\( 6 \\times 4 \\times 3 \\)", "AnswerCText": "\\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)", "AnswerDText": "\\( [(6 \\times 4)+(6 \\times 3)+(4 \\times 3)] \\times 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)", "MisconceptionId": "2056", "MisconceptionName": "When calculating surface area, only includes visible faces", "prompt": "Misconception:\nWhen calculating surface area, only includes visible faces\n\nQuestion:\nWhich of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The height is 4cm, the depth is 3cm and the width is 6cm.]()\n\nOptions:\nA. \\( (6 \\times 4)+(6 \\times 3)+(4 \\times 3) \\)\nB. \\( 6 \\times 4 \\times 3 \\)\nC. \\( (6 \\times 4) \\times(6 \\times 3) \\times(4 \\times 3) \\)\nD. \\( [(6 \\times 4)+(6 \\times 3)+(4 \\times 3)] \\times 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "304:A", "QuestionText": "\\[\n1+2 \\times(3-4)=\n\\]\n\nWhich calculation should you do first?", "AnswerAText": "\\( 1+2 \\)", "AnswerBText": "\\( 2 \\times 3 \\)", "AnswerCText": "\\( 3-4 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1+2 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\[\n1+2 \\times(3-4)=\n\\]\n\nWhich calculation should you do first?\n\nOptions:\nA. \\( 1+2 \\)\nB. \\( 2 \\times 3 \\)\nC. \\( 3-4 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "304:B", "QuestionText": "\\[\n1+2 \\times(3-4)=\n\\]\n\nWhich calculation should you do first?", "AnswerAText": "\\( 1+2 \\)", "AnswerBText": "\\( 2 \\times 3 \\)", "AnswerCText": "\\( 3-4 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\times 3 \\)", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\n\\[\n1+2 \\times(3-4)=\n\\]\n\nWhich calculation should you do first?\n\nOptions:\nA. \\( 1+2 \\)\nB. \\( 2 \\times 3 \\)\nC. \\( 3-4 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "304:D", "QuestionText": "\\[\n1+2 \\times(3-4)=\n\\]\n\nWhich calculation should you do first?", "AnswerAText": "\\( 1+2 \\)", "AnswerBText": "\\( 2 \\times 3 \\)", "AnswerCText": "\\( 3-4 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "It doesn't matter: you get the same answer", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\n\\[\n1+2 \\times(3-4)=\n\\]\n\nWhich calculation should you do first?\n\nOptions:\nA. \\( 1+2 \\)\nB. \\( 2 \\times 3 \\)\nC. \\( 3-4 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "305:A", "QuestionText": "Solve the equation:\n\\(\n5 p=\\frac{1}{10}\n\\)", "AnswerAText": "\\( p=\\frac{1}{2} \\)", "AnswerBText": "\\( p=\\frac{1}{5} \\)", "AnswerCText": "\\( p=2 \\)", "AnswerDText": "\\( p=\\frac{1}{50} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( p=\\frac{1}{2} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(\n5 p=\\frac{1}{10}\n\\)\n\nOptions:\nA. \\( p=\\frac{1}{2} \\)\nB. \\( p=\\frac{1}{5} \\)\nC. \\( p=2 \\)\nD. \\( p=\\frac{1}{50} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "306:A", "QuestionText": "Problem P: \\( 4-5+6= \\)\nProblem Q: \\( 4+5 \\times 6= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)", "AnswerBText": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 5 \\times 6 \\)", "AnswerCText": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)", "AnswerDText": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nProblem P: \\( 4-5+6= \\)\nProblem Q: \\( 4+5 \\times 6= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)\nB. Problem P: \\( 4-5 \\)\nProblem Q: \\( 5 \\times 6 \\)\nC. Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)\nD. Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "306:C", "QuestionText": "Problem P: \\( 4-5+6= \\)\nProblem Q: \\( 4+5 \\times 6= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)", "AnswerBText": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 5 \\times 6 \\)", "AnswerCText": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)", "AnswerDText": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)", "MisconceptionId": "1516", "MisconceptionName": "Performs addition ahead of any other operation", "prompt": "Misconception:\nPerforms addition ahead of any other operation\n\nQuestion:\nProblem P: \\( 4-5+6= \\)\nProblem Q: \\( 4+5 \\times 6= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)\nB. Problem P: \\( 4-5 \\)\nProblem Q: \\( 5 \\times 6 \\)\nC. Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)\nD. Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "306:D", "QuestionText": "Problem P: \\( 4-5+6= \\)\nProblem Q: \\( 4+5 \\times 6= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)", "AnswerBText": "Problem P: \\( 4-5 \\)\nProblem Q: \\( 5 \\times 6 \\)", "AnswerCText": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)", "AnswerDText": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\nProblem P: \\( 4-5+6= \\)\nProblem Q: \\( 4+5 \\times 6= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 4-5 \\)\nProblem Q: \\( 4+5 \\)\nB. Problem P: \\( 4-5 \\)\nProblem Q: \\( 5 \\times 6 \\)\nC. Problem P: \\( 5+6 \\)\nProblem Q: \\( 4+5 \\)\nD. Problem P: \\( 5+6 \\)\nProblem Q: \\( 5 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "307:B", "QuestionText": "Eliza is trying to work out if \\( 82 \\) is a term in the sequence \\( 3 n+1 \\)\n\nBelow is her working out. What conclusion should Eliza draw?\n\n \\( \\begin{aligned} 3 n+1 & =82 \\\\ 3 n & =81 \\\\ n & =27\\end{aligned} \\)", "AnswerAText": "\\( 82 \\) is in the sequence and is the \\( 27^{\\text {th }} \\) term", "AnswerBText": "\\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term", "AnswerCText": "\\( 82 \\) is not in the sequence because \\( 27 \\) is an integer", "AnswerDText": "Eliza's method does not answer this question", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term", "MisconceptionId": "2220", "MisconceptionName": "Mixes up term in a sequence and position of a term", "prompt": "Misconception:\nMixes up term in a sequence and position of a term\n\nQuestion:\nEliza is trying to work out if \\( 82 \\) is a term in the sequence \\( 3 n+1 \\)\n\nBelow is her working out. What conclusion should Eliza draw?\n\n \\( \\begin{aligned} 3 n+1 & =82 \\\\ 3 n & =81 \\\\ n & =27\\end{aligned} \\)\n\nOptions:\nA. \\( 82 \\) is in the sequence and is the \\( 27^{\\text {th }} \\) term\nB. \\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term\nC. \\( 82 \\) is not in the sequence because \\( 27 \\) is an integer\nD. Eliza's method does not answer this question\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "307:C", "QuestionText": "Eliza is trying to work out if \\( 82 \\) is a term in the sequence \\( 3 n+1 \\)\n\nBelow is her working out. What conclusion should Eliza draw?\n\n \\( \\begin{aligned} 3 n+1 & =82 \\\\ 3 n & =81 \\\\ n & =27\\end{aligned} \\)", "AnswerAText": "\\( 82 \\) is in the sequence and is the \\( 27^{\\text {th }} \\) term", "AnswerBText": "\\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term", "AnswerCText": "\\( 82 \\) is not in the sequence because \\( 27 \\) is an integer", "AnswerDText": "Eliza's method does not answer this question", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 82 \\) is not in the sequence because \\( 27 \\) is an integer", "MisconceptionId": "469", "MisconceptionName": "Believes the position of a sequence cannot be an integer", "prompt": "Misconception:\nBelieves the position of a sequence cannot be an integer\n\nQuestion:\nEliza is trying to work out if \\( 82 \\) is a term in the sequence \\( 3 n+1 \\)\n\nBelow is her working out. What conclusion should Eliza draw?\n\n \\( \\begin{aligned} 3 n+1 & =82 \\\\ 3 n & =81 \\\\ n & =27\\end{aligned} \\)\n\nOptions:\nA. \\( 82 \\) is in the sequence and is the \\( 27^{\\text {th }} \\) term\nB. \\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term\nC. \\( 82 \\) is not in the sequence because \\( 27 \\) is an integer\nD. Eliza's method does not answer this question\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "307:D", "QuestionText": "Eliza is trying to work out if \\( 82 \\) is a term in the sequence \\( 3 n+1 \\)\n\nBelow is her working out. What conclusion should Eliza draw?\n\n \\( \\begin{aligned} 3 n+1 & =82 \\\\ 3 n & =81 \\\\ n & =27\\end{aligned} \\)", "AnswerAText": "\\( 82 \\) is in the sequence and is the \\( 27^{\\text {th }} \\) term", "AnswerBText": "\\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term", "AnswerCText": "\\( 82 \\) is not in the sequence because \\( 27 \\) is an integer", "AnswerDText": "Eliza's method does not answer this question", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Eliza's method does not answer this question", "MisconceptionId": "1354", "MisconceptionName": "Does not know how to calculate the position of a term in a sequence", "prompt": "Misconception:\nDoes not know how to calculate the position of a term in a sequence\n\nQuestion:\nEliza is trying to work out if \\( 82 \\) is a term in the sequence \\( 3 n+1 \\)\n\nBelow is her working out. What conclusion should Eliza draw?\n\n \\( \\begin{aligned} 3 n+1 & =82 \\\\ 3 n & =81 \\\\ n & =27\\end{aligned} \\)\n\nOptions:\nA. \\( 82 \\) is in the sequence and is the \\( 27^{\\text {th }} \\) term\nB. \\( 27 \\) is in the sequence and is the \\( 82^{\\text {nd }} \\) term\nC. \\( 82 \\) is not in the sequence because \\( 27 \\) is an integer\nD. Eliza's method does not answer this question\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "308:A", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}+2 t+1}{t+1} \\)", "AnswerAText": "\\( t+2 \\)", "AnswerBText": "\\( t+1 \\)", "AnswerCText": "\\( t^{2}+t \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( t+2 \\)", "MisconceptionId": "891", "MisconceptionName": "Incorrectly cancels what they believe is a factor in algebraic fractions", "prompt": "Misconception:\nIncorrectly cancels what they believe is a factor in algebraic fractions\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}+2 t+1}{t+1} \\)\n\nOptions:\nA. \\( t+2 \\)\nB. \\( t+1 \\)\nC. \\( t^{2}+t \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "308:C", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}+2 t+1}{t+1} \\)", "AnswerAText": "\\( t+2 \\)", "AnswerBText": "\\( t+1 \\)", "AnswerCText": "\\( t^{2}+t \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( t^{2}+t \\)", "MisconceptionId": "2078", "MisconceptionName": "Simplifies a fraction by adding or subtracting the same amount from the numerator  and denominator", "prompt": "Misconception:\nSimplifies a fraction by adding or subtracting the same amount from the numerator  and denominator\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}+2 t+1}{t+1} \\)\n\nOptions:\nA. \\( t+2 \\)\nB. \\( t+1 \\)\nC. \\( t^{2}+t \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "308:D", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}+2 t+1}{t+1} \\)", "AnswerAText": "\\( t+2 \\)", "AnswerBText": "\\( t+1 \\)", "AnswerCText": "\\( t^{2}+t \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "167", "MisconceptionName": "Does not recognise factorising a quadratic", "prompt": "Misconception:\nDoes not recognise factorising a quadratic\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}+2 t+1}{t+1} \\)\n\nOptions:\nA. \\( t+2 \\)\nB. \\( t+1 \\)\nC. \\( t^{2}+t \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "309:A", "QuestionText": "Which calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 2 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()", "AnswerAText": "\\( \\frac{2}{5} \\times \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{4} \\div \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{2}{5} \\div 2 \\)", "AnswerDText": "\\( \\frac{1}{4} \\times \\frac{1}{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{5} \\times \\frac{1}{2} \\)", "MisconceptionId": "2373", "MisconceptionName": "Does not understand parts must be equal in a fraction diagram", "prompt": "Misconception:\nDoes not understand parts must be equal in a fraction diagram\n\nQuestion:\nWhich calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 2 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()\n\nOptions:\nA. \\( \\frac{2}{5} \\times \\frac{1}{2} \\)\nB. \\( \\frac{1}{4} \\div \\frac{1}{2} \\)\nC. \\( \\frac{2}{5} \\div 2 \\)\nD. \\( \\frac{1}{4} \\times \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "309:B", "QuestionText": "Which calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 2 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()", "AnswerAText": "\\( \\frac{2}{5} \\times \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{4} \\div \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{2}{5} \\div 2 \\)", "AnswerDText": "\\( \\frac{1}{4} \\times \\frac{1}{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{4} \\div \\frac{1}{2} \\)", "MisconceptionId": "565", "MisconceptionName": "Divides rather than multiplies", "prompt": "Misconception:\nDivides rather than multiplies\n\nQuestion:\nWhich calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 2 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()\n\nOptions:\nA. \\( \\frac{2}{5} \\times \\frac{1}{2} \\)\nB. \\( \\frac{1}{4} \\div \\frac{1}{2} \\)\nC. \\( \\frac{2}{5} \\div 2 \\)\nD. \\( \\frac{1}{4} \\times \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "309:C", "QuestionText": "Which calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 2 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()", "AnswerAText": "\\( \\frac{2}{5} \\times \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{4} \\div \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{2}{5} \\div 2 \\)", "AnswerDText": "\\( \\frac{1}{4} \\times \\frac{1}{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2}{5} \\div 2 \\)", "MisconceptionId": "2373", "MisconceptionName": "Does not understand parts must be equal in a fraction diagram", "prompt": "Misconception:\nDoes not understand parts must be equal in a fraction diagram\n\nQuestion:\nWhich calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 2 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()\n\nOptions:\nA. \\( \\frac{2}{5} \\times \\frac{1}{2} \\)\nB. \\( \\frac{1}{4} \\div \\frac{1}{2} \\)\nC. \\( \\frac{2}{5} \\div 2 \\)\nD. \\( \\frac{1}{4} \\times \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "310:A", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the entire, interior angle at E.]()", "AnswerAText": "EFA", "AnswerBText": "GEA", "AnswerCText": "AEF", "AnswerDText": "E", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "EFA", "MisconceptionId": "1906", "MisconceptionName": "Gives 3-letter angle notation in the wrong order", "prompt": "Misconception:\nGives 3-letter angle notation in the wrong order\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the entire, interior angle at E.]()\n\nOptions:\nA. EFA\nB. GEA\nC. AEF\nD. E\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "310:D", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the entire, interior angle at E.]()", "AnswerAText": "EFA", "AnswerBText": "GEA", "AnswerCText": "AEF", "AnswerDText": "E", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "E", "MisconceptionId": "620", "MisconceptionName": "Gives the vertex instead of the 3-letter angle notation", "prompt": "Misconception:\nGives the vertex instead of the 3-letter angle notation\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the entire, interior angle at E.]()\n\nOptions:\nA. EFA\nB. GEA\nC. AEF\nD. E\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "311:A", "QuestionText": "Jo and Paul are arguing about the best way to count the number of squares in Pattern \\( 15 \\).\nJo does: \\( 15 \\times 3+4 \\)\nPaul does: \\( (15+2) \\times 3-4 \\)\nWho is correct? ![The 3rd and 4th terms in a sequence of patterns. Each pattern is made from red squares. Pattern 3 is 11 squares: they are arranged as a rectangle, 3 squares high and 3 squares wide and then 2 more squares, 1 each side of the middle squares (vertically). Pattern 4 is 14 squares arranged as a rectangle, 3 squares high and 4 squares wide and then 2 more squares, 1 each side of the middle squares.]()", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Jo", "MisconceptionId": "1925", "MisconceptionName": "Believes nth term rules for patterns must be given in standard an + b form", "prompt": "Misconception:\nBelieves nth term rules for patterns must be given in standard an + b form\n\nQuestion:\nJo and Paul are arguing about the best way to count the number of squares in Pattern \\( 15 \\).\nJo does: \\( 15 \\times 3+4 \\)\nPaul does: \\( (15+2) \\times 3-4 \\)\nWho is correct? ![The 3rd and 4th terms in a sequence of patterns. Each pattern is made from red squares. Pattern 3 is 11 squares: they are arranged as a rectangle, 3 squares high and 3 squares wide and then 2 more squares, 1 each side of the middle squares (vertically). Pattern 4 is 14 squares arranged as a rectangle, 3 squares high and 4 squares wide and then 2 more squares, 1 each side of the middle squares.]()\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "311:D", "QuestionText": "Jo and Paul are arguing about the best way to count the number of squares in Pattern \\( 15 \\).\nJo does: \\( 15 \\times 3+4 \\)\nPaul does: \\( (15+2) \\times 3-4 \\)\nWho is correct? ![The 3rd and 4th terms in a sequence of patterns. Each pattern is made from red squares. Pattern 3 is 11 squares: they are arranged as a rectangle, 3 squares high and 3 squares wide and then 2 more squares, 1 each side of the middle squares (vertically). Pattern 4 is 14 squares arranged as a rectangle, 3 squares high and 4 squares wide and then 2 more squares, 1 each side of the middle squares.]()", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1925", "MisconceptionName": "Believes nth term rules for patterns must be given in standard an + b form", "prompt": "Misconception:\nBelieves nth term rules for patterns must be given in standard an + b form\n\nQuestion:\nJo and Paul are arguing about the best way to count the number of squares in Pattern \\( 15 \\).\nJo does: \\( 15 \\times 3+4 \\)\nPaul does: \\( (15+2) \\times 3-4 \\)\nWho is correct? ![The 3rd and 4th terms in a sequence of patterns. Each pattern is made from red squares. Pattern 3 is 11 squares: they are arranged as a rectangle, 3 squares high and 3 squares wide and then 2 more squares, 1 each side of the middle squares (vertically). Pattern 4 is 14 squares arranged as a rectangle, 3 squares high and 4 squares wide and then 2 more squares, 1 each side of the middle squares.]()\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "312:A", "QuestionText": "Simplify, if possible:\n\\(\na^{2} \\times a\n\\)", "AnswerAText": "\\( 2 a^{2} \\)", "AnswerBText": "\\( 3 a \\)", "AnswerCText": "\\( a^{3} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 a^{2} \\)", "MisconceptionId": "346", "MisconceptionName": "Does not understand how to multiply algebraic terms", "prompt": "Misconception:\nDoes not understand how to multiply algebraic terms\n\nQuestion:\nSimplify, if possible:\n\\(\na^{2} \\times a\n\\)\n\nOptions:\nA. \\( 2 a^{2} \\)\nB. \\( 3 a \\)\nC. \\( a^{3} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "312:B", "QuestionText": "Simplify, if possible:\n\\(\na^{2} \\times a\n\\)", "AnswerAText": "\\( 2 a^{2} \\)", "AnswerBText": "\\( 3 a \\)", "AnswerCText": "\\( a^{3} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3 a \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nSimplify, if possible:\n\\(\na^{2} \\times a\n\\)\n\nOptions:\nA. \\( 2 a^{2} \\)\nB. \\( 3 a \\)\nC. \\( a^{3} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "312:D", "QuestionText": "Simplify, if possible:\n\\(\na^{2} \\times a\n\\)", "AnswerAText": "\\( 2 a^{2} \\)", "AnswerBText": "\\( 3 a \\)", "AnswerCText": "\\( a^{3} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "346", "MisconceptionName": "Does not understand how to multiply algebraic terms", "prompt": "Misconception:\nDoes not understand how to multiply algebraic terms\n\nQuestion:\nSimplify, if possible:\n\\(\na^{2} \\times a\n\\)\n\nOptions:\nA. \\( 2 a^{2} \\)\nB. \\( 3 a \\)\nC. \\( a^{3} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "313:A", "QuestionText": "\\( 3 \\times(-5)= \\)", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( -15 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( -8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "1082", "MisconceptionName": "When multiplying with negative numbers, assumes any negative sign can be ignored", "prompt": "Misconception:\nWhen multiplying with negative numbers, assumes any negative sign can be ignored\n\nQuestion:\n\\( 3 \\times(-5)= \\)\n\nOptions:\nA. \\( 15 \\)\nB. \\( -15 \\)\nC. \\( 8 \\)\nD. \\( -8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "314:A", "QuestionText": "John has been asked to work out the answer to:\n\\[\n232 \\div 5\n\\]\nHe gets the answer \\( 46 \\) remainder \\( 2 \\)\nWhat is the exact value of that remainder?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "1447", "MisconceptionName": "Writes the remainder as the digit after the decimal point", "prompt": "Misconception:\nWrites the remainder as the digit after the decimal point\n\nQuestion:\nJohn has been asked to work out the answer to:\n\\[\n232 \\div 5\n\\]\nHe gets the answer \\( 46 \\) remainder \\( 2 \\)\nWhat is the exact value of that remainder?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.4 \\)\nC. \\( 2 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "314:C", "QuestionText": "John has been asked to work out the answer to:\n\\[\n232 \\div 5\n\\]\nHe gets the answer \\( 46 \\) remainder \\( 2 \\)\nWhat is the exact value of that remainder?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1046", "MisconceptionName": "Does not understand remainders in division", "prompt": "Misconception:\nDoes not understand remainders in division\n\nQuestion:\nJohn has been asked to work out the answer to:\n\\[\n232 \\div 5\n\\]\nHe gets the answer \\( 46 \\) remainder \\( 2 \\)\nWhat is the exact value of that remainder?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.4 \\)\nC. \\( 2 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "314:D", "QuestionText": "John has been asked to work out the answer to:\n\\[\n232 \\div 5\n\\]\nHe gets the answer \\( 46 \\) remainder \\( 2 \\)\nWhat is the exact value of that remainder?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.25 \\)", "MisconceptionId": "1046", "MisconceptionName": "Does not understand remainders in division", "prompt": "Misconception:\nDoes not understand remainders in division\n\nQuestion:\nJohn has been asked to work out the answer to:\n\\[\n232 \\div 5\n\\]\nHe gets the answer \\( 46 \\) remainder \\( 2 \\)\nWhat is the exact value of that remainder?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.4 \\)\nC. \\( 2 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "315:A", "QuestionText": "STEP \\( 1 \\)\nWhich of the options is a correct first step to express the following as a single fraction?\n\\(\n\\frac{3}{x-2}-\\frac{5}{x}\n\\)", "AnswerAText": "\\( \\frac{3-5}{x-2-x} \\)", "AnswerBText": "\\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)", "AnswerCText": "\\( \\frac{3 x}{x(x-2)}-\\frac{5(x-2)}{x(x-2)} \\)", "AnswerDText": "\\( 9 x-5(x-2) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{3-5}{x-2-x} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\nSTEP \\( 1 \\)\nWhich of the options is a correct first step to express the following as a single fraction?\n\\(\n\\frac{3}{x-2}-\\frac{5}{x}\n\\)\n\nOptions:\nA. \\( \\frac{3-5}{x-2-x} \\)\nB. \\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)\nC. \\( \\frac{3 x}{x(x-2)}-\\frac{5(x-2)}{x(x-2)} \\)\nD. \\( 9 x-5(x-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "315:B", "QuestionText": "STEP \\( 1 \\)\nWhich of the options is a correct first step to express the following as a single fraction?\n\\(\n\\frac{3}{x-2}-\\frac{5}{x}\n\\)", "AnswerAText": "\\( \\frac{3-5}{x-2-x} \\)", "AnswerBText": "\\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)", "AnswerCText": "\\( \\frac{3 x}{x(x-2)}-\\frac{5(x-2)}{x(x-2)} \\)", "AnswerDText": "\\( 9 x-5(x-2) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)", "MisconceptionId": "1206", "MisconceptionName": "Does not understand how to maintain equivalence in fractions", "prompt": "Misconception:\nDoes not understand how to maintain equivalence in fractions\n\nQuestion:\nSTEP \\( 1 \\)\nWhich of the options is a correct first step to express the following as a single fraction?\n\\(\n\\frac{3}{x-2}-\\frac{5}{x}\n\\)\n\nOptions:\nA. \\( \\frac{3-5}{x-2-x} \\)\nB. \\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)\nC. \\( \\frac{3 x}{x(x-2)}-\\frac{5(x-2)}{x(x-2)} \\)\nD. \\( 9 x-5(x-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "315:D", "QuestionText": "STEP \\( 1 \\)\nWhich of the options is a correct first step to express the following as a single fraction?\n\\(\n\\frac{3}{x-2}-\\frac{5}{x}\n\\)", "AnswerAText": "\\( \\frac{3-5}{x-2-x} \\)", "AnswerBText": "\\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)", "AnswerCText": "\\( \\frac{3 x}{x(x-2)}-\\frac{5(x-2)}{x(x-2)} \\)", "AnswerDText": "\\( 9 x-5(x-2) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 9 x-5(x-2) \\)", "MisconceptionId": "715", "MisconceptionName": "Removes the common denominator when making equivalent algebraic fractions", "prompt": "Misconception:\nRemoves the common denominator when making equivalent algebraic fractions\n\nQuestion:\nSTEP \\( 1 \\)\nWhich of the options is a correct first step to express the following as a single fraction?\n\\(\n\\frac{3}{x-2}-\\frac{5}{x}\n\\)\n\nOptions:\nA. \\( \\frac{3-5}{x-2-x} \\)\nB. \\( \\frac{3(x-2)}{x(x-2)}-\\frac{5 x}{x(x-2)} \\)\nC. \\( \\frac{3 x}{x(x-2)}-\\frac{5(x-2)}{x(x-2)} \\)\nD. \\( 9 x-5(x-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "316:A", "QuestionText": "Which of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?", "AnswerAText": "\\( 23.725 \\)", "AnswerBText": "\\( 0.391 \\)", "AnswerCText": "\\( 0.038 \\)", "AnswerDText": "\\( 0.0599 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 23.725 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nWhich of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 23.725 \\)\nB. \\( 0.391 \\)\nC. \\( 0.038 \\)\nD. \\( 0.0599 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "316:C", "QuestionText": "Which of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?", "AnswerAText": "\\( 23.725 \\)", "AnswerBText": "\\( 0.391 \\)", "AnswerCText": "\\( 0.038 \\)", "AnswerDText": "\\( 0.0599 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.038 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\nWhich of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 23.725 \\)\nB. \\( 0.391 \\)\nC. \\( 0.038 \\)\nD. \\( 0.0599 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "316:D", "QuestionText": "Which of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?", "AnswerAText": "\\( 23.725 \\)", "AnswerBText": "\\( 0.391 \\)", "AnswerCText": "\\( 0.038 \\)", "AnswerDText": "\\( 0.0599 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.0599 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\nWhich of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 23.725 \\)\nB. \\( 0.391 \\)\nC. \\( 0.038 \\)\nD. \\( 0.0599 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "317:A", "QuestionText": "\\( 1.39+2.53= \\)", "AnswerAText": "\\( 4.01 \\)", "AnswerBText": "\\( 3.812 \\)", "AnswerCText": "\\( 3.82 \\)", "AnswerDText": "\\( 3.92 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4.01 \\)", "MisconceptionId": "1898", "MisconceptionName": "When adding decimals, just adds the digits and ignores place value", "prompt": "Misconception:\nWhen adding decimals, just adds the digits and ignores place value\n\nQuestion:\n\\( 1.39+2.53= \\)\n\nOptions:\nA. \\( 4.01 \\)\nB. \\( 3.812 \\)\nC. \\( 3.82 \\)\nD. \\( 3.92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "317:B", "QuestionText": "\\( 1.39+2.53= \\)", "AnswerAText": "\\( 4.01 \\)", "AnswerBText": "\\( 3.812 \\)", "AnswerCText": "\\( 3.82 \\)", "AnswerDText": "\\( 3.92 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3.812 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\n\\( 1.39+2.53= \\)\n\nOptions:\nA. \\( 4.01 \\)\nB. \\( 3.812 \\)\nC. \\( 3.82 \\)\nD. \\( 3.92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "317:C", "QuestionText": "\\( 1.39+2.53= \\)", "AnswerAText": "\\( 4.01 \\)", "AnswerBText": "\\( 3.812 \\)", "AnswerCText": "\\( 3.82 \\)", "AnswerDText": "\\( 3.92 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 3.82 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\n\\( 1.39+2.53= \\)\n\nOptions:\nA. \\( 4.01 \\)\nB. \\( 3.812 \\)\nC. \\( 3.82 \\)\nD. \\( 3.92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "318:A", "QuestionText": "Which option gives a correct substitution into the quadratic formula to solve the quadratic equation?\n\n\\(\n3 x^{2}+2 x-5=0\n\\)", "AnswerAText": "\\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerBText": "\\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerCText": "\\( \\frac{-2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerDText": "\\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nWhich option gives a correct substitution into the quadratic formula to solve the quadratic equation?\n\n\\(\n3 x^{2}+2 x-5=0\n\\)\n\nOptions:\nA. \\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nB. \\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nC. \\( \\frac{-2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nD. \\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "318:B", "QuestionText": "Which option gives a correct substitution into the quadratic formula to solve the quadratic equation?\n\n\\(\n3 x^{2}+2 x-5=0\n\\)", "AnswerAText": "\\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerBText": "\\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerCText": "\\( \\frac{-2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerDText": "\\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nWhich option gives a correct substitution into the quadratic formula to solve the quadratic equation?\n\n\\(\n3 x^{2}+2 x-5=0\n\\)\n\nOptions:\nA. \\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nB. \\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nC. \\( \\frac{-2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nD. \\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "318:D", "QuestionText": "Which option gives a correct substitution into the quadratic formula to solve the quadratic equation?\n\n\\(\n3 x^{2}+2 x-5=0\n\\)", "AnswerAText": "\\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerBText": "\\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerCText": "\\( \\frac{-2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "AnswerDText": "\\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nWhich option gives a correct substitution into the quadratic formula to solve the quadratic equation?\n\n\\(\n3 x^{2}+2 x-5=0\n\\)\n\nOptions:\nA. \\( -2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nB. \\( 2 \\pm \\frac{\\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nC. \\( \\frac{-2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\nD. \\( \\frac{2 \\pm \\sqrt{2^{2}-4(3)(-5)}}{2(3)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "319:C", "QuestionText": "What should replace the star?\n\\(\n0.3 \\div \\bigstar=1.2\n\\)", "AnswerAText": "\\( 0.25 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 0.9 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "975", "MisconceptionName": "When solving an equation, multiplies instead of dividing", "prompt": "Misconception:\nWhen solving an equation, multiplies instead of dividing\n\nQuestion:\nWhat should replace the star?\n\\(\n0.3 \\div \\bigstar=1.2\n\\)\n\nOptions:\nA. \\( 0.25 \\)\nB. \\( 0.4 \\)\nC. \\( 4 \\)\nD. \\( 0.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "319:D", "QuestionText": "What should replace the star?\n\\(\n0.3 \\div \\bigstar=1.2\n\\)", "AnswerAText": "\\( 0.25 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 0.9 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.9 \\)", "MisconceptionId": "1134", "MisconceptionName": "When solving an equation, adds instead of dividing", "prompt": "Misconception:\nWhen solving an equation, adds instead of dividing\n\nQuestion:\nWhat should replace the star?\n\\(\n0.3 \\div \\bigstar=1.2\n\\)\n\nOptions:\nA. \\( 0.25 \\)\nB. \\( 0.4 \\)\nC. \\( 4 \\)\nD. \\( 0.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "320:A", "QuestionText": "What is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 10 cm, 7 cm, 3 cm and 4 cm. Two sides are unlabelled]()", "AnswerAText": "\\( 840 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 52 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 42 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 51 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 840 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 10 cm, 7 cm, 3 cm and 4 cm. Two sides are unlabelled]()\n\nOptions:\nA. \\( 840 \\mathrm{~cm}^{2} \\)\nB. \\( 52 \\mathrm{~cm}^{2} \\)\nC. \\( 42 \\mathrm{~cm}^{2} \\)\nD. \\( 51 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "320:B", "QuestionText": "What is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 10 cm, 7 cm, 3 cm and 4 cm. Two sides are unlabelled]()", "AnswerAText": "\\( 840 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 52 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 42 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 51 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 52 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1953", "MisconceptionName": "Makes an assumption about line segments being equal within a shape", "prompt": "Misconception:\nMakes an assumption about line segments being equal within a shape\n\nQuestion:\nWhat is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 10 cm, 7 cm, 3 cm and 4 cm. Two sides are unlabelled]()\n\nOptions:\nA. \\( 840 \\mathrm{~cm}^{2} \\)\nB. \\( 52 \\mathrm{~cm}^{2} \\)\nC. \\( 42 \\mathrm{~cm}^{2} \\)\nD. \\( 51 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "320:D", "QuestionText": "What is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 10 cm, 7 cm, 3 cm and 4 cm. Two sides are unlabelled]()", "AnswerAText": "\\( 840 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 52 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 42 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 51 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 51 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 10 cm, 7 cm, 3 cm and 4 cm. Two sides are unlabelled]()\n\nOptions:\nA. \\( 840 \\mathrm{~cm}^{2} \\)\nB. \\( 52 \\mathrm{~cm}^{2} \\)\nC. \\( 42 \\mathrm{~cm}^{2} \\)\nD. \\( 51 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "321:B", "QuestionText": "Alison is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the 5p in the first bracket and the -3 in the second bracket.]()", "AnswerAText": "\\( -15 p \\)", "AnswerBText": "\\( +15 p \\)", "AnswerCText": "\\( +2 p \\)", "AnswerDText": "\\( +8 p \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( +15 p \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nAlison is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the 5p in the first bracket and the -3 in the second bracket.]()\n\nOptions:\nA. \\( -15 p \\)\nB. \\( +15 p \\)\nC. \\( +2 p \\)\nD. \\( +8 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "321:C", "QuestionText": "Alison is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the 5p in the first bracket and the -3 in the second bracket.]()", "AnswerAText": "\\( -15 p \\)", "AnswerBText": "\\( +15 p \\)", "AnswerCText": "\\( +2 p \\)", "AnswerDText": "\\( +8 p \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( +2 p \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nAlison is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The two brackets are (5p-4)(2p-3). The arrows are pointing at the 5p in the first bracket and the -3 in the second bracket.]()\n\nOptions:\nA. \\( -15 p \\)\nB. \\( +15 p \\)\nC. \\( +2 p \\)\nD. \\( +8 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "322:A", "QuestionText": "Work out:\n\\[\n0.3 \\times 12\n\\]", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 3.6 \\)", "AnswerCText": "\\( 0.36 \\)", "AnswerDText": "\\( 0.036 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "189", "MisconceptionName": "When multiplying decimals, ignores place value and just multiplies the digits", "prompt": "Misconception:\nWhen multiplying decimals, ignores place value and just multiplies the digits\n\nQuestion:\nWork out:\n\\[\n0.3 \\times 12\n\\]\n\nOptions:\nA. \\( 36 \\)\nB. \\( 3.6 \\)\nC. \\( 0.36 \\)\nD. \\( 0.036 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "322:C", "QuestionText": "Work out:\n\\[\n0.3 \\times 12\n\\]", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 3.6 \\)", "AnswerCText": "\\( 0.36 \\)", "AnswerDText": "\\( 0.036 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.36 \\)", "MisconceptionId": "1035", "MisconceptionName": "When multiplying a decimal less than 1 by an integer, gives an answer 10 times smaller than it should be", "prompt": "Misconception:\nWhen multiplying a decimal less than 1 by an integer, gives an answer 10 times smaller than it should be\n\nQuestion:\nWork out:\n\\[\n0.3 \\times 12\n\\]\n\nOptions:\nA. \\( 36 \\)\nB. \\( 3.6 \\)\nC. \\( 0.36 \\)\nD. \\( 0.036 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "322:D", "QuestionText": "Work out:\n\\[\n0.3 \\times 12\n\\]", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 3.6 \\)", "AnswerCText": "\\( 0.36 \\)", "AnswerDText": "\\( 0.036 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.036 \\)", "MisconceptionId": "2187", "MisconceptionName": "When multiplying a decimal less than 1 by an integer, gives an answer 100 times smaller than it should be", "prompt": "Misconception:\nWhen multiplying a decimal less than 1 by an integer, gives an answer 100 times smaller than it should be\n\nQuestion:\nWork out:\n\\[\n0.3 \\times 12\n\\]\n\nOptions:\nA. \\( 36 \\)\nB. \\( 3.6 \\)\nC. \\( 0.36 \\)\nD. \\( 0.036 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "323:A", "QuestionText": "Factorise \\( x^{2}+15 x+36 \\) Factorise \\( x^{2}+15 x+36 \\)", "AnswerAText": "\\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)", "AnswerBText": "\\( (x+3)(x+12) \\) \\( (x+3)(x+12) \\)", "AnswerCText": "\\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)", "AnswerDText": "\\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nFactorise \\( x^{2}+15 x+36 \\) Factorise \\( x^{2}+15 x+36 \\)\n\nOptions:\nA. \\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)\nB. \\( (x+3)(x+12) \\) \\( (x+3)(x+12) \\)\nC. \\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)\nD. \\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "323:C", "QuestionText": "Factorise \\( x^{2}+15 x+36 \\) Factorise \\( x^{2}+15 x+36 \\)", "AnswerAText": "\\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)", "AnswerBText": "\\( (x+3)(x+12) \\) \\( (x+3)(x+12) \\)", "AnswerCText": "\\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)", "AnswerDText": "\\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nFactorise \\( x^{2}+15 x+36 \\) Factorise \\( x^{2}+15 x+36 \\)\n\nOptions:\nA. \\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)\nB. \\( (x+3)(x+12) \\) \\( (x+3)(x+12) \\)\nC. \\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)\nD. \\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "323:D", "QuestionText": "Factorise \\( x^{2}+15 x+36 \\) Factorise \\( x^{2}+15 x+36 \\)", "AnswerAText": "\\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)", "AnswerBText": "\\( (x+3)(x+12) \\) \\( (x+3)(x+12) \\)", "AnswerCText": "\\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)", "AnswerDText": "\\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)", "MisconceptionId": "418", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x\n\nQuestion:\nFactorise \\( x^{2}+15 x+36 \\) Factorise \\( x^{2}+15 x+36 \\)\n\nOptions:\nA. \\( (x+4)(x+9) \\) \\( (x+4)(x+9) \\)\nB. \\( (x+3)(x+12) \\) \\( (x+3)(x+12) \\)\nC. \\( (x+1)(x+36) \\) \\( (x+1)(x+36) \\)\nD. \\( (x+7)(x+18) \\) \\( (x+7)(x+18) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "324:A", "QuestionText": "Which of the following quadrilaterals could not be classified as a kite?", "AnswerAText": "Square", "AnswerBText": "Rhombus", "AnswerCText": "Trapezium", "AnswerDText": "None of them are kites", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Square", "MisconceptionId": "1740", "MisconceptionName": "Does not recognise the properties of a kite", "prompt": "Misconception:\nDoes not recognise the properties of a kite\n\nQuestion:\nWhich of the following quadrilaterals could not be classified as a kite?\n\nOptions:\nA. Square\nB. Rhombus\nC. Trapezium\nD. None of them are kites\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "324:B", "QuestionText": "Which of the following quadrilaterals could not be classified as a kite?", "AnswerAText": "Square", "AnswerBText": "Rhombus", "AnswerCText": "Trapezium", "AnswerDText": "None of them are kites", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Rhombus", "MisconceptionId": "1740", "MisconceptionName": "Does not recognise the properties of a kite", "prompt": "Misconception:\nDoes not recognise the properties of a kite\n\nQuestion:\nWhich of the following quadrilaterals could not be classified as a kite?\n\nOptions:\nA. Square\nB. Rhombus\nC. Trapezium\nD. None of them are kites\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "324:D", "QuestionText": "Which of the following quadrilaterals could not be classified as a kite?", "AnswerAText": "Square", "AnswerBText": "Rhombus", "AnswerCText": "Trapezium", "AnswerDText": "None of them are kites", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of them are kites", "MisconceptionId": "1370", "MisconceptionName": "Does not believe a shape can have two correct names e.g. rectangle and parallelogram", "prompt": "Misconception:\nDoes not believe a shape can have two correct names e.g. rectangle and parallelogram\n\nQuestion:\nWhich of the following quadrilaterals could not be classified as a kite?\n\nOptions:\nA. Square\nB. Rhombus\nC. Trapezium\nD. None of them are kites\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "325:B", "QuestionText": "How many degrees are there in \\( 1 \\frac{1}{4} \\) full turns?", "AnswerAText": "\\( 450^{\\circ} \\)", "AnswerBText": "\\( 385^{\\circ} \\)", "AnswerCText": "\\( 125^{\\circ} \\)", "AnswerDText": "\\( 90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 385^{\\circ} \\)", "MisconceptionId": "1257", "MisconceptionName": "Assumes a 1/4 of a whole is 25", "prompt": "Misconception:\nAssumes a 1/4 of a whole is 25\n\nQuestion:\nHow many degrees are there in \\( 1 \\frac{1}{4} \\) full turns?\n\nOptions:\nA. \\( 450^{\\circ} \\)\nB. \\( 385^{\\circ} \\)\nC. \\( 125^{\\circ} \\)\nD. \\( 90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "325:C", "QuestionText": "How many degrees are there in \\( 1 \\frac{1}{4} \\) full turns?", "AnswerAText": "\\( 450^{\\circ} \\)", "AnswerBText": "\\( 385^{\\circ} \\)", "AnswerCText": "\\( 125^{\\circ} \\)", "AnswerDText": "\\( 90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 125^{\\circ} \\)", "MisconceptionId": "2", "MisconceptionName": "Believes there are 100 degrees in a full turn", "prompt": "Misconception:\nBelieves there are 100 degrees in a full turn\n\nQuestion:\nHow many degrees are there in \\( 1 \\frac{1}{4} \\) full turns?\n\nOptions:\nA. \\( 450^{\\circ} \\)\nB. \\( 385^{\\circ} \\)\nC. \\( 125^{\\circ} \\)\nD. \\( 90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "326:D", "QuestionText": "\\( \\frac{2}{5} \\times \\star=-1 \\) What should replace the star?", "AnswerAText": "\\( \\frac{5}{2} \\)", "AnswerBText": "\\( -\\frac{5}{2} \\)", "AnswerCText": "\\( \\frac{2}{5} \\)", "AnswerDText": "\\( -\\frac{2}{5} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -\\frac{2}{5} \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\n\\( \\frac{2}{5} \\times \\star=-1 \\) What should replace the star?\n\nOptions:\nA. \\( \\frac{5}{2} \\)\nB. \\( -\\frac{5}{2} \\)\nC. \\( \\frac{2}{5} \\)\nD. \\( -\\frac{2}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "327:A", "QuestionText": "What is \\( \\mathbf{9 9 9 . 9 9 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 990 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 900 \\)", "AnswerDText": "\\( 1000 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 990 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{9 9 9 . 9 9 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 990 \\)\nB. \\( 100 \\)\nC. \\( 900 \\)\nD. \\( 1000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "327:B", "QuestionText": "What is \\( \\mathbf{9 9 9 . 9 9 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 990 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 900 \\)", "AnswerDText": "\\( 1000 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1605", "MisconceptionName": "When rounding up from a 9, does not add one on to the digit to the left", "prompt": "Misconception:\nWhen rounding up from a 9, does not add one on to the digit to the left\n\nQuestion:\nWhat is \\( \\mathbf{9 9 9 . 9 9 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 990 \\)\nB. \\( 100 \\)\nC. \\( 900 \\)\nD. \\( 1000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "327:C", "QuestionText": "What is \\( \\mathbf{9 9 9 . 9 9 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 990 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 900 \\)", "AnswerDText": "\\( 1000 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 900 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{9 9 9 . 9 9 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 990 \\)\nB. \\( 100 \\)\nC. \\( 900 \\)\nD. \\( 1000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "328:B", "QuestionText": "Calculate:\n\\(\n\\frac{2}{9}+\\frac{1}{3}\n\\)", "AnswerAText": "\\( \\frac{5}{9} \\)", "AnswerBText": "\\( \\frac{3}{12} \\)", "AnswerCText": "\\( \\frac{3}{9} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3}{12} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{9}+\\frac{1}{3}\n\\)\n\nOptions:\nA. \\( \\frac{5}{9} \\)\nB. \\( \\frac{3}{12} \\)\nC. \\( \\frac{3}{9} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "328:C", "QuestionText": "Calculate:\n\\(\n\\frac{2}{9}+\\frac{1}{3}\n\\)", "AnswerAText": "\\( \\frac{5}{9} \\)", "AnswerBText": "\\( \\frac{3}{12} \\)", "AnswerCText": "\\( \\frac{3}{9} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{9} \\)", "MisconceptionId": "1909", "MisconceptionName": "Does not consider the denominator when adding/ subtracting fractions. Adds/subtracts the numerator and makes the denominator the one with the highest value.", "prompt": "Misconception:\nDoes not consider the denominator when adding/ subtracting fractions. Adds/subtracts the numerator and makes the denominator the one with the highest value.\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{9}+\\frac{1}{3}\n\\)\n\nOptions:\nA. \\( \\frac{5}{9} \\)\nB. \\( \\frac{3}{12} \\)\nC. \\( \\frac{3}{9} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "328:D", "QuestionText": "Calculate:\n\\(\n\\frac{2}{9}+\\frac{1}{3}\n\\)", "AnswerAText": "\\( \\frac{5}{9} \\)", "AnswerBText": "\\( \\frac{3}{12} \\)", "AnswerCText": "\\( \\frac{3}{9} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{6} \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{9}+\\frac{1}{3}\n\\)\n\nOptions:\nA. \\( \\frac{5}{9} \\)\nB. \\( \\frac{3}{12} \\)\nC. \\( \\frac{3}{9} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "329:B", "QuestionText": "Tom and Katie are discussing the order of operations\nTom says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.1-(0.2 \\div 0.3) \\)\nKatie says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.2 \\div 0.3-0.1 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nTom and Katie are discussing the order of operations\nTom says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.1-(0.2 \\div 0.3) \\)\nKatie says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.2 \\div 0.3-0.1 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "329:C", "QuestionText": "Tom and Katie are discussing the order of operations\nTom says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.1-(0.2 \\div 0.3) \\)\nKatie says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.2 \\div 0.3-0.1 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1963", "MisconceptionName": "Performs subtraction right to left if priority order means doing a calculation to the right first", "prompt": "Misconception:\nPerforms subtraction right to left if priority order means doing a calculation to the right first\n\nQuestion:\nTom and Katie are discussing the order of operations\nTom says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.1-(0.2 \\div 0.3) \\)\nKatie says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.2 \\div 0.3-0.1 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "329:D", "QuestionText": "Tom and Katie are discussing the order of operations\nTom says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.1-(0.2 \\div 0.3) \\)\nKatie says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.2 \\div 0.3-0.1 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nTom and Katie are discussing the order of operations\nTom says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.1-(0.2 \\div 0.3) \\)\nKatie says: \\( 0.1-0.2 \\div 0.3 \\equiv 0.2 \\div 0.3-0.1 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "330:A", "QuestionText": "\\(\n2 \\frac{2}{5}-\\frac{1}{15}=2 \\frac{1}{\\bigstar}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\(\n2 \\frac{2}{5}-\\frac{1}{15}=2 \\frac{1}{\\bigstar}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 15 \\)\nC. \\( 5 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "330:B", "QuestionText": "\\(\n2 \\frac{2}{5}-\\frac{1}{15}=2 \\frac{1}{\\bigstar}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "29", "MisconceptionName": "Forgot to simplify the fraction", "prompt": "Misconception:\nForgot to simplify the fraction\n\nQuestion:\n\\(\n2 \\frac{2}{5}-\\frac{1}{15}=2 \\frac{1}{\\bigstar}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 15 \\)\nC. \\( 5 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "330:C", "QuestionText": "\\(\n2 \\frac{2}{5}-\\frac{1}{15}=2 \\frac{1}{\\bigstar}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "848", "MisconceptionName": "Believes when simplifying a fraction you can divide the numerator and denominator by different values", "prompt": "Misconception:\nBelieves when simplifying a fraction you can divide the numerator and denominator by different values\n\nQuestion:\n\\(\n2 \\frac{2}{5}-\\frac{1}{15}=2 \\frac{1}{\\bigstar}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 15 \\)\nC. \\( 5 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "331:A", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{9}^{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "The equation is undefined at this value", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "1920", "MisconceptionName": "Forgotten that anything to the power of 0 equals 1", "prompt": "Misconception:\nForgotten that anything to the power of 0 equals 1\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{9}^{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. The equation is undefined at this value\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "331:B", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{9}^{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "The equation is undefined at this value", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1920", "MisconceptionName": "Forgotten that anything to the power of 0 equals 1", "prompt": "Misconception:\nForgotten that anything to the power of 0 equals 1\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{9}^{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. The equation is undefined at this value\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "331:D", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{9}^{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "The equation is undefined at this value", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "The equation is undefined at this value", "MisconceptionId": "1920", "MisconceptionName": "Forgotten that anything to the power of 0 equals 1", "prompt": "Misconception:\nForgotten that anything to the power of 0 equals 1\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{9}^{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. The equation is undefined at this value\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "332:B", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{x}{3}-5=12\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{3}=17 \\)\n\nKatie says a correct next line of working could be: \\( x-5=36 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{x}{3}-5=12\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{3}=17 \\)\n\nKatie says a correct next line of working could be: \\( x-5=36 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "332:C", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{x}{3}-5=12\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{3}=17 \\)\n\nKatie says a correct next line of working could be: \\( x-5=36 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{x}{3}-5=12\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{3}=17 \\)\n\nKatie says a correct next line of working could be: \\( x-5=36 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "332:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{x}{3}-5=12\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{3}=17 \\)\n\nKatie says a correct next line of working could be: \\( x-5=36 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{x}{3}-5=12\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{3}=17 \\)\n\nKatie says a correct next line of working could be: \\( x-5=36 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "333:B", "QuestionText": "\\( 0.26-0.6= \\)", "AnswerAText": "\\( -0.34 \\)", "AnswerBText": "\\( 0.34 \\)", "AnswerCText": "\\( -0.44 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.34 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\n\\( 0.26-0.6= \\)\n\nOptions:\nA. \\( -0.34 \\)\nB. \\( 0.34 \\)\nC. \\( -0.44 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "333:C", "QuestionText": "\\( 0.26-0.6= \\)", "AnswerAText": "\\( -0.34 \\)", "AnswerBText": "\\( 0.34 \\)", "AnswerCText": "\\( -0.44 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -0.44 \\)", "MisconceptionId": "1795", "MisconceptionName": "Believes you subtract the smaller digit from the larger digit in column subtraction, regardless of position", "prompt": "Misconception:\nBelieves you subtract the smaller digit from the larger digit in column subtraction, regardless of position\n\nQuestion:\n\\( 0.26-0.6= \\)\n\nOptions:\nA. \\( -0.34 \\)\nB. \\( 0.34 \\)\nC. \\( -0.44 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "333:D", "QuestionText": "\\( 0.26-0.6= \\)", "AnswerAText": "\\( -0.34 \\)", "AnswerBText": "\\( 0.34 \\)", "AnswerCText": "\\( -0.44 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "2346", "MisconceptionName": "When subtracting decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 0.26-0.6= \\)\n\nOptions:\nA. \\( -0.34 \\)\nB. \\( 0.34 \\)\nC. \\( -0.44 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "334:C", "QuestionText": "The probability of picking a green ball is \\( \\frac{1}{5} \\) Where is this value on the probability scale? ![B\nc\nD]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "760", "MisconceptionName": "Converts a fraction to a decimal by using the denominator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using the denominator after the decimal point\n\nQuestion:\nThe probability of picking a green ball is \\( \\frac{1}{5} \\) Where is this value on the probability scale? ![B\nc\nD]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "335:A", "QuestionText": "Jo and Paul are discussing mental addition and subtraction strategies.\n\nJo says a good way to add \\( 19 \\) is to add \\( 10 \\), then another \\( 10 \\) and then subtract \\( 1 \\).\n\nPaul says a good way to subtract \\( 19 \\) is to subtract \\( 10 \\), then another \\( 10 \\) and then add \\( 1 \\).\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nJo and Paul are discussing mental addition and subtraction strategies.\n\nJo says a good way to add \\( 19 \\) is to add \\( 10 \\), then another \\( 10 \\) and then subtract \\( 1 \\).\n\nPaul says a good way to subtract \\( 19 \\) is to subtract \\( 10 \\), then another \\( 10 \\) and then add \\( 1 \\).\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "335:B", "QuestionText": "Jo and Paul are discussing mental addition and subtraction strategies.\n\nJo says a good way to add \\( 19 \\) is to add \\( 10 \\), then another \\( 10 \\) and then subtract \\( 1 \\).\n\nPaul says a good way to subtract \\( 19 \\) is to subtract \\( 10 \\), then another \\( 10 \\) and then add \\( 1 \\).\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nJo and Paul are discussing mental addition and subtraction strategies.\n\nJo says a good way to add \\( 19 \\) is to add \\( 10 \\), then another \\( 10 \\) and then subtract \\( 1 \\).\n\nPaul says a good way to subtract \\( 19 \\) is to subtract \\( 10 \\), then another \\( 10 \\) and then add \\( 1 \\).\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "335:D", "QuestionText": "Jo and Paul are discussing mental addition and subtraction strategies.\n\nJo says a good way to add \\( 19 \\) is to add \\( 10 \\), then another \\( 10 \\) and then subtract \\( 1 \\).\n\nPaul says a good way to subtract \\( 19 \\) is to subtract \\( 10 \\), then another \\( 10 \\) and then add \\( 1 \\).\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nJo and Paul are discussing mental addition and subtraction strategies.\n\nJo says a good way to add \\( 19 \\) is to add \\( 10 \\), then another \\( 10 \\) and then subtract \\( 1 \\).\n\nPaul says a good way to subtract \\( 19 \\) is to subtract \\( 10 \\), then another \\( 10 \\) and then add \\( 1 \\).\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "336:A", "QuestionText": "![A pictogram where one smiley face =8 people. Game 1 has 4 faces. Game 2 has 3 faces. Game 3 has 2 faces. Game 4 has 2.75 faces.]() The pictogram shows the number of people who went to watch a netball match.\nHow many people went to game 4?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 2.75 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "1932", "MisconceptionName": "Counts partial symbols as if they were whole on pictograms", "prompt": "Misconception:\nCounts partial symbols as if they were whole on pictograms\n\nQuestion:\n![A pictogram where one smiley face =8 people. Game 1 has 4 faces. Game 2 has 3 faces. Game 3 has 2 faces. Game 4 has 2.75 faces.]() The pictogram shows the number of people who went to watch a netball match.\nHow many people went to game 4?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 16 \\)\nC. \\( 2.75 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "336:B", "QuestionText": "![A pictogram where one smiley face =8 people. Game 1 has 4 faces. Game 2 has 3 faces. Game 3 has 2 faces. Game 4 has 2.75 faces.]() The pictogram shows the number of people who went to watch a netball match.\nHow many people went to game 4?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 2.75 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "503", "MisconceptionName": "Ignores partial symbols on pictograms", "prompt": "Misconception:\nIgnores partial symbols on pictograms\n\nQuestion:\n![A pictogram where one smiley face =8 people. Game 1 has 4 faces. Game 2 has 3 faces. Game 3 has 2 faces. Game 4 has 2.75 faces.]() The pictogram shows the number of people who went to watch a netball match.\nHow many people went to game 4?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 16 \\)\nC. \\( 2.75 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "336:C", "QuestionText": "![A pictogram where one smiley face =8 people. Game 1 has 4 faces. Game 2 has 3 faces. Game 3 has 2 faces. Game 4 has 2.75 faces.]() The pictogram shows the number of people who went to watch a netball match.\nHow many people went to game 4?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 2.75 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2.75 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\n![A pictogram where one smiley face =8 people. Game 1 has 4 faces. Game 2 has 3 faces. Game 3 has 2 faces. Game 4 has 2.75 faces.]() The pictogram shows the number of people who went to watch a netball match.\nHow many people went to game 4?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 16 \\)\nC. \\( 2.75 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "337:A", "QuestionText": "Jo and Paul are arguing about percentages.\nJo says \\( 52 \\%=0.052 \\)\nPaul says \\( 52 \\%<\\frac{20}{41} \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1622", "MisconceptionName": "Divides by 1000 instead of 100 when converting a percentage to a decimal", "prompt": "Misconception:\nDivides by 1000 instead of 100 when converting a percentage to a decimal\n\nQuestion:\nJo and Paul are arguing about percentages.\nJo says \\( 52 \\%=0.052 \\)\nPaul says \\( 52 \\%<\\frac{20}{41} \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "338:A", "QuestionText": "Complete the statement \\( \\frac{4}{6}=\\frac{}{12} \\)", "AnswerAText": "\\( \\frac{4}{6}=\\frac{2}{12} \\)", "AnswerBText": "\\( \\frac{4}{6}=\\frac{4}{12} \\)", "AnswerCText": "\\( \\frac{4}{6}=\\frac{10}{12} \\)", "AnswerDText": "\\( \\frac{4}{6}=\\frac{8}{12} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4}{6}=\\frac{2}{12} \\)", "MisconceptionId": "6", "MisconceptionName": "Can identify the multiplier used to form an equivalent fraction but does not apply to the numerator", "prompt": "Misconception:\nCan identify the multiplier used to form an equivalent fraction but does not apply to the numerator\n\nQuestion:\nComplete the statement \\( \\frac{4}{6}=\\frac{}{12} \\)\n\nOptions:\nA. \\( \\frac{4}{6}=\\frac{2}{12} \\)\nB. \\( \\frac{4}{6}=\\frac{4}{12} \\)\nC. \\( \\frac{4}{6}=\\frac{10}{12} \\)\nD. \\( \\frac{4}{6}=\\frac{8}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "338:B", "QuestionText": "Complete the statement \\( \\frac{4}{6}=\\frac{}{12} \\)", "AnswerAText": "\\( \\frac{4}{6}=\\frac{2}{12} \\)", "AnswerBText": "\\( \\frac{4}{6}=\\frac{4}{12} \\)", "AnswerCText": "\\( \\frac{4}{6}=\\frac{10}{12} \\)", "AnswerDText": "\\( \\frac{4}{6}=\\frac{8}{12} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{4}{6}=\\frac{4}{12} \\)", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nComplete the statement \\( \\frac{4}{6}=\\frac{}{12} \\)\n\nOptions:\nA. \\( \\frac{4}{6}=\\frac{2}{12} \\)\nB. \\( \\frac{4}{6}=\\frac{4}{12} \\)\nC. \\( \\frac{4}{6}=\\frac{10}{12} \\)\nD. \\( \\frac{4}{6}=\\frac{8}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "338:C", "QuestionText": "Complete the statement \\( \\frac{4}{6}=\\frac{}{12} \\)", "AnswerAText": "\\( \\frac{4}{6}=\\frac{2}{12} \\)", "AnswerBText": "\\( \\frac{4}{6}=\\frac{4}{12} \\)", "AnswerCText": "\\( \\frac{4}{6}=\\frac{10}{12} \\)", "AnswerDText": "\\( \\frac{4}{6}=\\frac{8}{12} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{4}{6}=\\frac{10}{12} \\)", "MisconceptionId": "1429", "MisconceptionName": "Believes equivalent fractions are formed with addition not multiplication", "prompt": "Misconception:\nBelieves equivalent fractions are formed with addition not multiplication\n\nQuestion:\nComplete the statement \\( \\frac{4}{6}=\\frac{}{12} \\)\n\nOptions:\nA. \\( \\frac{4}{6}=\\frac{2}{12} \\)\nB. \\( \\frac{4}{6}=\\frac{4}{12} \\)\nC. \\( \\frac{4}{6}=\\frac{10}{12} \\)\nD. \\( \\frac{4}{6}=\\frac{8}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "339:A", "QuestionText": "Which of the following is the most appropriate word to describe \\( 3 g \\) in this: \\( 6-3 g \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Variable", "MisconceptionId": "2519", "MisconceptionName": "Confuses a term with a variable", "prompt": "Misconception:\nConfuses a term with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( 3 g \\) in this: \\( 6-3 g \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "339:B", "QuestionText": "Which of the following is the most appropriate word to describe \\( 3 g \\) in this: \\( 6-3 g \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Expression", "MisconceptionId": "661", "MisconceptionName": "Confuses an expression with a term", "prompt": "Misconception:\nConfuses an expression with a term\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( 3 g \\) in this: \\( 6-3 g \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "339:C", "QuestionText": "Which of the following is the most appropriate word to describe \\( 3 g \\) in this: \\( 6-3 g \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Equation", "MisconceptionId": "68", "MisconceptionName": "Confuses a term with an equation", "prompt": "Misconception:\nConfuses a term with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( 3 g \\) in this: \\( 6-3 g \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "340:B", "QuestionText": "The triangle is reflected in the \\( y \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -2 to 2. Three points are plotted and joined to make a triangle: (2, -2), (4, -2), (3, -1). Point (3, -1) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (-3,-1) \\)", "AnswerBText": "\\( (0,-1) \\)", "AnswerCText": "\\( (-2,-1) \\)", "AnswerDText": "\\( (3,-1) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (0,-1) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the \\( y \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -2 to 2. Three points are plotted and joined to make a triangle: (2, -2), (4, -2), (3, -1). Point (3, -1) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (-3,-1) \\)\nB. \\( (0,-1) \\)\nC. \\( (-2,-1) \\)\nD. \\( (3,-1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "340:C", "QuestionText": "The triangle is reflected in the \\( y \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -2 to 2. Three points are plotted and joined to make a triangle: (2, -2), (4, -2), (3, -1). Point (3, -1) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (-3,-1) \\)", "AnswerBText": "\\( (0,-1) \\)", "AnswerCText": "\\( (-2,-1) \\)", "AnswerDText": "\\( (3,-1) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (-2,-1) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the \\( y \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -2 to 2. Three points are plotted and joined to make a triangle: (2, -2), (4, -2), (3, -1). Point (3, -1) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (-3,-1) \\)\nB. \\( (0,-1) \\)\nC. \\( (-2,-1) \\)\nD. \\( (3,-1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "340:D", "QuestionText": "The triangle is reflected in the \\( y \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -2 to 2. Three points are plotted and joined to make a triangle: (2, -2), (4, -2), (3, -1). Point (3, -1) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (-3,-1) \\)", "AnswerBText": "\\( (0,-1) \\)", "AnswerCText": "\\( (-2,-1) \\)", "AnswerDText": "\\( (3,-1) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (3,-1) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the \\( y \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -2 to 2. Three points are plotted and joined to make a triangle: (2, -2), (4, -2), (3, -1). Point (3, -1) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (-3,-1) \\)\nB. \\( (0,-1) \\)\nC. \\( (-2,-1) \\)\nD. \\( (3,-1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "341:D", "QuestionText": "![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The top right corner of the rectangle is marked with the letter P, which is 5 squares up from the bottom of the grid on the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\n![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The top right corner of the rectangle is marked with the letter P, which is 5 squares up from the bottom of the grid on the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "342:A", "QuestionText": "Which of the following is an obtuse angle?", "AnswerAText": "\\( 85^{\\circ} \\)", "AnswerBText": "\\( 270^{\\circ} \\)", "AnswerCText": "\\( 110^{\\circ} \\)", "AnswerDText": "\\( 180^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 85^{\\circ} \\)", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nWhich of the following is an obtuse angle?\n\nOptions:\nA. \\( 85^{\\circ} \\)\nB. \\( 270^{\\circ} \\)\nC. \\( 110^{\\circ} \\)\nD. \\( 180^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "342:B", "QuestionText": "Which of the following is an obtuse angle?", "AnswerAText": "\\( 85^{\\circ} \\)", "AnswerBText": "\\( 270^{\\circ} \\)", "AnswerCText": "\\( 110^{\\circ} \\)", "AnswerDText": "\\( 180^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 270^{\\circ} \\)", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nWhich of the following is an obtuse angle?\n\nOptions:\nA. \\( 85^{\\circ} \\)\nB. \\( 270^{\\circ} \\)\nC. \\( 110^{\\circ} \\)\nD. \\( 180^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "342:D", "QuestionText": "Which of the following is an obtuse angle?", "AnswerAText": "\\( 85^{\\circ} \\)", "AnswerBText": "\\( 270^{\\circ} \\)", "AnswerCText": "\\( 110^{\\circ} \\)", "AnswerDText": "\\( 180^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 180^{\\circ} \\)", "MisconceptionId": "1440", "MisconceptionName": "Believes 180 degrees is an obtuse angle", "prompt": "Misconception:\nBelieves 180 degrees is an obtuse angle\n\nQuestion:\nWhich of the following is an obtuse angle?\n\nOptions:\nA. \\( 85^{\\circ} \\)\nB. \\( 270^{\\circ} \\)\nC. \\( 110^{\\circ} \\)\nD. \\( 180^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "343:B", "QuestionText": "What shape do you get if you join up the midpoints of the sides of this shape? ![An irregular quadrilateral drawn on a grid]()", "AnswerAText": "Parallelogram", "AnswerBText": "Rhombus", "AnswerCText": "Kite", "AnswerDText": "Rectangle", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Rhombus", "MisconceptionId": "85", "MisconceptionName": "Does not remember that a rhombus has equal sides", "prompt": "Misconception:\nDoes not remember that a rhombus has equal sides\n\nQuestion:\nWhat shape do you get if you join up the midpoints of the sides of this shape? ![An irregular quadrilateral drawn on a grid]()\n\nOptions:\nA. Parallelogram\nB. Rhombus\nC. Kite\nD. Rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "343:C", "QuestionText": "What shape do you get if you join up the midpoints of the sides of this shape? ![An irregular quadrilateral drawn on a grid]()", "AnswerAText": "Parallelogram", "AnswerBText": "Rhombus", "AnswerCText": "Kite", "AnswerDText": "Rectangle", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Kite", "MisconceptionId": "1740", "MisconceptionName": "Does not recognise the properties of a kite", "prompt": "Misconception:\nDoes not recognise the properties of a kite\n\nQuestion:\nWhat shape do you get if you join up the midpoints of the sides of this shape? ![An irregular quadrilateral drawn on a grid]()\n\nOptions:\nA. Parallelogram\nB. Rhombus\nC. Kite\nD. Rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "343:D", "QuestionText": "What shape do you get if you join up the midpoints of the sides of this shape? ![An irregular quadrilateral drawn on a grid]()", "AnswerAText": "Parallelogram", "AnswerBText": "Rhombus", "AnswerCText": "Kite", "AnswerDText": "Rectangle", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Rectangle", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nWhat shape do you get if you join up the midpoints of the sides of this shape? ![An irregular quadrilateral drawn on a grid]()\n\nOptions:\nA. Parallelogram\nB. Rhombus\nC. Kite\nD. Rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "344:A", "QuestionText": "\\(\n0.7 m^3 =\\bigstar \\,cm^3\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( 70 \\)", "AnswerBText": "\\( 7000 \\)", "AnswerCText": "\\( 700000 \\)", "AnswerDText": "\\( 700 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 70 \\)", "MisconceptionId": "2514", "MisconceptionName": "Does not cube the conversion factor when converting cubed units", "prompt": "Misconception:\nDoes not cube the conversion factor when converting cubed units\n\nQuestion:\n\\(\n0.7 m^3 =\\bigstar \\,cm^3\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( 70 \\)\nB. \\( 7000 \\)\nC. \\( 700000 \\)\nD. \\( 700 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "345:A", "QuestionText": "What is \\( \\mathbf{1 2 6 . 0 5} \\) rounded to the nearest ten?", "AnswerAText": "\\( 100 \\)", "AnswerBText": "\\( 120 \\)", "AnswerCText": "\\( 130 \\)", "AnswerDText": "\\( 126 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{1 2 6 . 0 5} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 100 \\)\nB. \\( 120 \\)\nC. \\( 130 \\)\nD. \\( 126 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "345:B", "QuestionText": "What is \\( \\mathbf{1 2 6 . 0 5} \\) rounded to the nearest ten?", "AnswerAText": "\\( 100 \\)", "AnswerBText": "\\( 120 \\)", "AnswerCText": "\\( 130 \\)", "AnswerDText": "\\( 126 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 120 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{1 2 6 . 0 5} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 100 \\)\nB. \\( 120 \\)\nC. \\( 130 \\)\nD. \\( 126 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "345:D", "QuestionText": "What is \\( \\mathbf{1 2 6 . 0 5} \\) rounded to the nearest ten?", "AnswerAText": "\\( 100 \\)", "AnswerBText": "\\( 120 \\)", "AnswerCText": "\\( 130 \\)", "AnswerDText": "\\( 126 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 126 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{1 2 6 . 0 5} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 100 \\)\nB. \\( 120 \\)\nC. \\( 130 \\)\nD. \\( 126 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "346:C", "QuestionText": "Kate and Isaac share some yoghurt in the ratio \\( 2: 5 \\).\nKate has \\(_____\\) of the total yoghurt\nWhat fraction completes the sentence?", "AnswerAText": "\\( \\frac{3}{2} \\)", "AnswerBText": "\\( \\frac{3}{5} \\)", "AnswerCText": "\\( \\frac{2}{5} \\)", "AnswerDText": "\\( \\frac{2}{7} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2}{5} \\)", "MisconceptionId": "1452", "MisconceptionName": "When converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total", "prompt": "Misconception:\nWhen converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total\n\nQuestion:\nKate and Isaac share some yoghurt in the ratio \\( 2: 5 \\).\nKate has \\(_____\\) of the total yoghurt\nWhat fraction completes the sentence?\n\nOptions:\nA. \\( \\frac{3}{2} \\)\nB. \\( \\frac{3}{5} \\)\nC. \\( \\frac{2}{5} \\)\nD. \\( \\frac{2}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "347:A", "QuestionText": "Calculate the displacement \\( (s) \\), of a particle when initial velocity \\( (u)=2.9 \\mathrm{~ms}^{-1} \\), final velocity \\( (v)=3.5 \\mathrm{~ms}^{-1} \\), and the time \\( (t) \\) taken is \\( 5.2 \\) seconds. \\( s=\\frac{1}{2}(u+v) t \\)", "AnswerAText": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5)+5.2 \\\\ s=8.4\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5+5.2) \\\\ s=5.8\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}s=2.9+3.5+\\left(\\frac{1}{2} \\times 5.2\\right) \\\\ s=9\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5) \\times 5.2 \\\\ s=16.64\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5)+5.2 \\\\ s=8.4\\end{array} \\)", "MisconceptionId": "1900", "MisconceptionName": "Thinks two variables next to each other represent addition", "prompt": "Misconception:\nThinks two variables next to each other represent addition\n\nQuestion:\nCalculate the displacement \\( (s) \\), of a particle when initial velocity \\( (u)=2.9 \\mathrm{~ms}^{-1} \\), final velocity \\( (v)=3.5 \\mathrm{~ms}^{-1} \\), and the time \\( (t) \\) taken is \\( 5.2 \\) seconds. \\( s=\\frac{1}{2}(u+v) t \\)\n\nOptions:\nA. \\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5)+5.2 \\\\ s=8.4\\end{array} \\)\nB. \\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5+5.2) \\\\ s=5.8\\end{array} \\)\nC. \\( \\begin{array}{c}s=2.9+3.5+\\left(\\frac{1}{2} \\times 5.2\\right) \\\\ s=9\\end{array} \\)\nD. \\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5) \\times 5.2 \\\\ s=16.64\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "347:B", "QuestionText": "Calculate the displacement \\( (s) \\), of a particle when initial velocity \\( (u)=2.9 \\mathrm{~ms}^{-1} \\), final velocity \\( (v)=3.5 \\mathrm{~ms}^{-1} \\), and the time \\( (t) \\) taken is \\( 5.2 \\) seconds. \\( s=\\frac{1}{2}(u+v) t \\)", "AnswerAText": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5)+5.2 \\\\ s=8.4\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5+5.2) \\\\ s=5.8\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}s=2.9+3.5+\\left(\\frac{1}{2} \\times 5.2\\right) \\\\ s=9\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5) \\times 5.2 \\\\ s=16.64\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5+5.2) \\\\ s=5.8\\end{array} \\)", "MisconceptionId": "1900", "MisconceptionName": "Thinks two variables next to each other represent addition", "prompt": "Misconception:\nThinks two variables next to each other represent addition\n\nQuestion:\nCalculate the displacement \\( (s) \\), of a particle when initial velocity \\( (u)=2.9 \\mathrm{~ms}^{-1} \\), final velocity \\( (v)=3.5 \\mathrm{~ms}^{-1} \\), and the time \\( (t) \\) taken is \\( 5.2 \\) seconds. \\( s=\\frac{1}{2}(u+v) t \\)\n\nOptions:\nA. \\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5)+5.2 \\\\ s=8.4\\end{array} \\)\nB. \\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5+5.2) \\\\ s=5.8\\end{array} \\)\nC. \\( \\begin{array}{c}s=2.9+3.5+\\left(\\frac{1}{2} \\times 5.2\\right) \\\\ s=9\\end{array} \\)\nD. \\( \\begin{array}{c}s=\\frac{1}{2}(2.9+3.5) \\times 5.2 \\\\ s=16.64\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "348:A", "QuestionText": "How many days in a non-leap year?", "AnswerAText": "\\( 350 \\)", "AnswerBText": "\\( 366 \\)", "AnswerCText": "\\( 365 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 350 \\)", "MisconceptionId": "2239", "MisconceptionName": "Thinks there are 50 weeks in a year", "prompt": "Misconception:\nThinks there are 50 weeks in a year\n\nQuestion:\nHow many days in a non-leap year?\n\nOptions:\nA. \\( 350 \\)\nB. \\( 366 \\)\nC. \\( 365 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "348:D", "QuestionText": "How many days in a non-leap year?", "AnswerAText": "\\( 350 \\)", "AnswerBText": "\\( 366 \\)", "AnswerCText": "\\( 365 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1322", "MisconceptionName": "Does not know how many days are in a leap year", "prompt": "Misconception:\nDoes not know how many days are in a leap year\n\nQuestion:\nHow many days in a non-leap year?\n\nOptions:\nA. \\( 350 \\)\nB. \\( 366 \\)\nC. \\( 365 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "349:A", "QuestionText": "Which calculation is incorrect?", "AnswerAText": "\\( (-7) \\times 2=-14 \\)", "AnswerBText": "\\( (-7) \\times(-2)=-14 \\)", "AnswerCText": "\\( 7 \\times 2=14 \\)", "AnswerDText": "\\( 7 \\times(-2)=-14 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (-7) \\times 2=-14 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhich calculation is incorrect?\n\nOptions:\nA. \\( (-7) \\times 2=-14 \\)\nB. \\( (-7) \\times(-2)=-14 \\)\nC. \\( 7 \\times 2=14 \\)\nD. \\( 7 \\times(-2)=-14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "349:C", "QuestionText": "Which calculation is incorrect?", "AnswerAText": "\\( (-7) \\times 2=-14 \\)", "AnswerBText": "\\( (-7) \\times(-2)=-14 \\)", "AnswerCText": "\\( 7 \\times 2=14 \\)", "AnswerDText": "\\( 7 \\times(-2)=-14 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 7 \\times 2=14 \\)", "MisconceptionId": "1800", "MisconceptionName": "Believes multiplying two positives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two positives gives a negative answer\n\nQuestion:\nWhich calculation is incorrect?\n\nOptions:\nA. \\( (-7) \\times 2=-14 \\)\nB. \\( (-7) \\times(-2)=-14 \\)\nC. \\( 7 \\times 2=14 \\)\nD. \\( 7 \\times(-2)=-14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "349:D", "QuestionText": "Which calculation is incorrect?", "AnswerAText": "\\( (-7) \\times 2=-14 \\)", "AnswerBText": "\\( (-7) \\times(-2)=-14 \\)", "AnswerCText": "\\( 7 \\times 2=14 \\)", "AnswerDText": "\\( 7 \\times(-2)=-14 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7 \\times(-2)=-14 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhich calculation is incorrect?\n\nOptions:\nA. \\( (-7) \\times 2=-14 \\)\nB. \\( (-7) \\times(-2)=-14 \\)\nC. \\( 7 \\times 2=14 \\)\nD. \\( 7 \\times(-2)=-14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "350:A", "QuestionText": "The probability of an event occurring is \\( \\frac{2}{7} \\).\n\nWhat is the probability of the event not occurring?", "AnswerAText": "\\( \\frac{2}{7} \\)", "AnswerBText": "\\( \\frac{5}{7} \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( \\frac{2}{5} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{7} \\)", "MisconceptionId": "2265", "MisconceptionName": "Thinks that probabilities of an event occurring or not occurring must be equal", "prompt": "Misconception:\nThinks that probabilities of an event occurring or not occurring must be equal\n\nQuestion:\nThe probability of an event occurring is \\( \\frac{2}{7} \\).\n\nWhat is the probability of the event not occurring?\n\nOptions:\nA. \\( \\frac{2}{7} \\)\nB. \\( \\frac{5}{7} \\)\nC. \\( 5 \\)\nD. \\( \\frac{2}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "350:C", "QuestionText": "The probability of an event occurring is \\( \\frac{2}{7} \\).\n\nWhat is the probability of the event not occurring?", "AnswerAText": "\\( \\frac{2}{7} \\)", "AnswerBText": "\\( \\frac{5}{7} \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( \\frac{2}{5} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "604", "MisconceptionName": "Gives probability as an integer instead of a fraction", "prompt": "Misconception:\nGives probability as an integer instead of a fraction\n\nQuestion:\nThe probability of an event occurring is \\( \\frac{2}{7} \\).\n\nWhat is the probability of the event not occurring?\n\nOptions:\nA. \\( \\frac{2}{7} \\)\nB. \\( \\frac{5}{7} \\)\nC. \\( 5 \\)\nD. \\( \\frac{2}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "351:A", "QuestionText": "\\( (16)^{2}=? \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 32 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "909", "MisconceptionName": "Mixes up squaring with dividing by 2", "prompt": "Misconception:\nMixes up squaring with dividing by 2\n\nQuestion:\n\\( (16)^{2}=? \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 32 \\)\nC. \\( 64 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "351:B", "QuestionText": "\\( (16)^{2}=? \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 32 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 32 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( (16)^{2}=? \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 32 \\)\nC. \\( 64 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "352:B", "QuestionText": "This is a part of the table of values for the equation\n\\(y=x^{2}+4\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -6 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 40 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -24 \\)", "AnswerDText": "\\( -32 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "158", "MisconceptionName": "Believes addition comes before indices, in orders of operation", "prompt": "Misconception:\nBelieves addition comes before indices, in orders of operation\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(y=x^{2}+4\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -6 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 40 \\)\nB. \\( 4 \\)\nC. \\( -24 \\)\nD. \\( -32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "352:D", "QuestionText": "This is a part of the table of values for the equation\n\\(y=x^{2}+4\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -6 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 40 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -24 \\)", "AnswerDText": "\\( -32 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -32 \\)", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(y=x^{2}+4\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -6 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 40 \\)\nB. \\( 4 \\)\nC. \\( -24 \\)\nD. \\( -32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "353:B", "QuestionText": "What is the area of this shape? ![Parallelogram drawn on square grid with area of 6 squares]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2345", "MisconceptionName": "Counts half-squares as full squares when calculating area on a square grid", "prompt": "Misconception:\nCounts half-squares as full squares when calculating area on a square grid\n\nQuestion:\nWhat is the area of this shape? ![Parallelogram drawn on square grid with area of 6 squares]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "353:C", "QuestionText": "What is the area of this shape? ![Parallelogram drawn on square grid with area of 6 squares]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "584", "MisconceptionName": "Underestimates the area of shapes when counting squares when some squares are neither wholes nor halves", "prompt": "Misconception:\nUnderestimates the area of shapes when counting squares when some squares are neither wholes nor halves\n\nQuestion:\nWhat is the area of this shape? ![Parallelogram drawn on square grid with area of 6 squares]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "353:D", "QuestionText": "What is the area of this shape? ![Parallelogram drawn on square grid with area of 6 squares]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "2345", "MisconceptionName": "Counts half-squares as full squares when calculating area on a square grid", "prompt": "Misconception:\nCounts half-squares as full squares when calculating area on a square grid\n\nQuestion:\nWhat is the area of this shape? ![Parallelogram drawn on square grid with area of 6 squares]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "354:B", "QuestionText": "\\( -(16)^{2}=? \\)", "AnswerAText": "\\( -256 \\)", "AnswerBText": "\\( -32 \\)", "AnswerCText": "\\( 32 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -32 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( -(16)^{2}=? \\)\n\nOptions:\nA. \\( -256 \\)\nB. \\( -32 \\)\nC. \\( 32 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "354:D", "QuestionText": "\\( -(16)^{2}=? \\)", "AnswerAText": "\\( -256 \\)", "AnswerBText": "\\( -32 \\)", "AnswerCText": "\\( 32 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 256 \\)", "MisconceptionId": "1444", "MisconceptionName": "Does not understand that the negative outside the bracket means answer will be negative", "prompt": "Misconception:\nDoes not understand that the negative outside the bracket means answer will be negative\n\nQuestion:\n\\( -(16)^{2}=? \\)\n\nOptions:\nA. \\( -256 \\)\nB. \\( -32 \\)\nC. \\( 32 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "355:A", "QuestionText": "Which quadrilateral has the highest order of rotational symmetry?", "AnswerAText": "![Trapezium]()", "AnswerBText": "![Irregular quadrilateral]()", "AnswerCText": "![Parallelogram]()", "AnswerDText": "They each have the same order of rotational symmetry", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![Trapezium]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich quadrilateral has the highest order of rotational symmetry?\n\nOptions:\nA. ![Trapezium]()\nB. ![Irregular quadrilateral]()\nC. ![Parallelogram]()\nD. They each have the same order of rotational symmetry\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "355:B", "QuestionText": "Which quadrilateral has the highest order of rotational symmetry?", "AnswerAText": "![Trapezium]()", "AnswerBText": "![Irregular quadrilateral]()", "AnswerCText": "![Parallelogram]()", "AnswerDText": "They each have the same order of rotational symmetry", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![Irregular quadrilateral]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich quadrilateral has the highest order of rotational symmetry?\n\nOptions:\nA. ![Trapezium]()\nB. ![Irregular quadrilateral]()\nC. ![Parallelogram]()\nD. They each have the same order of rotational symmetry\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "355:D", "QuestionText": "Which quadrilateral has the highest order of rotational symmetry?", "AnswerAText": "![Trapezium]()", "AnswerBText": "![Irregular quadrilateral]()", "AnswerCText": "![Parallelogram]()", "AnswerDText": "They each have the same order of rotational symmetry", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "They each have the same order of rotational symmetry", "MisconceptionId": "926", "MisconceptionName": "Believes the number of sides gives the order of rotational symmetry", "prompt": "Misconception:\nBelieves the number of sides gives the order of rotational symmetry\n\nQuestion:\nWhich quadrilateral has the highest order of rotational symmetry?\n\nOptions:\nA. ![Trapezium]()\nB. ![Irregular quadrilateral]()\nC. ![Parallelogram]()\nD. They each have the same order of rotational symmetry\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "356:A", "QuestionText": "What number is the arrow pointing to? ![A number line from 100 to 200 with an arrow pointing to the value 160]()", "AnswerAText": "\\( 154 \\)", "AnswerBText": "\\( 170 \\)", "AnswerCText": "\\( 152 \\)", "AnswerDText": "\\( 160 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 154 \\)", "MisconceptionId": "1103", "MisconceptionName": "When reading integers on a number line, assumes each dash is 2", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 2\n\nQuestion:\nWhat number is the arrow pointing to? ![A number line from 100 to 200 with an arrow pointing to the value 160]()\n\nOptions:\nA. \\( 154 \\)\nB. \\( 170 \\)\nC. \\( 152 \\)\nD. \\( 160 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "356:B", "QuestionText": "What number is the arrow pointing to? ![A number line from 100 to 200 with an arrow pointing to the value 160]()", "AnswerAText": "\\( 154 \\)", "AnswerBText": "\\( 170 \\)", "AnswerCText": "\\( 152 \\)", "AnswerDText": "\\( 160 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 170 \\)", "MisconceptionId": "2035", "MisconceptionName": "When reading integers on a number line, assumes each dash is 10", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 10\n\nQuestion:\nWhat number is the arrow pointing to? ![A number line from 100 to 200 with an arrow pointing to the value 160]()\n\nOptions:\nA. \\( 154 \\)\nB. \\( 170 \\)\nC. \\( 152 \\)\nD. \\( 160 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "356:C", "QuestionText": "What number is the arrow pointing to? ![A number line from 100 to 200 with an arrow pointing to the value 160]()", "AnswerAText": "\\( 154 \\)", "AnswerBText": "\\( 170 \\)", "AnswerCText": "\\( 152 \\)", "AnswerDText": "\\( 160 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 152 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat number is the arrow pointing to? ![A number line from 100 to 200 with an arrow pointing to the value 160]()\n\nOptions:\nA. \\( 154 \\)\nB. \\( 170 \\)\nC. \\( 152 \\)\nD. \\( 160 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "357:A", "QuestionText": "Which of the following is the correct way of writing:\n\n\\( m \\) multiplied by \\( n \\), then add \\( 5 \\)\n\nusing algebraic convention?", "AnswerAText": "\\( m(n+5) \\)", "AnswerBText": "\\( m \\times n+5 \\)", "AnswerCText": "\\( m n+5 \\)", "AnswerDText": "\\( 5 m n \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( m(n+5) \\)", "MisconceptionId": "190", "MisconceptionName": "Does not account for grammar when writing algebra e.g. ,then making a group", "prompt": "Misconception:\nDoes not account for grammar when writing algebra e.g. ,then making a group\n\nQuestion:\nWhich of the following is the correct way of writing:\n\n\\( m \\) multiplied by \\( n \\), then add \\( 5 \\)\n\nusing algebraic convention?\n\nOptions:\nA. \\( m(n+5) \\)\nB. \\( m \\times n+5 \\)\nC. \\( m n+5 \\)\nD. \\( 5 m n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "357:B", "QuestionText": "Which of the following is the correct way of writing:\n\n\\( m \\) multiplied by \\( n \\), then add \\( 5 \\)\n\nusing algebraic convention?", "AnswerAText": "\\( m(n+5) \\)", "AnswerBText": "\\( m \\times n+5 \\)", "AnswerCText": "\\( m n+5 \\)", "AnswerDText": "\\( 5 m n \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( m \\times n+5 \\)", "MisconceptionId": "1680", "MisconceptionName": "Does not realize we can omit the multiplication symbol in algebraic expressions", "prompt": "Misconception:\nDoes not realize we can omit the multiplication symbol in algebraic expressions\n\nQuestion:\nWhich of the following is the correct way of writing:\n\n\\( m \\) multiplied by \\( n \\), then add \\( 5 \\)\n\nusing algebraic convention?\n\nOptions:\nA. \\( m(n+5) \\)\nB. \\( m \\times n+5 \\)\nC. \\( m n+5 \\)\nD. \\( 5 m n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "358:B", "QuestionText": "Line \\( X Y \\) is... ![A pair of parallel lines are drawn with the arrows pointing up to the left.\nA straight red line, XY, is drawn so that it diagonally crosses the pair of parallel lines. The red line rises from X on the left up to Y.]()", "AnswerAText": "Parallel", "AnswerBText": "Perpendicular", "AnswerCText": "Skew", "AnswerDText": "A transversal", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Perpendicular", "MisconceptionId": "1419", "MisconceptionName": "Believes any lines that cross are perpendicular", "prompt": "Misconception:\nBelieves any lines that cross are perpendicular\n\nQuestion:\nLine \\( X Y \\) is... ![A pair of parallel lines are drawn with the arrows pointing up to the left.\nA straight red line, XY, is drawn so that it diagonally crosses the pair of parallel lines. The red line rises from X on the left up to Y.]()\n\nOptions:\nA. Parallel\nB. Perpendicular\nC. Skew\nD. A transversal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "358:C", "QuestionText": "Line \\( X Y \\) is... ![A pair of parallel lines are drawn with the arrows pointing up to the left.\nA straight red line, XY, is drawn so that it diagonally crosses the pair of parallel lines. The red line rises from X on the left up to Y.]()", "AnswerAText": "Parallel", "AnswerBText": "Perpendicular", "AnswerCText": "Skew", "AnswerDText": "A transversal", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Skew", "MisconceptionId": "680", "MisconceptionName": "Does not know the term transversal", "prompt": "Misconception:\nDoes not know the term transversal\n\nQuestion:\nLine \\( X Y \\) is... ![A pair of parallel lines are drawn with the arrows pointing up to the left.\nA straight red line, XY, is drawn so that it diagonally crosses the pair of parallel lines. The red line rises from X on the left up to Y.]()\n\nOptions:\nA. Parallel\nB. Perpendicular\nC. Skew\nD. A transversal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "359:A", "QuestionText": "If we want to write\n\"\\( m \\) multiplied by \\( m \\) multiplied by \\( m \\)\"\nusing algebra, this would be:", "AnswerAText": "\\( m \\times m \\times m \\)", "AnswerBText": "\\( m^{3} \\)", "AnswerCText": "\\( 3 m \\)", "AnswerDText": "\\( \\mathrm{mmm} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( m \\times m \\times m \\)", "MisconceptionId": "1680", "MisconceptionName": "Does not realize we can omit the multiplication symbol in algebraic expressions", "prompt": "Misconception:\nDoes not realize we can omit the multiplication symbol in algebraic expressions\n\nQuestion:\nIf we want to write\n\"\\( m \\) multiplied by \\( m \\) multiplied by \\( m \\)\"\nusing algebra, this would be:\n\nOptions:\nA. \\( m \\times m \\times m \\)\nB. \\( m^{3} \\)\nC. \\( 3 m \\)\nD. \\( \\mathrm{mmm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "359:C", "QuestionText": "If we want to write\n\"\\( m \\) multiplied by \\( m \\) multiplied by \\( m \\)\"\nusing algebra, this would be:", "AnswerAText": "\\( m \\times m \\times m \\)", "AnswerBText": "\\( m^{3} \\)", "AnswerCText": "\\( 3 m \\)", "AnswerDText": "\\( \\mathrm{mmm} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 m \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nIf we want to write\n\"\\( m \\) multiplied by \\( m \\) multiplied by \\( m \\)\"\nusing algebra, this would be:\n\nOptions:\nA. \\( m \\times m \\times m \\)\nB. \\( m^{3} \\)\nC. \\( 3 m \\)\nD. \\( \\mathrm{mmm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "359:D", "QuestionText": "If we want to write\n\"\\( m \\) multiplied by \\( m \\) multiplied by \\( m \\)\"\nusing algebra, this would be:", "AnswerAText": "\\( m \\times m \\times m \\)", "AnswerBText": "\\( m^{3} \\)", "AnswerCText": "\\( 3 m \\)", "AnswerDText": "\\( \\mathrm{mmm} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\mathrm{mmm} \\)", "MisconceptionId": "572", "MisconceptionName": "Writes repeated letters instead of using index form of a variable", "prompt": "Misconception:\nWrites repeated letters instead of using index form of a variable\n\nQuestion:\nIf we want to write\n\"\\( m \\) multiplied by \\( m \\) multiplied by \\( m \\)\"\nusing algebra, this would be:\n\nOptions:\nA. \\( m \\times m \\times m \\)\nB. \\( m^{3} \\)\nC. \\( 3 m \\)\nD. \\( \\mathrm{mmm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "360:A", "QuestionText": "What is the median of the following numbers?\n\\[\n2,2,4,7,10,-15\n\\]", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 5.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1225", "MisconceptionName": "Believes you don't need to numerically order the data before calculating the median", "prompt": "Misconception:\nBelieves you don't need to numerically order the data before calculating the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n2,2,4,7,10,-15\n\\]\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 5.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "360:B", "QuestionText": "What is the median of the following numbers?\n\\[\n2,2,4,7,10,-15\n\\]", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 5.5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2426", "MisconceptionName": "When finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle", "prompt": "Misconception:\nWhen finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n2,2,4,7,10,-15\n\\]\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 5.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "360:D", "QuestionText": "What is the median of the following numbers?\n\\[\n2,2,4,7,10,-15\n\\]", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 5.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5.5 \\)", "MisconceptionId": "1225", "MisconceptionName": "Believes you don't need to numerically order the data before calculating the median", "prompt": "Misconception:\nBelieves you don't need to numerically order the data before calculating the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n2,2,4,7,10,-15\n\\]\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 5.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "361:D", "QuestionText": "![Think of a number, then subtract \\( 5 \\), next divide by \\( 8 \\), next add 4, and finally multiply by \\( 7 \\).]() Jo says you can write this as:\n\\[\n7\\left(\\frac{(n-5)}{8}+4\\right)\n\\]\nPaul says you can write this as:\n\\[\n7((n-5) \\div 8)+4\n\\]\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n![Think of a number, then subtract \\( 5 \\), next divide by \\( 8 \\), next add 4, and finally multiply by \\( 7 \\).]() Jo says you can write this as:\n\\[\n7\\left(\\frac{(n-5)}{8}+4\\right)\n\\]\nPaul says you can write this as:\n\\[\n7((n-5) \\div 8)+4\n\\]\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "362:A", "QuestionText": "A line has equation \\( 4 x+3 y=5 \\)\nWhat is it's gradient?", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -\\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{4}{3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\nA line has equation \\( 4 x+3 y=5 \\)\nWhat is it's gradient?\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( -\\frac{4}{3} \\)\nD. \\( \\frac{4}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "362:B", "QuestionText": "A line has equation \\( 4 x+3 y=5 \\)\nWhat is it's gradient?", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -\\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{4}{3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "130", "MisconceptionName": "Believes that for a line written in the form ax + by = c, a is the gradient", "prompt": "Misconception:\nBelieves that for a line written in the form ax + by = c, a is the gradient\n\nQuestion:\nA line has equation \\( 4 x+3 y=5 \\)\nWhat is it's gradient?\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( -\\frac{4}{3} \\)\nD. \\( \\frac{4}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "362:D", "QuestionText": "A line has equation \\( 4 x+3 y=5 \\)\nWhat is it's gradient?", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -\\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{4}{3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{4}{3} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nA line has equation \\( 4 x+3 y=5 \\)\nWhat is it's gradient?\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( -\\frac{4}{3} \\)\nD. \\( \\frac{4}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "363:A", "QuestionText": "Which model does not correctly represent the following expression?\n\\(2(n+3)\\)", "AnswerAText": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerBText": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerCText": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerDText": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nWhich model does not correctly represent the following expression?\n\\(2(n+3)\\)\n\nOptions:\nA. ![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nB. ![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nC. ![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nD. ![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "363:B", "QuestionText": "Which model does not correctly represent the following expression?\n\\(2(n+3)\\)", "AnswerAText": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerBText": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerCText": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerDText": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nWhich model does not correctly represent the following expression?\n\\(2(n+3)\\)\n\nOptions:\nA. ![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nB. ![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nC. ![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nD. ![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "363:C", "QuestionText": "Which model does not correctly represent the following expression?\n\\(2(n+3)\\)", "AnswerAText": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerBText": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerCText": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerDText": "![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()", "MisconceptionId": "1226", "MisconceptionName": "Does not recognise the distributive property", "prompt": "Misconception:\nDoes not recognise the distributive property\n\nQuestion:\nWhich model does not correctly represent the following expression?\n\\(2(n+3)\\)\n\nOptions:\nA. ![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\\( n \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nB. ![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( 3 \\) & \\( \\mathrm{n} \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nC. ![\\begin{tabular}{|l|l|l|l|}\n\\hline \\( \\mathrm{n} \\) & \\( \\mathrm{n} \\) & \\( 3 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}]()\nD. ![\\begin{tabular}{|c|c|}\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\\( n \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "364:A", "QuestionText": "\\[\n3 k+2<m+2\n\\]\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "always true", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n\\[\n3 k+2<m+2\n\\]\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "364:B", "QuestionText": "\\[\n3 k+2<m+2\n\\]\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "sometimes true", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n\\[\n3 k+2<m+2\n\\]\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "364:D", "QuestionText": "\\[\n3 k+2<m+2\n\\]\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Need more information", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n\\[\n3 k+2<m+2\n\\]\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "365:B", "QuestionText": "Tom and Katie are discussing regular polygons. Tom says this is a regular polygon ![A triangle with 3 equal sides and 3 equal angles]() Katie says this is a regular polygon ![A parallelogram with 2 pairs of parallel sides marked]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nTom and Katie are discussing regular polygons. Tom says this is a regular polygon ![A triangle with 3 equal sides and 3 equal angles]() Katie says this is a regular polygon ![A parallelogram with 2 pairs of parallel sides marked]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "365:C", "QuestionText": "Tom and Katie are discussing regular polygons. Tom says this is a regular polygon ![A triangle with 3 equal sides and 3 equal angles]() Katie says this is a regular polygon ![A parallelogram with 2 pairs of parallel sides marked]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nTom and Katie are discussing regular polygons. Tom says this is a regular polygon ![A triangle with 3 equal sides and 3 equal angles]() Katie says this is a regular polygon ![A parallelogram with 2 pairs of parallel sides marked]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "365:D", "QuestionText": "Tom and Katie are discussing regular polygons. Tom says this is a regular polygon ![A triangle with 3 equal sides and 3 equal angles]() Katie says this is a regular polygon ![A parallelogram with 2 pairs of parallel sides marked]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nTom and Katie are discussing regular polygons. Tom says this is a regular polygon ![A triangle with 3 equal sides and 3 equal angles]() Katie says this is a regular polygon ![A parallelogram with 2 pairs of parallel sides marked]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "366:A", "QuestionText": "When calculating the area of this trapezium, what is the value of \\( h \\) in the formula? Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![Trapezium with the slanted sides labelled 8cm and 7.5cm. The parallel sides labelled 3cm and 8cm. The perpendicular height labelled 7cm.]()", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 7.5 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2332", "MisconceptionName": "Uses slant height instead of perpendicular height to find area of a trapezium", "prompt": "Misconception:\nUses slant height instead of perpendicular height to find area of a trapezium\n\nQuestion:\nWhen calculating the area of this trapezium, what is the value of \\( h \\) in the formula? Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![Trapezium with the slanted sides labelled 8cm and 7.5cm. The parallel sides labelled 3cm and 8cm. The perpendicular height labelled 7cm.]()\n\nOptions:\nA. \\( 8 \\)\nB. \\( 7.5 \\)\nC. \\( 7 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "366:B", "QuestionText": "When calculating the area of this trapezium, what is the value of \\( h \\) in the formula? Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![Trapezium with the slanted sides labelled 8cm and 7.5cm. The parallel sides labelled 3cm and 8cm. The perpendicular height labelled 7cm.]()", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 7.5 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 7.5 \\)", "MisconceptionId": "2332", "MisconceptionName": "Uses slant height instead of perpendicular height to find area of a trapezium", "prompt": "Misconception:\nUses slant height instead of perpendicular height to find area of a trapezium\n\nQuestion:\nWhen calculating the area of this trapezium, what is the value of \\( h \\) in the formula? Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![Trapezium with the slanted sides labelled 8cm and 7.5cm. The parallel sides labelled 3cm and 8cm. The perpendicular height labelled 7cm.]()\n\nOptions:\nA. \\( 8 \\)\nB. \\( 7.5 \\)\nC. \\( 7 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "366:D", "QuestionText": "When calculating the area of this trapezium, what is the value of \\( h \\) in the formula? Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![Trapezium with the slanted sides labelled 8cm and 7.5cm. The parallel sides labelled 3cm and 8cm. The perpendicular height labelled 7cm.]()", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 7.5 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1175", "MisconceptionName": "Uses base instead of height as h in area of a trapezium formula", "prompt": "Misconception:\nUses base instead of height as h in area of a trapezium formula\n\nQuestion:\nWhen calculating the area of this trapezium, what is the value of \\( h \\) in the formula? Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![Trapezium with the slanted sides labelled 8cm and 7.5cm. The parallel sides labelled 3cm and 8cm. The perpendicular height labelled 7cm.]()\n\nOptions:\nA. \\( 8 \\)\nB. \\( 7.5 \\)\nC. \\( 7 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "367:A", "QuestionText": "![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The bottom left corner of the rectangle is marked with the letter P, which is 3 squares up from the bottom of the grid and 3 squares to the left of the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\n![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The bottom left corner of the rectangle is marked with the letter P, which is 3 squares up from the bottom of the grid and 3 squares to the left of the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "367:C", "QuestionText": "![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The bottom left corner of the rectangle is marked with the letter P, which is 3 squares up from the bottom of the grid and 3 squares to the left of the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\n![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The bottom left corner of the rectangle is marked with the letter P, which is 3 squares up from the bottom of the grid and 3 squares to the left of the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "367:D", "QuestionText": "![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The bottom left corner of the rectangle is marked with the letter P, which is 3 squares up from the bottom of the grid and 3 squares to the left of the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\n![A grid of 7 squares across and 7 squares up. A red vertical line goes from the bottom to the top of the grid, it is 4 squares left from the edge of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn to the left of the red line, with its right-hand side on the red line.  The bottom side of the rectangle is 3 squares up from the bottom of the grid. The bottom left corner of the rectangle is marked with the letter P, which is 3 squares up from the bottom of the grid and 3 squares to the left of the red line. The bottom right corner of the rectangle is marked with the letter Q, which is 3 squares up from the bottom of the grid on the red line. ]() Tom and Katie are discussing reflections\n\nTom says if you reflect the rectangle in the vertical line, Point \\( P \\) stays in the same position\n\nKatie says if you reflect the rectangle in the vertical line, Point \\( Q \\) stays in the same position\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "368:A", "QuestionText": "Without using a calculator, which two integers must \\( \\sqrt{89} \\) lie between?", "AnswerAText": "\\( 44 \\) and \\( 45 \\)", "AnswerBText": "\\( 8 \\) and \\( 9 \\)", "AnswerCText": "\\( 81 \\) and \\( 100 \\)", "AnswerDText": "\\( 9 \\) and \\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 44 \\) and \\( 45 \\)", "MisconceptionId": "734", "MisconceptionName": "Confuses square rooting and halving the number", "prompt": "Misconception:\nConfuses square rooting and halving the number\n\nQuestion:\nWithout using a calculator, which two integers must \\( \\sqrt{89} \\) lie between?\n\nOptions:\nA. \\( 44 \\) and \\( 45 \\)\nB. \\( 8 \\) and \\( 9 \\)\nC. \\( 81 \\) and \\( 100 \\)\nD. \\( 9 \\) and \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "369:C", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{6}-4=24\n\\)\nJo says you can write: \\( \\frac{m}{6}=28 \\)\nPaul says you can write: \\( m-4=144 \\)\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "347", "MisconceptionName": "When solving an equation with a fraction, thinks you don't need to multiply every term on both sides when multiplying by the denominator", "prompt": "Misconception:\nWhen solving an equation with a fraction, thinks you don't need to multiply every term on both sides when multiplying by the denominator\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{6}-4=24\n\\)\nJo says you can write: \\( \\frac{m}{6}=28 \\)\nPaul says you can write: \\( m-4=144 \\)\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "369:D", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{6}-4=24\n\\)\nJo says you can write: \\( \\frac{m}{6}=28 \\)\nPaul says you can write: \\( m-4=144 \\)\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1130", "MisconceptionName": "Does not know how to solve linear equations involving fractions", "prompt": "Misconception:\nDoes not know how to solve linear equations involving fractions\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{6}-4=24\n\\)\nJo says you can write: \\( \\frac{m}{6}=28 \\)\nPaul says you can write: \\( m-4=144 \\)\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "370:A", "QuestionText": "\\begin{tabular}{l|l|l|l}\n\\( x \\) & \\( \\) & \\( 0 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( -7 \\) & \\( -5 \\) &  \\( \\color{gold}\\bigstar\\ \\) \\\\\n\\end{tabular}\n This is a table of values for \\( y=2 x+c \\)\nWhat should replace the star?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1543", "MisconceptionName": "Does not realise that a pair of coordinates can be used to find missing parts of an equation", "prompt": "Misconception:\nDoes not realise that a pair of coordinates can be used to find missing parts of an equation\n\nQuestion:\n\\begin{tabular}{l|l|l|l}\n\\( x \\) & \\( \\) & \\( 0 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( -7 \\) & \\( -5 \\) &  \\( \\color{gold}\\bigstar\\ \\) \\\\\n\\end{tabular}\n This is a table of values for \\( y=2 x+c \\)\nWhat should replace the star?\n\nOptions:\nA. \\( 6 \\)\nB. \\( -3 \\)\nC. \\( 1 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "371:B", "QuestionText": "John rotates rectangle \\( A B C D 90^{\\circ} \\) clockwise from the centre \\( (3,2) \\). What error has he made? ![A positive, coordinate grid with two rectangles drawn on it. The rectangle labelled ABCD has the coordinates: A(1,3) B(1,5) C(2,5) and D(2,3). The other rectangle has the coordinates: (4,3) (6,3) (6,2) and (4,2).]()", "AnswerAText": "He hasn't, this is correct", "AnswerBText": "He has translated by the vector \\( \\left(\\begin{array}{l}3 \\\\ 2\\end{array}\\right) \\)", "AnswerCText": "He has rotated \\( 90^{\\circ} \\) anticlockwise", "AnswerDText": "He has used the wrong centre", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "He has translated by the vector \\( \\left(\\begin{array}{l}3 \\\\ 2\\end{array}\\right) \\)", "MisconceptionId": "1779", "MisconceptionName": "Does not recognise that a shape translated would not change orientation", "prompt": "Misconception:\nDoes not recognise that a shape translated would not change orientation\n\nQuestion:\nJohn rotates rectangle \\( A B C D 90^{\\circ} \\) clockwise from the centre \\( (3,2) \\). What error has he made? ![A positive, coordinate grid with two rectangles drawn on it. The rectangle labelled ABCD has the coordinates: A(1,3) B(1,5) C(2,5) and D(2,3). The other rectangle has the coordinates: (4,3) (6,3) (6,2) and (4,2).]()\n\nOptions:\nA. He hasn't, this is correct\nB. He has translated by the vector \\( \\left(\\begin{array}{l}3 \\\\ 2\\end{array}\\right) \\)\nC. He has rotated \\( 90^{\\circ} \\) anticlockwise\nD. He has used the wrong centre\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "371:C", "QuestionText": "John rotates rectangle \\( A B C D 90^{\\circ} \\) clockwise from the centre \\( (3,2) \\). What error has he made? ![A positive, coordinate grid with two rectangles drawn on it. The rectangle labelled ABCD has the coordinates: A(1,3) B(1,5) C(2,5) and D(2,3). The other rectangle has the coordinates: (4,3) (6,3) (6,2) and (4,2).]()", "AnswerAText": "He hasn't, this is correct", "AnswerBText": "He has translated by the vector \\( \\left(\\begin{array}{l}3 \\\\ 2\\end{array}\\right) \\)", "AnswerCText": "He has rotated \\( 90^{\\circ} \\) anticlockwise", "AnswerDText": "He has used the wrong centre", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "He has rotated \\( 90^{\\circ} \\) anticlockwise", "MisconceptionId": "860", "MisconceptionName": "Mixes up clockwise and anticlockwise", "prompt": "Misconception:\nMixes up clockwise and anticlockwise\n\nQuestion:\nJohn rotates rectangle \\( A B C D 90^{\\circ} \\) clockwise from the centre \\( (3,2) \\). What error has he made? ![A positive, coordinate grid with two rectangles drawn on it. The rectangle labelled ABCD has the coordinates: A(1,3) B(1,5) C(2,5) and D(2,3). The other rectangle has the coordinates: (4,3) (6,3) (6,2) and (4,2).]()\n\nOptions:\nA. He hasn't, this is correct\nB. He has translated by the vector \\( \\left(\\begin{array}{l}3 \\\\ 2\\end{array}\\right) \\)\nC. He has rotated \\( 90^{\\circ} \\) anticlockwise\nD. He has used the wrong centre\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "372:B", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point P? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (2, 2) is labelled with the letter \"P\". The line y=2 is shown with a purple dashed line.]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,1) \\)", "AnswerCText": "\\( (2,0) \\)", "AnswerDText": "\\( (2,-2) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (2,1) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point P? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (2, 2) is labelled with the letter \"P\". The line y=2 is shown with a purple dashed line.]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,1) \\)\nC. \\( (2,0) \\)\nD. \\( (2,-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "372:C", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point P? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (2, 2) is labelled with the letter \"P\". The line y=2 is shown with a purple dashed line.]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,1) \\)", "AnswerCText": "\\( (2,0) \\)", "AnswerDText": "\\( (2,-2) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (2,0) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point P? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (2, 2) is labelled with the letter \"P\". The line y=2 is shown with a purple dashed line.]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,1) \\)\nC. \\( (2,0) \\)\nD. \\( (2,-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "372:D", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point P? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (2, 2) is labelled with the letter \"P\". The line y=2 is shown with a purple dashed line.]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,1) \\)", "AnswerCText": "\\( (2,0) \\)", "AnswerDText": "\\( (2,-2) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (2,-2) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point P? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (2, 2) is labelled with the letter \"P\". The line y=2 is shown with a purple dashed line.]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,1) \\)\nC. \\( (2,0) \\)\nD. \\( (2,-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "373:A", "QuestionText": "Which angle is corresponding to angle \\( p \\) ? ![Image showing two parallel lines cut by a transversal creating two distinct angles around a point. On the left hand side the pink angle is labelled with A, vertically opposite this is the angle labelled p. On the right hand side, angle B is co-interior to p. Then lying on the same straight line as B is the angle labelled C. Vertically opposite angle C is the angle labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "625", "MisconceptionName": "Confuses corresponding and vertically opposite angles", "prompt": "Misconception:\nConfuses corresponding and vertically opposite angles\n\nQuestion:\nWhich angle is corresponding to angle \\( p \\) ? ![Image showing two parallel lines cut by a transversal creating two distinct angles around a point. On the left hand side the pink angle is labelled with A, vertically opposite this is the angle labelled p. On the right hand side, angle B is co-interior to p. Then lying on the same straight line as B is the angle labelled C. Vertically opposite angle C is the angle labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "373:B", "QuestionText": "Which angle is corresponding to angle \\( p \\) ? ![Image showing two parallel lines cut by a transversal creating two distinct angles around a point. On the left hand side the pink angle is labelled with A, vertically opposite this is the angle labelled p. On the right hand side, angle B is co-interior to p. Then lying on the same straight line as B is the angle labelled C. Vertically opposite angle C is the angle labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "2336", "MisconceptionName": "Confuses co-interior and corresponding angles", "prompt": "Misconception:\nConfuses co-interior and corresponding angles\n\nQuestion:\nWhich angle is corresponding to angle \\( p \\) ? ![Image showing two parallel lines cut by a transversal creating two distinct angles around a point. On the left hand side the pink angle is labelled with A, vertically opposite this is the angle labelled p. On the right hand side, angle B is co-interior to p. Then lying on the same straight line as B is the angle labelled C. Vertically opposite angle C is the angle labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "373:D", "QuestionText": "Which angle is corresponding to angle \\( p \\) ? ![Image showing two parallel lines cut by a transversal creating two distinct angles around a point. On the left hand side the pink angle is labelled with A, vertically opposite this is the angle labelled p. On the right hand side, angle B is co-interior to p. Then lying on the same straight line as B is the angle labelled C. Vertically opposite angle C is the angle labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "2454", "MisconceptionName": "Confuses corresponding and alternate angles", "prompt": "Misconception:\nConfuses corresponding and alternate angles\n\nQuestion:\nWhich angle is corresponding to angle \\( p \\) ? ![Image showing two parallel lines cut by a transversal creating two distinct angles around a point. On the left hand side the pink angle is labelled with A, vertically opposite this is the angle labelled p. On the right hand side, angle B is co-interior to p. Then lying on the same straight line as B is the angle labelled C. Vertically opposite angle C is the angle labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "374:A", "QuestionText": "John rotates hexagon \\( \\mathrm{ABCDEF}  90^{\\degree} \\) clockwise from the centre \\( (5,4) \\). What error has he made? ![A positive, coordinate grid with two L-shaped hexagons drawn on it. The hexagon labelled ABCDEF has the coordinates: A(2,4) B(2,1) C(4,1) D(4,2) E(3,2) and F (3,4). The other hexagon has the coordinates: (6,7) (3,7) (3,5) (4,5) (4,6) and (6,6)]()", "AnswerAText": "He has translated by the vector \\( \\left(\\begin{array}{l}5 \\\\ 4\\end{array}\\right) \\)", "AnswerBText": "He has rotated \\( 90^{\\circ} \\) anticlockwise", "AnswerCText": "He has used the wrong centre", "AnswerDText": "He hasn't, this is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "He has translated by the vector \\( \\left(\\begin{array}{l}5 \\\\ 4\\end{array}\\right) \\)", "MisconceptionId": "821", "MisconceptionName": "Mistakes rotations for translations", "prompt": "Misconception:\nMistakes rotations for translations\n\nQuestion:\nJohn rotates hexagon \\( \\mathrm{ABCDEF}  90^{\\degree} \\) clockwise from the centre \\( (5,4) \\). What error has he made? ![A positive, coordinate grid with two L-shaped hexagons drawn on it. The hexagon labelled ABCDEF has the coordinates: A(2,4) B(2,1) C(4,1) D(4,2) E(3,2) and F (3,4). The other hexagon has the coordinates: (6,7) (3,7) (3,5) (4,5) (4,6) and (6,6)]()\n\nOptions:\nA. He has translated by the vector \\( \\left(\\begin{array}{l}5 \\\\ 4\\end{array}\\right) \\)\nB. He has rotated \\( 90^{\\circ} \\) anticlockwise\nC. He has used the wrong centre\nD. He hasn't, this is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "374:B", "QuestionText": "John rotates hexagon \\( \\mathrm{ABCDEF}  90^{\\degree} \\) clockwise from the centre \\( (5,4) \\). What error has he made? ![A positive, coordinate grid with two L-shaped hexagons drawn on it. The hexagon labelled ABCDEF has the coordinates: A(2,4) B(2,1) C(4,1) D(4,2) E(3,2) and F (3,4). The other hexagon has the coordinates: (6,7) (3,7) (3,5) (4,5) (4,6) and (6,6)]()", "AnswerAText": "He has translated by the vector \\( \\left(\\begin{array}{l}5 \\\\ 4\\end{array}\\right) \\)", "AnswerBText": "He has rotated \\( 90^{\\circ} \\) anticlockwise", "AnswerCText": "He has used the wrong centre", "AnswerDText": "He hasn't, this is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "He has rotated \\( 90^{\\circ} \\) anticlockwise", "MisconceptionId": "860", "MisconceptionName": "Mixes up clockwise and anticlockwise", "prompt": "Misconception:\nMixes up clockwise and anticlockwise\n\nQuestion:\nJohn rotates hexagon \\( \\mathrm{ABCDEF}  90^{\\degree} \\) clockwise from the centre \\( (5,4) \\). What error has he made? ![A positive, coordinate grid with two L-shaped hexagons drawn on it. The hexagon labelled ABCDEF has the coordinates: A(2,4) B(2,1) C(4,1) D(4,2) E(3,2) and F (3,4). The other hexagon has the coordinates: (6,7) (3,7) (3,5) (4,5) (4,6) and (6,6)]()\n\nOptions:\nA. He has translated by the vector \\( \\left(\\begin{array}{l}5 \\\\ 4\\end{array}\\right) \\)\nB. He has rotated \\( 90^{\\circ} \\) anticlockwise\nC. He has used the wrong centre\nD. He hasn't, this is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "375:A", "QuestionText": "Given that \\( A C=3 A B \\), what are the coordinates of \\( C \\) ? ![A straight line labelled y=2x-1 is drawn on a set of axes. Points A, B and C are all on the line. Point A is (2,3) and B is (5,9).]()", "AnswerAText": "\\( (14,27) \\)", "AnswerBText": "\\( (21,36) \\)", "AnswerCText": "\\( (11,21) \\)", "AnswerDText": "\\( (9,18) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (14,27) \\)", "MisconceptionId": "181", "MisconceptionName": "Assumes a ratio is part to part instead of part to whole", "prompt": "Misconception:\nAssumes a ratio is part to part instead of part to whole\n\nQuestion:\nGiven that \\( A C=3 A B \\), what are the coordinates of \\( C \\) ? ![A straight line labelled y=2x-1 is drawn on a set of axes. Points A, B and C are all on the line. Point A is (2,3) and B is (5,9).]()\n\nOptions:\nA. \\( (14,27) \\)\nB. \\( (21,36) \\)\nC. \\( (11,21) \\)\nD. \\( (9,18) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "375:B", "QuestionText": "Given that \\( A C=3 A B \\), what are the coordinates of \\( C \\) ? ![A straight line labelled y=2x-1 is drawn on a set of axes. Points A, B and C are all on the line. Point A is (2,3) and B is (5,9).]()", "AnswerAText": "\\( (14,27) \\)", "AnswerBText": "\\( (21,36) \\)", "AnswerCText": "\\( (11,21) \\)", "AnswerDText": "\\( (9,18) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (21,36) \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\nGiven that \\( A C=3 A B \\), what are the coordinates of \\( C \\) ? ![A straight line labelled y=2x-1 is drawn on a set of axes. Points A, B and C are all on the line. Point A is (2,3) and B is (5,9).]()\n\nOptions:\nA. \\( (14,27) \\)\nB. \\( (21,36) \\)\nC. \\( (11,21) \\)\nD. \\( (9,18) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "376:A", "QuestionText": "Expand:\n\\[\n6(2-3 p)\n\\]", "AnswerAText": "\\( 8-18 p \\)", "AnswerBText": "\\( 2-18 p \\)", "AnswerCText": "\\( 12-18 p \\)", "AnswerDText": "\\( 18 p-6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 8-18 p \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nExpand:\n\\[\n6(2-3 p)\n\\]\n\nOptions:\nA. \\( 8-18 p \\)\nB. \\( 2-18 p \\)\nC. \\( 12-18 p \\)\nD. \\( 18 p-6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "376:B", "QuestionText": "Expand:\n\\[\n6(2-3 p)\n\\]", "AnswerAText": "\\( 8-18 p \\)", "AnswerBText": "\\( 2-18 p \\)", "AnswerCText": "\\( 12-18 p \\)", "AnswerDText": "\\( 18 p-6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2-18 p \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n6(2-3 p)\n\\]\n\nOptions:\nA. \\( 8-18 p \\)\nB. \\( 2-18 p \\)\nC. \\( 12-18 p \\)\nD. \\( 18 p-6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "376:D", "QuestionText": "Expand:\n\\[\n6(2-3 p)\n\\]", "AnswerAText": "\\( 8-18 p \\)", "AnswerBText": "\\( 2-18 p \\)", "AnswerCText": "\\( 12-18 p \\)", "AnswerDText": "\\( 18 p-6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 18 p-6 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nExpand:\n\\[\n6(2-3 p)\n\\]\n\nOptions:\nA. \\( 8-18 p \\)\nB. \\( 2-18 p \\)\nC. \\( 12-18 p \\)\nD. \\( 18 p-6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "377:A", "QuestionText": "What is \\( 16 \\) out of \\( 25 \\) as a percentage?", "AnswerAText": "\\( 16 \\% \\)", "AnswerBText": "\\( 32 \\% \\)", "AnswerCText": "\\( 64 \\% \\)", "AnswerDText": "\\( 80 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 16 \\% \\)", "MisconceptionId": "800", "MisconceptionName": "Thinks you just add a % sign to the numerator to make a fraction into a percentage", "prompt": "Misconception:\nThinks you just add a % sign to the numerator to make a fraction into a percentage\n\nQuestion:\nWhat is \\( 16 \\) out of \\( 25 \\) as a percentage?\n\nOptions:\nA. \\( 16 \\% \\)\nB. \\( 32 \\% \\)\nC. \\( 64 \\% \\)\nD. \\( 80 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "378:C", "QuestionText": "What is the mode of the following numbers?\n\\(\n0.4, \\quad \\frac{1}{4}, \\quad 2.5, \\quad \\frac{2}{5}\n\\)", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( \\frac{2}{5} \\)", "AnswerCText": "\\( 0.4 \\) and \\( 2.5 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.4 \\) and \\( 2.5 \\)", "MisconceptionId": "2368", "MisconceptionName": "Converts a fraction to a percentage by placing a decimal point between the numerator and denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by placing a decimal point between the numerator and denominator\n\nQuestion:\nWhat is the mode of the following numbers?\n\\(\n0.4, \\quad \\frac{1}{4}, \\quad 2.5, \\quad \\frac{2}{5}\n\\)\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( \\frac{2}{5} \\)\nC. \\( 0.4 \\) and \\( 2.5 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "379:C", "QuestionText": "Jo and Paul are talking about statements that can be made about the equation on the right. \\( 2 x=y \\) Jo says this is always true: \\( 2 x+1>y \\) \nPaul says this is always true: \\( -2 x<y \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "664", "MisconceptionName": "Believes -a is always smaller than a, ignoring the possibility that a is negative", "prompt": "Misconception:\nBelieves -a is always smaller than a, ignoring the possibility that a is negative\n\nQuestion:\nJo and Paul are talking about statements that can be made about the equation on the right. \\( 2 x=y \\) Jo says this is always true: \\( 2 x+1>y \\) \nPaul says this is always true: \\( -2 x<y \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "380:C", "QuestionText": "\\( 0.01+57 \\%= \\)", "AnswerAText": "\\( 0.58 \\% \\)", "AnswerBText": "\\( 58 \\% \\)", "AnswerCText": "\\( 57.1 \\% \\)", "AnswerDText": "\\( 67 \\% \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 57.1 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\n\\( 0.01+57 \\%= \\)\n\nOptions:\nA. \\( 0.58 \\% \\)\nB. \\( 58 \\% \\)\nC. \\( 57.1 \\% \\)\nD. \\( 67 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "380:D", "QuestionText": "\\( 0.01+57 \\%= \\)", "AnswerAText": "\\( 0.58 \\% \\)", "AnswerBText": "\\( 58 \\% \\)", "AnswerCText": "\\( 57.1 \\% \\)", "AnswerDText": "\\( 67 \\% \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 67 \\% \\)", "MisconceptionId": "39", "MisconceptionName": "Multiplies by 1000 instead of 100 when converting a decimal to a percentage", "prompt": "Misconception:\nMultiplies by 1000 instead of 100 when converting a decimal to a percentage\n\nQuestion:\n\\( 0.01+57 \\%= \\)\n\nOptions:\nA. \\( 0.58 \\% \\)\nB. \\( 58 \\% \\)\nC. \\( 57.1 \\% \\)\nD. \\( 67 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "381:A", "QuestionText": "The formula for the area of a triangle, \\( A \\), is\n\\(A=\\frac{1}{2}(b \\times h)\\)\n\nRearrange this to make the height, \\( h \\), the subject. ![An image of a triangle with the base labelled b and the perpendicular height h.]()", "AnswerAText": "\\( h=\\frac{1}{2}(b \\times A) \\)", "AnswerBText": "\\( h=\\frac{2 A}{b} \\)", "AnswerCText": "\\( h=\\frac{A}{2 b} \\)", "AnswerDText": "They are all incorrect", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( h=\\frac{1}{2}(b \\times A) \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nThe formula for the area of a triangle, \\( A \\), is\n\\(A=\\frac{1}{2}(b \\times h)\\)\n\nRearrange this to make the height, \\( h \\), the subject. ![An image of a triangle with the base labelled b and the perpendicular height h.]()\n\nOptions:\nA. \\( h=\\frac{1}{2}(b \\times A) \\)\nB. \\( h=\\frac{2 A}{b} \\)\nC. \\( h=\\frac{A}{2 b} \\)\nD. They are all incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "381:C", "QuestionText": "The formula for the area of a triangle, \\( A \\), is\n\\(A=\\frac{1}{2}(b \\times h)\\)\n\nRearrange this to make the height, \\( h \\), the subject. ![An image of a triangle with the base labelled b and the perpendicular height h.]()", "AnswerAText": "\\( h=\\frac{1}{2}(b \\times A) \\)", "AnswerBText": "\\( h=\\frac{2 A}{b} \\)", "AnswerCText": "\\( h=\\frac{A}{2 b} \\)", "AnswerDText": "They are all incorrect", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( h=\\frac{A}{2 b} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nThe formula for the area of a triangle, \\( A \\), is\n\\(A=\\frac{1}{2}(b \\times h)\\)\n\nRearrange this to make the height, \\( h \\), the subject. ![An image of a triangle with the base labelled b and the perpendicular height h.]()\n\nOptions:\nA. \\( h=\\frac{1}{2}(b \\times A) \\)\nB. \\( h=\\frac{2 A}{b} \\)\nC. \\( h=\\frac{A}{2 b} \\)\nD. They are all incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "382:B", "QuestionText": "Isaac is trying to solve the equation on the right.\nHere are his steps.\n\nWhich steps, if any, are correct? ![\\[\n27=9(1+k)\n\\]\n\nStep \\( 1 \\quad 3=1+k \\)\n\nStep \\( 2 \\)\n\\[\n2=k\n\\]]()", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only step \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only step \\( 2 \\)", "MisconceptionId": "74", "MisconceptionName": "Believes they must expand brackets before solving an equation", "prompt": "Misconception:\nBelieves they must expand brackets before solving an equation\n\nQuestion:\nIsaac is trying to solve the equation on the right.\nHere are his steps.\n\nWhich steps, if any, are correct? ![\\[\n27=9(1+k)\n\\]\n\nStep \\( 1 \\quad 3=1+k \\)\n\nStep \\( 2 \\)\n\\[\n2=k\n\\]]()\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only step \\( 2 \\)\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "383:A", "QuestionText": "When \\( h=15 \\)\n\n\\(\n\\frac{h}{3}=\n\\)", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -9 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2093", "MisconceptionName": "Thinks the fraction bar means subtract rather than divide", "prompt": "Misconception:\nThinks the fraction bar means subtract rather than divide\n\nQuestion:\nWhen \\( h=15 \\)\n\n\\(\n\\frac{h}{3}=\n\\)\n\nOptions:\nA. \\( 12 \\)\nB. \\( 5 \\)\nC. \\( -9 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "383:D", "QuestionText": "When \\( h=15 \\)\n\n\\(\n\\frac{h}{3}=\n\\)", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( -9 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "1648", "MisconceptionName": "Believes dividing two positives will give a negative answer", "prompt": "Misconception:\nBelieves dividing two positives will give a negative answer\n\nQuestion:\nWhen \\( h=15 \\)\n\n\\(\n\\frac{h}{3}=\n\\)\n\nOptions:\nA. \\( 12 \\)\nB. \\( 5 \\)\nC. \\( -9 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "384:A", "QuestionText": "Which of the following lines is not parallel to\n\\[\ny=-2 x+7 \\text { ? }\n\\]", "AnswerAText": "\\( 3 y=-6 x-8 \\)", "AnswerBText": "\\( y=-(8-2 x) \\)", "AnswerCText": "\\( y=2-2 x \\)", "AnswerDText": "\\( y=2(1-x) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 y=-6 x-8 \\)", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nWhich of the following lines is not parallel to\n\\[\ny=-2 x+7 \\text { ? }\n\\]\n\nOptions:\nA. \\( 3 y=-6 x-8 \\)\nB. \\( y=-(8-2 x) \\)\nC. \\( y=2-2 x \\)\nD. \\( y=2(1-x) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "384:C", "QuestionText": "Which of the following lines is not parallel to\n\\[\ny=-2 x+7 \\text { ? }\n\\]", "AnswerAText": "\\( 3 y=-6 x-8 \\)", "AnswerBText": "\\( y=-(8-2 x) \\)", "AnswerCText": "\\( y=2-2 x \\)", "AnswerDText": "\\( y=2(1-x) \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( y=2-2 x \\)", "MisconceptionId": "401", "MisconceptionName": "When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c", "prompt": "Misconception:\nWhen given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c\n\nQuestion:\nWhich of the following lines is not parallel to\n\\[\ny=-2 x+7 \\text { ? }\n\\]\n\nOptions:\nA. \\( 3 y=-6 x-8 \\)\nB. \\( y=-(8-2 x) \\)\nC. \\( y=2-2 x \\)\nD. \\( y=2(1-x) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "384:D", "QuestionText": "Which of the following lines is not parallel to\n\\[\ny=-2 x+7 \\text { ? }\n\\]", "AnswerAText": "\\( 3 y=-6 x-8 \\)", "AnswerBText": "\\( y=-(8-2 x) \\)", "AnswerCText": "\\( y=2-2 x \\)", "AnswerDText": "\\( y=2(1-x) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( y=2(1-x) \\)", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nWhich of the following lines is not parallel to\n\\[\ny=-2 x+7 \\text { ? }\n\\]\n\nOptions:\nA. \\( 3 y=-6 x-8 \\)\nB. \\( y=-(8-2 x) \\)\nC. \\( y=2-2 x \\)\nD. \\( y=2(1-x) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "385:A", "QuestionText": "Which of the following is a correct way to describe the marked angle? ![Trapezium PQRS with angle QPS highlighted in red]()", "AnswerAText": "\\( P \\)", "AnswerBText": "\\( Q P \\)", "AnswerCText": "\\( Q P S \\)", "AnswerDText": "QPRS", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( P \\)", "MisconceptionId": "620", "MisconceptionName": "Gives the vertex instead of the 3-letter angle notation", "prompt": "Misconception:\nGives the vertex instead of the 3-letter angle notation\n\nQuestion:\nWhich of the following is a correct way to describe the marked angle? ![Trapezium PQRS with angle QPS highlighted in red]()\n\nOptions:\nA. \\( P \\)\nB. \\( Q P \\)\nC. \\( Q P S \\)\nD. QPRS\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "385:B", "QuestionText": "Which of the following is a correct way to describe the marked angle? ![Trapezium PQRS with angle QPS highlighted in red]()", "AnswerAText": "\\( P \\)", "AnswerBText": "\\( Q P \\)", "AnswerCText": "\\( Q P S \\)", "AnswerDText": "QPRS", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( Q P \\)", "MisconceptionId": "1363", "MisconceptionName": "Uses 2 letters to describe an angle", "prompt": "Misconception:\nUses 2 letters to describe an angle\n\nQuestion:\nWhich of the following is a correct way to describe the marked angle? ![Trapezium PQRS with angle QPS highlighted in red]()\n\nOptions:\nA. \\( P \\)\nB. \\( Q P \\)\nC. \\( Q P S \\)\nD. QPRS\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "385:D", "QuestionText": "Which of the following is a correct way to describe the marked angle? ![Trapezium PQRS with angle QPS highlighted in red]()", "AnswerAText": "\\( P \\)", "AnswerBText": "\\( Q P \\)", "AnswerCText": "\\( Q P S \\)", "AnswerDText": "QPRS", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "QPRS", "MisconceptionId": "33", "MisconceptionName": "Uses more than 3 letters to describe an angle", "prompt": "Misconception:\nUses more than 3 letters to describe an angle\n\nQuestion:\nWhich of the following is a correct way to describe the marked angle? ![Trapezium PQRS with angle QPS highlighted in red]()\n\nOptions:\nA. \\( P \\)\nB. \\( Q P \\)\nC. \\( Q P S \\)\nD. QPRS\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "386:A", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible:\n\\(\n\\frac{1}{s+1}-\\frac{t}{2}\n\\)", "AnswerAText": "\\( \\frac{1-t}{2(s+1)} \\)", "AnswerBText": "\\( \\frac{1-s t}{2(s+1)} \\)", "AnswerCText": "\\( \\frac{1-t}{s-1} \\)", "AnswerDText": "\\( \\frac{2-t(s+1)}{2(s+1)} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1-t}{2(s+1)} \\)", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible:\n\\(\n\\frac{1}{s+1}-\\frac{t}{2}\n\\)\n\nOptions:\nA. \\( \\frac{1-t}{2(s+1)} \\)\nB. \\( \\frac{1-s t}{2(s+1)} \\)\nC. \\( \\frac{1-t}{s-1} \\)\nD. \\( \\frac{2-t(s+1)}{2(s+1)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "386:B", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible:\n\\(\n\\frac{1}{s+1}-\\frac{t}{2}\n\\)", "AnswerAText": "\\( \\frac{1-t}{2(s+1)} \\)", "AnswerBText": "\\( \\frac{1-s t}{2(s+1)} \\)", "AnswerCText": "\\( \\frac{1-t}{s-1} \\)", "AnswerDText": "\\( \\frac{2-t(s+1)}{2(s+1)} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1-s t}{2(s+1)} \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible:\n\\(\n\\frac{1}{s+1}-\\frac{t}{2}\n\\)\n\nOptions:\nA. \\( \\frac{1-t}{2(s+1)} \\)\nB. \\( \\frac{1-s t}{2(s+1)} \\)\nC. \\( \\frac{1-t}{s-1} \\)\nD. \\( \\frac{2-t(s+1)}{2(s+1)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "386:C", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible:\n\\(\n\\frac{1}{s+1}-\\frac{t}{2}\n\\)", "AnswerAText": "\\( \\frac{1-t}{2(s+1)} \\)", "AnswerBText": "\\( \\frac{1-s t}{2(s+1)} \\)", "AnswerCText": "\\( \\frac{1-t}{s-1} \\)", "AnswerDText": "\\( \\frac{2-t(s+1)}{2(s+1)} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1-t}{s-1} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible:\n\\(\n\\frac{1}{s+1}-\\frac{t}{2}\n\\)\n\nOptions:\nA. \\( \\frac{1-t}{2(s+1)} \\)\nB. \\( \\frac{1-s t}{2(s+1)} \\)\nC. \\( \\frac{1-t}{s-1} \\)\nD. \\( \\frac{2-t(s+1)}{2(s+1)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "387:B", "QuestionText": "Write the following ratio in its simplest form so both sides of the ratio are integers:\n\\(\n\\frac{1}{8}: \\frac{1}{2}\n\\)", "AnswerAText": "\\( 1: 4 \\)", "AnswerBText": "\\( 4: 1 \\)", "AnswerCText": "\\( 2: 8 \\)", "AnswerDText": "\\( 8: 2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4: 1 \\)", "MisconceptionId": "1864", "MisconceptionName": "Does not realise that the order is important in a ratio", "prompt": "Misconception:\nDoes not realise that the order is important in a ratio\n\nQuestion:\nWrite the following ratio in its simplest form so both sides of the ratio are integers:\n\\(\n\\frac{1}{8}: \\frac{1}{2}\n\\)\n\nOptions:\nA. \\( 1: 4 \\)\nB. \\( 4: 1 \\)\nC. \\( 2: 8 \\)\nD. \\( 8: 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "387:C", "QuestionText": "Write the following ratio in its simplest form so both sides of the ratio are integers:\n\\(\n\\frac{1}{8}: \\frac{1}{2}\n\\)", "AnswerAText": "\\( 1: 4 \\)", "AnswerBText": "\\( 4: 1 \\)", "AnswerCText": "\\( 2: 8 \\)", "AnswerDText": "\\( 8: 2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2: 8 \\)", "MisconceptionId": "1918", "MisconceptionName": "Does not fully simplify ratio", "prompt": "Misconception:\nDoes not fully simplify ratio\n\nQuestion:\nWrite the following ratio in its simplest form so both sides of the ratio are integers:\n\\(\n\\frac{1}{8}: \\frac{1}{2}\n\\)\n\nOptions:\nA. \\( 1: 4 \\)\nB. \\( 4: 1 \\)\nC. \\( 2: 8 \\)\nD. \\( 8: 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "388:A", "QuestionText": "A number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{3 . 7 2} \\)\nWhat is the smallest \\( n \\) can be?", "AnswerAText": "\\( 3.7 \\)", "AnswerBText": "\\( 3.71 \\)", "AnswerCText": "\\( 3.715 \\)", "AnswerDText": "\\( 3.719 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3.7 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nA number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{3 . 7 2} \\)\nWhat is the smallest \\( n \\) can be?\n\nOptions:\nA. \\( 3.7 \\)\nB. \\( 3.71 \\)\nC. \\( 3.715 \\)\nD. \\( 3.719 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "388:B", "QuestionText": "A number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{3 . 7 2} \\)\nWhat is the smallest \\( n \\) can be?", "AnswerAText": "\\( 3.7 \\)", "AnswerBText": "\\( 3.71 \\)", "AnswerCText": "\\( 3.715 \\)", "AnswerDText": "\\( 3.719 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3.71 \\)", "MisconceptionId": "2412", "MisconceptionName": "Does not understand which place value is the one that determines if a number rounds up or down", "prompt": "Misconception:\nDoes not understand which place value is the one that determines if a number rounds up or down\n\nQuestion:\nA number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{3 . 7 2} \\)\nWhat is the smallest \\( n \\) can be?\n\nOptions:\nA. \\( 3.7 \\)\nB. \\( 3.71 \\)\nC. \\( 3.715 \\)\nD. \\( 3.719 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "388:D", "QuestionText": "A number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{3 . 7 2} \\)\nWhat is the smallest \\( n \\) can be?", "AnswerAText": "\\( 3.7 \\)", "AnswerBText": "\\( 3.71 \\)", "AnswerCText": "\\( 3.715 \\)", "AnswerDText": "\\( 3.719 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3.719 \\)", "MisconceptionId": "2412", "MisconceptionName": "Does not understand which place value is the one that determines if a number rounds up or down", "prompt": "Misconception:\nDoes not understand which place value is the one that determines if a number rounds up or down\n\nQuestion:\nA number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{3 . 7 2} \\)\nWhat is the smallest \\( n \\) can be?\n\nOptions:\nA. \\( 3.7 \\)\nB. \\( 3.71 \\)\nC. \\( 3.715 \\)\nD. \\( 3.719 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "389:A", "QuestionText": "![The first three terms of a sequence represented using boxes. The first term is made of 3 boxes arranged with 2 on the base and one box above the furthers left box. The second term is the same pattern as the first but with two additional boxes added to the left hand side of the shape, one on top of the other. The third pattern is the second pattern with an additional two boxes added to the left hand side of the shape, one above the other again.]() \\begin{tabular}{|l|c|c|c|}\n\\hline Position & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline Term & \\(  \\) & \\( \\bigstar \\) & \\(  \\) \\\\\n\\hline\n\\end{tabular} What value should replace the star?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2220", "MisconceptionName": "Mixes up term in a sequence and position of a term", "prompt": "Misconception:\nMixes up term in a sequence and position of a term\n\nQuestion:\n![The first three terms of a sequence represented using boxes. The first term is made of 3 boxes arranged with 2 on the base and one box above the furthers left box. The second term is the same pattern as the first but with two additional boxes added to the left hand side of the shape, one on top of the other. The third pattern is the second pattern with an additional two boxes added to the left hand side of the shape, one above the other again.]() \\begin{tabular}{|l|c|c|c|}\n\\hline Position & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline Term & \\(  \\) & \\( \\bigstar \\) & \\(  \\) \\\\\n\\hline\n\\end{tabular} What value should replace the star?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "389:B", "QuestionText": "![The first three terms of a sequence represented using boxes. The first term is made of 3 boxes arranged with 2 on the base and one box above the furthers left box. The second term is the same pattern as the first but with two additional boxes added to the left hand side of the shape, one on top of the other. The third pattern is the second pattern with an additional two boxes added to the left hand side of the shape, one above the other again.]() \\begin{tabular}{|l|c|c|c|}\n\\hline Position & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline Term & \\(  \\) & \\( \\bigstar \\) & \\(  \\) \\\\\n\\hline\n\\end{tabular} What value should replace the star?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "210", "MisconceptionName": "Thinks the term in a sequence is double the position value", "prompt": "Misconception:\nThinks the term in a sequence is double the position value\n\nQuestion:\n![The first three terms of a sequence represented using boxes. The first term is made of 3 boxes arranged with 2 on the base and one box above the furthers left box. The second term is the same pattern as the first but with two additional boxes added to the left hand side of the shape, one on top of the other. The third pattern is the second pattern with an additional two boxes added to the left hand side of the shape, one above the other again.]() \\begin{tabular}{|l|c|c|c|}\n\\hline Position & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline Term & \\(  \\) & \\( \\bigstar \\) & \\(  \\) \\\\\n\\hline\n\\end{tabular} What value should replace the star?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "389:D", "QuestionText": "![The first three terms of a sequence represented using boxes. The first term is made of 3 boxes arranged with 2 on the base and one box above the furthers left box. The second term is the same pattern as the first but with two additional boxes added to the left hand side of the shape, one on top of the other. The third pattern is the second pattern with an additional two boxes added to the left hand side of the shape, one above the other again.]() \\begin{tabular}{|l|c|c|c|}\n\\hline Position & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline Term & \\(  \\) & \\( \\bigstar \\) & \\(  \\) \\\\\n\\hline\n\\end{tabular} What value should replace the star?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n![The first three terms of a sequence represented using boxes. The first term is made of 3 boxes arranged with 2 on the base and one box above the furthers left box. The second term is the same pattern as the first but with two additional boxes added to the left hand side of the shape, one on top of the other. The third pattern is the second pattern with an additional two boxes added to the left hand side of the shape, one above the other again.]() \\begin{tabular}{|l|c|c|c|}\n\\hline Position & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline Term & \\(  \\) & \\( \\bigstar \\) & \\(  \\) \\\\\n\\hline\n\\end{tabular} What value should replace the star?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "390:C", "QuestionText": "What is \\( 5.5 \\% \\) of \\( 400 \\) ?", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 5.5 \\)", "AnswerDText": "\\( 220 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5.5 \\)", "MisconceptionId": "2138", "MisconceptionName": "Does not understand a percentage can be applied to something not out of 100", "prompt": "Misconception:\nDoes not understand a percentage can be applied to something not out of 100\n\nQuestion:\nWhat is \\( 5.5 \\% \\) of \\( 400 \\) ?\n\nOptions:\nA. \\( 22 \\)\nB. \\( 11 \\)\nC. \\( 5.5 \\)\nD. \\( 220 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "390:D", "QuestionText": "What is \\( 5.5 \\% \\) of \\( 400 \\) ?", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 5.5 \\)", "AnswerDText": "\\( 220 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 220 \\)", "MisconceptionId": "1070", "MisconceptionName": "Believes that dividing by 10 gives 1%", "prompt": "Misconception:\nBelieves that dividing by 10 gives 1%\n\nQuestion:\nWhat is \\( 5.5 \\% \\) of \\( 400 \\) ?\n\nOptions:\nA. \\( 22 \\)\nB. \\( 11 \\)\nC. \\( 5.5 \\)\nD. \\( 220 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "391:A", "QuestionText": "If you translate the star \\( 3 \\) squares left and \\( 2 \\) squares down, which letter do you land on? ![Positive coordinate grid from 0 to 8 in the x and y directions with a gold star at (4,4), A at (7,2), B at (2,1), C at (2,2) and D at (1,2)]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1269", "MisconceptionName": "Confuses left and right", "prompt": "Misconception:\nConfuses left and right\n\nQuestion:\nIf you translate the star \\( 3 \\) squares left and \\( 2 \\) squares down, which letter do you land on? ![Positive coordinate grid from 0 to 8 in the x and y directions with a gold star at (4,4), A at (7,2), B at (2,1), C at (2,2) and D at (1,2)]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "391:C", "QuestionText": "If you translate the star \\( 3 \\) squares left and \\( 2 \\) squares down, which letter do you land on? ![Positive coordinate grid from 0 to 8 in the x and y directions with a gold star at (4,4), A at (7,2), B at (2,1), C at (2,2) and D at (1,2)]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nIf you translate the star \\( 3 \\) squares left and \\( 2 \\) squares down, which letter do you land on? ![Positive coordinate grid from 0 to 8 in the x and y directions with a gold star at (4,4), A at (7,2), B at (2,1), C at (2,2) and D at (1,2)]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "392:A", "QuestionText": "Which of the following cannot represent a straight line?", "AnswerAText": "![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()", "AnswerBText": "![A straight line, separated into an angle of 150 degrees and an angle of 50 degrees]()", "AnswerCText": "![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()", "AnswerDText": "![A straight line, separated into two angles of 90 degrees]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()", "MisconceptionId": "725", "MisconceptionName": "Does not know that angles on a straight line sum to 180 degrees", "prompt": "Misconception:\nDoes not know that angles on a straight line sum to 180 degrees\n\nQuestion:\nWhich of the following cannot represent a straight line?\n\nOptions:\nA. ![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()\nB. ![A straight line, separated into an angle of 150 degrees and an angle of 50 degrees]()\nC. ![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()\nD. ![A straight line, separated into two angles of 90 degrees]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "392:C", "QuestionText": "Which of the following cannot represent a straight line?", "AnswerAText": "![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()", "AnswerBText": "![A straight line, separated into an angle of 150 degrees and an angle of 50 degrees]()", "AnswerCText": "![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()", "AnswerDText": "![A straight line, separated into two angles of 90 degrees]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()", "MisconceptionId": "1707", "MisconceptionName": "Misinterprets the meaning of angles on a straight line angle fact", "prompt": "Misconception:\nMisinterprets the meaning of angles on a straight line angle fact\n\nQuestion:\nWhich of the following cannot represent a straight line?\n\nOptions:\nA. ![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()\nB. ![A straight line, separated into an angle of 150 degrees and an angle of 50 degrees]()\nC. ![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()\nD. ![A straight line, separated into two angles of 90 degrees]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "392:D", "QuestionText": "Which of the following cannot represent a straight line?", "AnswerAText": "![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()", "AnswerBText": "![A straight line, separated into an angle of 150 degrees and an angle of 50 degrees]()", "AnswerCText": "![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()", "AnswerDText": "![A straight line, separated into two angles of 90 degrees]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![A straight line, separated into two angles of 90 degrees]()", "MisconceptionId": "725", "MisconceptionName": "Does not know that angles on a straight line sum to 180 degrees", "prompt": "Misconception:\nDoes not know that angles on a straight line sum to 180 degrees\n\nQuestion:\nWhich of the following cannot represent a straight line?\n\nOptions:\nA. ![A straight line, separated into an angle of 53 degrees and an angle of 127 degrees]()\nB. ![A straight line, separated into an angle of 150 degrees and an angle of 50 degrees]()\nC. ![A straight line, separated into three angles. One is unmarked, one is 90 degrees and one is 45 degrees]()\nD. ![A straight line, separated into two angles of 90 degrees]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "393:A", "QuestionText": "These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The smaller one has sides 5cm and 4cm. On the bigger triangle, the side corresponding to the 5cm is 15cm, and the side corresponding to the 4cm is marked with a star.]()", "AnswerAText": "\\( 8 \\mathrm{~cm} \\)", "AnswerBText": "\\( 12 \\mathrm{~cm} \\)", "AnswerCText": "\\( 14 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8 \\mathrm{~cm} \\)", "MisconceptionId": "1956", "MisconceptionName": "Doubles side length for similar shape instead of using correct scale factor", "prompt": "Misconception:\nDoubles side length for similar shape instead of using correct scale factor\n\nQuestion:\nThese two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The smaller one has sides 5cm and 4cm. On the bigger triangle, the side corresponding to the 5cm is 15cm, and the side corresponding to the 4cm is marked with a star.]()\n\nOptions:\nA. \\( 8 \\mathrm{~cm} \\)\nB. \\( 12 \\mathrm{~cm} \\)\nC. \\( 14 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "393:C", "QuestionText": "These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The smaller one has sides 5cm and 4cm. On the bigger triangle, the side corresponding to the 5cm is 15cm, and the side corresponding to the 4cm is marked with a star.]()", "AnswerAText": "\\( 8 \\mathrm{~cm} \\)", "AnswerBText": "\\( 12 \\mathrm{~cm} \\)", "AnswerCText": "\\( 14 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 14 \\mathrm{~cm} \\)", "MisconceptionId": "912", "MisconceptionName": "Thinks adding the same value to each side makes shapes similar", "prompt": "Misconception:\nThinks adding the same value to each side makes shapes similar\n\nQuestion:\nThese two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The smaller one has sides 5cm and 4cm. On the bigger triangle, the side corresponding to the 5cm is 15cm, and the side corresponding to the 4cm is marked with a star.]()\n\nOptions:\nA. \\( 8 \\mathrm{~cm} \\)\nB. \\( 12 \\mathrm{~cm} \\)\nC. \\( 14 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "393:D", "QuestionText": "These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The smaller one has sides 5cm and 4cm. On the bigger triangle, the side corresponding to the 5cm is 15cm, and the side corresponding to the 4cm is marked with a star.]()", "AnswerAText": "\\( 8 \\mathrm{~cm} \\)", "AnswerBText": "\\( 12 \\mathrm{~cm} \\)", "AnswerCText": "\\( 14 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2555", "MisconceptionName": "Does not understand how to find a scale factor", "prompt": "Misconception:\nDoes not understand how to find a scale factor\n\nQuestion:\nThese two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The smaller one has sides 5cm and 4cm. On the bigger triangle, the side corresponding to the 5cm is 15cm, and the side corresponding to the 4cm is marked with a star.]()\n\nOptions:\nA. \\( 8 \\mathrm{~cm} \\)\nB. \\( 12 \\mathrm{~cm} \\)\nC. \\( 14 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "394:A", "QuestionText": "What is the volume of this cuboid? ![A cuboid with dimensions labelled 10cm, 4cm and 5cm]()", "AnswerAText": "\\( 19 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 50 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 200 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 220 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 19 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "1984", "MisconceptionName": "Adds when calculating volume instead of multiplying", "prompt": "Misconception:\nAdds when calculating volume instead of multiplying\n\nQuestion:\nWhat is the volume of this cuboid? ![A cuboid with dimensions labelled 10cm, 4cm and 5cm]()\n\nOptions:\nA. \\( 19 \\mathrm{~cm}^{3} \\)\nB. \\( 50 \\mathrm{~cm}^{3} \\)\nC. \\( 200 \\mathrm{~cm}^{3} \\)\nD. \\( 220 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "394:B", "QuestionText": "What is the volume of this cuboid? ![A cuboid with dimensions labelled 10cm, 4cm and 5cm]()", "AnswerAText": "\\( 19 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 50 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 200 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 220 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 50 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "554", "MisconceptionName": "Finds area of one face when asked for volume", "prompt": "Misconception:\nFinds area of one face when asked for volume\n\nQuestion:\nWhat is the volume of this cuboid? ![A cuboid with dimensions labelled 10cm, 4cm and 5cm]()\n\nOptions:\nA. \\( 19 \\mathrm{~cm}^{3} \\)\nB. \\( 50 \\mathrm{~cm}^{3} \\)\nC. \\( 200 \\mathrm{~cm}^{3} \\)\nD. \\( 220 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "394:D", "QuestionText": "What is the volume of this cuboid? ![A cuboid with dimensions labelled 10cm, 4cm and 5cm]()", "AnswerAText": "\\( 19 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 50 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 200 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 220 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 220 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "746", "MisconceptionName": "Finds surface area when asked for volume", "prompt": "Misconception:\nFinds surface area when asked for volume\n\nQuestion:\nWhat is the volume of this cuboid? ![A cuboid with dimensions labelled 10cm, 4cm and 5cm]()\n\nOptions:\nA. \\( 19 \\mathrm{~cm}^{3} \\)\nB. \\( 50 \\mathrm{~cm}^{3} \\)\nC. \\( 200 \\mathrm{~cm}^{3} \\)\nD. \\( 220 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "395:A", "QuestionText": "![Arrow pointing to the left showing -18  and 3 arrows pointing to the left showing -18 in 3 equal parts]() Tom and Katie are trying to write different calculations for the diagram shown.\nTom writes: \\( 3 \\times(-6)=-18 \\)\nKatie writes: \\( \\frac{(-18)}{3}=-6 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "34", "MisconceptionName": "Believes dividing a negative by a positive gives a positive answer", "prompt": "Misconception:\nBelieves dividing a negative by a positive gives a positive answer\n\nQuestion:\n![Arrow pointing to the left showing -18  and 3 arrows pointing to the left showing -18 in 3 equal parts]() Tom and Katie are trying to write different calculations for the diagram shown.\nTom writes: \\( 3 \\times(-6)=-18 \\)\nKatie writes: \\( \\frac{(-18)}{3}=-6 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "395:B", "QuestionText": "![Arrow pointing to the left showing -18  and 3 arrows pointing to the left showing -18 in 3 equal parts]() Tom and Katie are trying to write different calculations for the diagram shown.\nTom writes: \\( 3 \\times(-6)=-18 \\)\nKatie writes: \\( \\frac{(-18)}{3}=-6 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\n![Arrow pointing to the left showing -18  and 3 arrows pointing to the left showing -18 in 3 equal parts]() Tom and Katie are trying to write different calculations for the diagram shown.\nTom writes: \\( 3 \\times(-6)=-18 \\)\nKatie writes: \\( \\frac{(-18)}{3}=-6 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "396:B", "QuestionText": "Eliza is trying to solve the pair of simultaneous equations below.\n\n\\( \\begin{aligned} -6 g-2 h & = & -2 \\\\ g-2h & = & 10 \\\\ \\end{aligned} \\)\n\nShe decides to add them together.\nWhat will she end up with?", "AnswerAText": "\\( -5 g-4 h=12 \\)", "AnswerBText": "\\( 5 g=8 \\)", "AnswerCText": "\\( -7 g=8 \\)", "AnswerDText": "\\( -5 g-4 h=8 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5 g=8 \\)", "MisconceptionId": "1233", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.\n\nQuestion:\nEliza is trying to solve the pair of simultaneous equations below.\n\n\\( \\begin{aligned} -6 g-2 h & = & -2 \\\\ g-2h & = & 10 \\\\ \\end{aligned} \\)\n\nShe decides to add them together.\nWhat will she end up with?\n\nOptions:\nA. \\( -5 g-4 h=12 \\)\nB. \\( 5 g=8 \\)\nC. \\( -7 g=8 \\)\nD. \\( -5 g-4 h=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "397:A", "QuestionText": "This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\nWhat was the temperature at 12:00? ![Time series graph titled Temperature. Vertical axis is labelled Degrees Centigrade, and horizontal axis is Time. Points plotted are (00:00, -2), (04:00, -4), (08:00, 0), (12:00, 5), (16:00, 8) and (00:00, 0)]()", "AnswerAText": "\\( 4^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( 4.5^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 5^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 2.5^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "134", "MisconceptionName": "Misreads scale", "prompt": "Misconception:\nMisreads scale\n\nQuestion:\nThis graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\nWhat was the temperature at 12:00? ![Time series graph titled Temperature. Vertical axis is labelled Degrees Centigrade, and horizontal axis is Time. Points plotted are (00:00, -2), (04:00, -4), (08:00, 0), (12:00, 5), (16:00, 8) and (00:00, 0)]()\n\nOptions:\nA. \\( 4^{\\circ} \\mathrm{C} \\)\nB. \\( 4.5^{\\circ} \\mathrm{C} \\)\nC. \\( 5^{\\circ} \\mathrm{C} \\)\nD. \\( 2.5^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "397:B", "QuestionText": "This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\nWhat was the temperature at 12:00? ![Time series graph titled Temperature. Vertical axis is labelled Degrees Centigrade, and horizontal axis is Time. Points plotted are (00:00, -2), (04:00, -4), (08:00, 0), (12:00, 5), (16:00, 8) and (00:00, 0)]()", "AnswerAText": "\\( 4^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( 4.5^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 5^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 2.5^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4.5^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "134", "MisconceptionName": "Misreads scale", "prompt": "Misconception:\nMisreads scale\n\nQuestion:\nThis graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\nWhat was the temperature at 12:00? ![Time series graph titled Temperature. Vertical axis is labelled Degrees Centigrade, and horizontal axis is Time. Points plotted are (00:00, -2), (04:00, -4), (08:00, 0), (12:00, 5), (16:00, 8) and (00:00, 0)]()\n\nOptions:\nA. \\( 4^{\\circ} \\mathrm{C} \\)\nB. \\( 4.5^{\\circ} \\mathrm{C} \\)\nC. \\( 5^{\\circ} \\mathrm{C} \\)\nD. \\( 2.5^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "397:D", "QuestionText": "This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\nWhat was the temperature at 12:00? ![Time series graph titled Temperature. Vertical axis is labelled Degrees Centigrade, and horizontal axis is Time. Points plotted are (00:00, -2), (04:00, -4), (08:00, 0), (12:00, 5), (16:00, 8) and (00:00, 0)]()", "AnswerAText": "\\( 4^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( 4.5^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 5^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 2.5^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2.5^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "134", "MisconceptionName": "Misreads scale", "prompt": "Misconception:\nMisreads scale\n\nQuestion:\nThis graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\nWhat was the temperature at 12:00? ![Time series graph titled Temperature. Vertical axis is labelled Degrees Centigrade, and horizontal axis is Time. Points plotted are (00:00, -2), (04:00, -4), (08:00, 0), (12:00, 5), (16:00, 8) and (00:00, 0)]()\n\nOptions:\nA. \\( 4^{\\circ} \\mathrm{C} \\)\nB. \\( 4.5^{\\circ} \\mathrm{C} \\)\nC. \\( 5^{\\circ} \\mathrm{C} \\)\nD. \\( 2.5^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "398:C", "QuestionText": "John's flat is on floor \\( 4 \\).\n\nThe gym is on floor \\( -1 \\).\n\nHow many floors does John need to go down to get from his flat to the gym? ![A vertical number line from -8 to 7 increasing in 1 digit increments]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1824", "MisconceptionName": "Counts the starting number when counting backwards", "prompt": "Misconception:\nCounts the starting number when counting backwards\n\nQuestion:\nJohn's flat is on floor \\( 4 \\).\n\nThe gym is on floor \\( -1 \\).\n\nHow many floors does John need to go down to get from his flat to the gym? ![A vertical number line from -8 to 7 increasing in 1 digit increments]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 3 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "398:D", "QuestionText": "John's flat is on floor \\( 4 \\).\n\nThe gym is on floor \\( -1 \\).\n\nHow many floors does John need to go down to get from his flat to the gym? ![A vertical number line from -8 to 7 increasing in 1 digit increments]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1793", "MisconceptionName": "Does not count end number when counting", "prompt": "Misconception:\nDoes not count end number when counting\n\nQuestion:\nJohn's flat is on floor \\( 4 \\).\n\nThe gym is on floor \\( -1 \\).\n\nHow many floors does John need to go down to get from his flat to the gym? ![A vertical number line from -8 to 7 increasing in 1 digit increments]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 3 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "399:A", "QuestionText": "When \\( h=10 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( 3 h^{2}=300 \\)\n\\( (3 h)^{2}=300 \\)", "AnswerBText": "\\( \\begin{array}{l}3 h^{2}=300 \\\\ (3 h)^{2}=900\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=900\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=300\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 h^{2}=300 \\)\n\\( (3 h)^{2}=300 \\)", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\nWhen \\( h=10 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( 3 h^{2}=300 \\)\n\\( (3 h)^{2}=300 \\)\nB. \\( \\begin{array}{l}3 h^{2}=300 \\\\ (3 h)^{2}=900\\end{array} \\)\nC. \\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=900\\end{array} \\)\nD. \\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=300\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "399:C", "QuestionText": "When \\( h=10 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( 3 h^{2}=300 \\)\n\\( (3 h)^{2}=300 \\)", "AnswerBText": "\\( \\begin{array}{l}3 h^{2}=300 \\\\ (3 h)^{2}=900\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=900\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=300\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=900\\end{array} \\)", "MisconceptionId": "2087", "MisconceptionName": "Multiplies before applying a power", "prompt": "Misconception:\nMultiplies before applying a power\n\nQuestion:\nWhen \\( h=10 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( 3 h^{2}=300 \\)\n\\( (3 h)^{2}=300 \\)\nB. \\( \\begin{array}{l}3 h^{2}=300 \\\\ (3 h)^{2}=900\\end{array} \\)\nC. \\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=900\\end{array} \\)\nD. \\( \\begin{array}{l}3 h^{2}=900 \\\\ (3 h)^{2}=300\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "400:B", "QuestionText": "\\( 58.2684 \\) to \\( 1 \\) decimal place is....", "AnswerAText": "\\( 58.3 \\)", "AnswerBText": "\\( 58.2 \\)", "AnswerCText": "\\( 59.3 \\)", "AnswerDText": "\\( 59.2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 58.2 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\n\\( 58.2684 \\) to \\( 1 \\) decimal place is....\n\nOptions:\nA. \\( 58.3 \\)\nB. \\( 58.2 \\)\nC. \\( 59.3 \\)\nD. \\( 59.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "400:C", "QuestionText": "\\( 58.2684 \\) to \\( 1 \\) decimal place is....", "AnswerAText": "\\( 58.3 \\)", "AnswerBText": "\\( 58.2 \\)", "AnswerCText": "\\( 59.3 \\)", "AnswerDText": "\\( 59.2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 59.3 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\n\\( 58.2684 \\) to \\( 1 \\) decimal place is....\n\nOptions:\nA. \\( 58.3 \\)\nB. \\( 58.2 \\)\nC. \\( 59.3 \\)\nD. \\( 59.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "400:D", "QuestionText": "\\( 58.2684 \\) to \\( 1 \\) decimal place is....", "AnswerAText": "\\( 58.3 \\)", "AnswerBText": "\\( 58.2 \\)", "AnswerCText": "\\( 59.3 \\)", "AnswerDText": "\\( 59.2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 59.2 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\n\\( 58.2684 \\) to \\( 1 \\) decimal place is....\n\nOptions:\nA. \\( 58.3 \\)\nB. \\( 58.2 \\)\nC. \\( 59.3 \\)\nD. \\( 59.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "401:A", "QuestionText": "\\( \\begin{array}{c}\\xi=\\{\\text { integers between } 1 \\\\ \\text { and } 10 \\text { inclusive }\\} \\\\ P=\\{\\text { odd numbers }\\} \\\\ Q=\\{\\text { factors of } 30\\}\\end{array} \\) ![A Venn diagram with two circles labelled P and Q. P without the intersection is labelled A, Q without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]() In which region does \\( \\mathbf{5} \\) belong?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1430", "MisconceptionName": "Does not recognise that the intersection of a Venn diagram represents those belonging to both sets", "prompt": "Misconception:\nDoes not recognise that the intersection of a Venn diagram represents those belonging to both sets\n\nQuestion:\n\\( \\begin{array}{c}\\xi=\\{\\text { integers between } 1 \\\\ \\text { and } 10 \\text { inclusive }\\} \\\\ P=\\{\\text { odd numbers }\\} \\\\ Q=\\{\\text { factors of } 30\\}\\end{array} \\) ![A Venn diagram with two circles labelled P and Q. P without the intersection is labelled A, Q without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]() In which region does \\( \\mathbf{5} \\) belong?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "401:C", "QuestionText": "\\( \\begin{array}{c}\\xi=\\{\\text { integers between } 1 \\\\ \\text { and } 10 \\text { inclusive }\\} \\\\ P=\\{\\text { odd numbers }\\} \\\\ Q=\\{\\text { factors of } 30\\}\\end{array} \\) ![A Venn diagram with two circles labelled P and Q. P without the intersection is labelled A, Q without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]() In which region does \\( \\mathbf{5} \\) belong?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "1430", "MisconceptionName": "Does not recognise that the intersection of a Venn diagram represents those belonging to both sets", "prompt": "Misconception:\nDoes not recognise that the intersection of a Venn diagram represents those belonging to both sets\n\nQuestion:\n\\( \\begin{array}{c}\\xi=\\{\\text { integers between } 1 \\\\ \\text { and } 10 \\text { inclusive }\\} \\\\ P=\\{\\text { odd numbers }\\} \\\\ Q=\\{\\text { factors of } 30\\}\\end{array} \\) ![A Venn diagram with two circles labelled P and Q. P without the intersection is labelled A, Q without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]() In which region does \\( \\mathbf{5} \\) belong?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "402:C", "QuestionText": "Simplify fully (if possible):\n\\(\n\\frac{13}{78}\n\\) Simplify fully (if possible): \\( \\frac{13}{78} \\)", "AnswerAText": "\\( \\frac{1}{7} \\) \\( \\frac{1}{7} \\)", "AnswerBText": "\\( \\frac{1}{6} \\) \\( \\frac{1}{6} \\)", "AnswerCText": "\\( \\frac{1}{66} \\) \\( \\frac{1}{66} \\)", "AnswerDText": "Cannot be simplified Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{66} \\) \\( \\frac{1}{66} \\)", "MisconceptionId": "2078", "MisconceptionName": "Simplifies a fraction by adding or subtracting the same amount from the numerator  and denominator", "prompt": "Misconception:\nSimplifies a fraction by adding or subtracting the same amount from the numerator  and denominator\n\nQuestion:\nSimplify fully (if possible):\n\\(\n\\frac{13}{78}\n\\) Simplify fully (if possible): \\( \\frac{13}{78} \\)\n\nOptions:\nA. \\( \\frac{1}{7} \\) \\( \\frac{1}{7} \\)\nB. \\( \\frac{1}{6} \\) \\( \\frac{1}{6} \\)\nC. \\( \\frac{1}{66} \\) \\( \\frac{1}{66} \\)\nD. Cannot be simplified Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "402:D", "QuestionText": "Simplify fully (if possible):\n\\(\n\\frac{13}{78}\n\\) Simplify fully (if possible): \\( \\frac{13}{78} \\)", "AnswerAText": "\\( \\frac{1}{7} \\) \\( \\frac{1}{7} \\)", "AnswerBText": "\\( \\frac{1}{6} \\) \\( \\frac{1}{6} \\)", "AnswerCText": "\\( \\frac{1}{66} \\) \\( \\frac{1}{66} \\)", "AnswerDText": "Cannot be simplified Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Cannot be simplified Cannot be simplified", "MisconceptionId": "2363", "MisconceptionName": "Assumes fractions with prime numerators cannot be simplified", "prompt": "Misconception:\nAssumes fractions with prime numerators cannot be simplified\n\nQuestion:\nSimplify fully (if possible):\n\\(\n\\frac{13}{78}\n\\) Simplify fully (if possible): \\( \\frac{13}{78} \\)\n\nOptions:\nA. \\( \\frac{1}{7} \\) \\( \\frac{1}{7} \\)\nB. \\( \\frac{1}{6} \\) \\( \\frac{1}{6} \\)\nC. \\( \\frac{1}{66} \\) \\( \\frac{1}{66} \\)\nD. Cannot be simplified Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "403:A", "QuestionText": "Which diagram shows the graphical solution to: \\( \\begin{array}{c}3 x+2 y=12 \\\\ y=3-x\\end{array} \\)", "AnswerAText": "![A four quadrant plane. Y axis -15 to 30 and x axis -15 to 25. A blue line goes from bottom left to top right sloping upwards. It goes through (-10, -7) and (10, 12). A red line goes from bottom left to top right sloping upwards. It goes through (0, -6) and (10, 9) ]()", "AnswerBText": "![A four quadrant plane. Y axis --3 to 6 and x axis -4 to 7. A blue line goes from bottom left to top right sloping upwards. It goes through (-3, 0) and (0, 3). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()", "AnswerCText": "![A four quadrant plane. Y axis --2 to 7 and x axis -4 to 7. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (6, 0). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()", "AnswerDText": "![A four quadrant plane. Y axis --3 to 3 and x axis -2 to 8. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 3) and (3, 0). A red line goes from top left to bottom right sloping downwards. It goes through (2, 3) and (4, 0) ]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A four quadrant plane. Y axis -15 to 30 and x axis -15 to 25. A blue line goes from bottom left to top right sloping upwards. It goes through (-10, -7) and (10, 12). A red line goes from bottom left to top right sloping upwards. It goes through (0, -6) and (10, 9) ]()", "MisconceptionId": "608", "MisconceptionName": "Believes an upward line has a negative gradient", "prompt": "Misconception:\nBelieves an upward line has a negative gradient\n\nQuestion:\nWhich diagram shows the graphical solution to: \\( \\begin{array}{c}3 x+2 y=12 \\\\ y=3-x\\end{array} \\)\n\nOptions:\nA. ![A four quadrant plane. Y axis -15 to 30 and x axis -15 to 25. A blue line goes from bottom left to top right sloping upwards. It goes through (-10, -7) and (10, 12). A red line goes from bottom left to top right sloping upwards. It goes through (0, -6) and (10, 9) ]()\nB. ![A four quadrant plane. Y axis --3 to 6 and x axis -4 to 7. A blue line goes from bottom left to top right sloping upwards. It goes through (-3, 0) and (0, 3). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()\nC. ![A four quadrant plane. Y axis --2 to 7 and x axis -4 to 7. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (6, 0). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()\nD. ![A four quadrant plane. Y axis --3 to 3 and x axis -2 to 8. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 3) and (3, 0). A red line goes from top left to bottom right sloping downwards. It goes through (2, 3) and (4, 0) ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "403:B", "QuestionText": "Which diagram shows the graphical solution to: \\( \\begin{array}{c}3 x+2 y=12 \\\\ y=3-x\\end{array} \\)", "AnswerAText": "![A four quadrant plane. Y axis -15 to 30 and x axis -15 to 25. A blue line goes from bottom left to top right sloping upwards. It goes through (-10, -7) and (10, 12). A red line goes from bottom left to top right sloping upwards. It goes through (0, -6) and (10, 9) ]()", "AnswerBText": "![A four quadrant plane. Y axis --3 to 6 and x axis -4 to 7. A blue line goes from bottom left to top right sloping upwards. It goes through (-3, 0) and (0, 3). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()", "AnswerCText": "![A four quadrant plane. Y axis --2 to 7 and x axis -4 to 7. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (6, 0). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()", "AnswerDText": "![A four quadrant plane. Y axis --3 to 3 and x axis -2 to 8. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 3) and (3, 0). A red line goes from top left to bottom right sloping downwards. It goes through (2, 3) and (4, 0) ]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A four quadrant plane. Y axis --3 to 6 and x axis -4 to 7. A blue line goes from bottom left to top right sloping upwards. It goes through (-3, 0) and (0, 3). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()", "MisconceptionId": "608", "MisconceptionName": "Believes an upward line has a negative gradient", "prompt": "Misconception:\nBelieves an upward line has a negative gradient\n\nQuestion:\nWhich diagram shows the graphical solution to: \\( \\begin{array}{c}3 x+2 y=12 \\\\ y=3-x\\end{array} \\)\n\nOptions:\nA. ![A four quadrant plane. Y axis -15 to 30 and x axis -15 to 25. A blue line goes from bottom left to top right sloping upwards. It goes through (-10, -7) and (10, 12). A red line goes from bottom left to top right sloping upwards. It goes through (0, -6) and (10, 9) ]()\nB. ![A four quadrant plane. Y axis --3 to 6 and x axis -4 to 7. A blue line goes from bottom left to top right sloping upwards. It goes through (-3, 0) and (0, 3). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()\nC. ![A four quadrant plane. Y axis --2 to 7 and x axis -4 to 7. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (6, 0). A red line goes from top left to bottom right sloping downwards. It goes through (0, 6) and (4, 0) ]()\nD. ![A four quadrant plane. Y axis --3 to 3 and x axis -2 to 8. A blue line goes from top left to bottom right sloping downwards. It goes through (0, 3) and (3, 0). A red line goes from top left to bottom right sloping downwards. It goes through (2, 3) and (4, 0) ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "404:A", "QuestionText": "Tom and Katie are discussing sequences\nTom says \\( (\\boldsymbol{n}+\\mathbf{1})^{3} \\) would produce a linear sequence.\nKatie says \\( 3-\\frac{n}{3} \\) would produce a linear sequence\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing sequences\nTom says \\( (\\boldsymbol{n}+\\mathbf{1})^{3} \\) would produce a linear sequence.\nKatie says \\( 3-\\frac{n}{3} \\) would produce a linear sequence\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "404:C", "QuestionText": "Tom and Katie are discussing sequences\nTom says \\( (\\boldsymbol{n}+\\mathbf{1})^{3} \\) would produce a linear sequence.\nKatie says \\( 3-\\frac{n}{3} \\) would produce a linear sequence\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing sequences\nTom says \\( (\\boldsymbol{n}+\\mathbf{1})^{3} \\) would produce a linear sequence.\nKatie says \\( 3-\\frac{n}{3} \\) would produce a linear sequence\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "404:D", "QuestionText": "Tom and Katie are discussing sequences\nTom says \\( (\\boldsymbol{n}+\\mathbf{1})^{3} \\) would produce a linear sequence.\nKatie says \\( 3-\\frac{n}{3} \\) would produce a linear sequence\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1164", "MisconceptionName": "Believes linear sequences cannot include fractions", "prompt": "Misconception:\nBelieves linear sequences cannot include fractions\n\nQuestion:\nTom and Katie are discussing sequences\nTom says \\( (\\boldsymbol{n}+\\mathbf{1})^{3} \\) would produce a linear sequence.\nKatie says \\( 3-\\frac{n}{3} \\) would produce a linear sequence\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "405:A", "QuestionText": "To make green paint, you mix blue paint with yellow paint in the ratio \\( 5: 3 \\).\nWhat should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Blue & Yellow & Total \\\\\n\\hline \\( \\mathrm{1500 ml} \\) & \\( \\bigstar \\) \n\\hline\n\\end{tabular}", "AnswerAText": "\\( 2500 \\mathrm{ml} \\)", "AnswerBText": "\\( 1502 \\mathrm{ml} \\)", "AnswerCText": "\\( 900 \\mathrm{ml} \\)", "AnswerDText": "\\( 4500 \\mathrm{ml} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2500 \\mathrm{ml} \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nTo make green paint, you mix blue paint with yellow paint in the ratio \\( 5: 3 \\).\nWhat should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Blue & Yellow & Total \\\\\n\\hline \\( \\mathrm{1500 ml} \\) & \\( \\bigstar \\) \n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 2500 \\mathrm{ml} \\)\nB. \\( 1502 \\mathrm{ml} \\)\nC. \\( 900 \\mathrm{ml} \\)\nD. \\( 4500 \\mathrm{ml} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "405:B", "QuestionText": "To make green paint, you mix blue paint with yellow paint in the ratio \\( 5: 3 \\).\nWhat should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Blue & Yellow & Total \\\\\n\\hline \\( \\mathrm{1500 ml} \\) & \\( \\bigstar \\) \n\\hline\n\\end{tabular}", "AnswerAText": "\\( 2500 \\mathrm{ml} \\)", "AnswerBText": "\\( 1502 \\mathrm{ml} \\)", "AnswerCText": "\\( 900 \\mathrm{ml} \\)", "AnswerDText": "\\( 4500 \\mathrm{ml} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1502 \\mathrm{ml} \\)", "MisconceptionId": "2356", "MisconceptionName": "Thinks a difference of one part in a ratio means the quantities will differ by one unit", "prompt": "Misconception:\nThinks a difference of one part in a ratio means the quantities will differ by one unit\n\nQuestion:\nTo make green paint, you mix blue paint with yellow paint in the ratio \\( 5: 3 \\).\nWhat should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Blue & Yellow & Total \\\\\n\\hline \\( \\mathrm{1500 ml} \\) & \\( \\bigstar \\) \n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 2500 \\mathrm{ml} \\)\nB. \\( 1502 \\mathrm{ml} \\)\nC. \\( 900 \\mathrm{ml} \\)\nD. \\( 4500 \\mathrm{ml} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "405:D", "QuestionText": "To make green paint, you mix blue paint with yellow paint in the ratio \\( 5: 3 \\).\nWhat should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Blue & Yellow & Total \\\\\n\\hline \\( \\mathrm{1500 ml} \\) & \\( \\bigstar \\) \n\\hline\n\\end{tabular}", "AnswerAText": "\\( 2500 \\mathrm{ml} \\)", "AnswerBText": "\\( 1502 \\mathrm{ml} \\)", "AnswerCText": "\\( 900 \\mathrm{ml} \\)", "AnswerDText": "\\( 4500 \\mathrm{ml} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4500 \\mathrm{ml} \\)", "MisconceptionId": "1646", "MisconceptionName": "In ratio question where one side of ratio is given, uses that as one part in ratio without dividing", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, uses that as one part in ratio without dividing\n\nQuestion:\nTo make green paint, you mix blue paint with yellow paint in the ratio \\( 5: 3 \\).\nWhat should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline Blue & Yellow & Total \\\\\n\\hline \\( \\mathrm{1500 ml} \\) & \\( \\bigstar \\) \n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 2500 \\mathrm{ml} \\)\nB. \\( 1502 \\mathrm{ml} \\)\nC. \\( 900 \\mathrm{ml} \\)\nD. \\( 4500 \\mathrm{ml} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "406:A", "QuestionText": "Which calculation is correct to find the number of degrees representing comedy in a pie chart showing the following information? \\begin{tabular}{|c|c|c|c|}\n\\hline Film Genre & Comedy & Romance & Action \\\\\n\\hline Number of teachers & \\( 9 \\) & \\( 4 \\) & \\( 7 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 360 \\div 9 \\)", "AnswerBText": "\\( 360 \\div 13 \\times 9 \\)", "AnswerCText": "\\( 360 \\div 9+4+7 \\times 4 \\)", "AnswerDText": "\\( \\frac{9}{9+7+4} \\times 360 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 360 \\div 9 \\)", "MisconceptionId": "2351", "MisconceptionName": "Believes to find the angle for a pie chart sector you calculate 360 divided by the frequency of that sector", "prompt": "Misconception:\nBelieves to find the angle for a pie chart sector you calculate 360 divided by the frequency of that sector\n\nQuestion:\nWhich calculation is correct to find the number of degrees representing comedy in a pie chart showing the following information? \\begin{tabular}{|c|c|c|c|}\n\\hline Film Genre & Comedy & Romance & Action \\\\\n\\hline Number of teachers & \\( 9 \\) & \\( 4 \\) & \\( 7 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 360 \\div 9 \\)\nB. \\( 360 \\div 13 \\times 9 \\)\nC. \\( 360 \\div 9+4+7 \\times 4 \\)\nD. \\( \\frac{9}{9+7+4} \\times 360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "407:A", "QuestionText": "![A speed-time graph. At 6 seconds, the car is travelling at a speed of 8 metres per second. After 8 seconds, the car is travelling at a speed of 15 metres per second. ]() Here is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 6 \\) and \\( 8 \\) seconds?", "AnswerAText": "\\( 30 m \\)", "AnswerBText": "\\( 11 \\mathrm{~m} \\)", "AnswerCText": "\\( 24 m \\)", "AnswerDText": "\\( 66 m \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 30 m \\)", "MisconceptionId": "991", "MisconceptionName": "Believes that when finding area under graph you can use the upper y value rather than average of upper and lower", "prompt": "Misconception:\nBelieves that when finding area under graph you can use the upper y value rather than average of upper and lower\n\nQuestion:\n![A speed-time graph. At 6 seconds, the car is travelling at a speed of 8 metres per second. After 8 seconds, the car is travelling at a speed of 15 metres per second. ]() Here is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 6 \\) and \\( 8 \\) seconds?\n\nOptions:\nA. \\( 30 m \\)\nB. \\( 11 \\mathrm{~m} \\)\nC. \\( 24 m \\)\nD. \\( 66 m \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "408:B", "QuestionText": "\\( 0.32+0.8= \\)", "AnswerAText": "\\( 1.2 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 1.12 \\)", "AnswerDText": "\\( 0.328 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "1730", "MisconceptionName": "When adding decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen adding decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 0.32+0.8= \\)\n\nOptions:\nA. \\( 1.2 \\)\nB. \\( 0.4 \\)\nC. \\( 1.12 \\)\nD. \\( 0.328 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "408:D", "QuestionText": "\\( 0.32+0.8= \\)", "AnswerAText": "\\( 1.2 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 1.12 \\)", "AnswerDText": "\\( 0.328 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.328 \\)", "MisconceptionId": "1730", "MisconceptionName": "When adding decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen adding decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 0.32+0.8= \\)\n\nOptions:\nA. \\( 1.2 \\)\nB. \\( 0.4 \\)\nC. \\( 1.12 \\)\nD. \\( 0.328 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "409:A", "QuestionText": "What is the size of angle \\( q \\) ? ![A long straight line with two shorter lines joining it, but not crossing it. Where the line on the left joins it forms two angles, q on the left, 126 degrees on the right. Where the line on the right joins it forms two angles, the left is unmarked, 37 degrees on the right.]()", "AnswerAText": "\\( 37^{\\circ} \\)", "AnswerBText": "\\( 54^{\\circ} \\)", "AnswerCText": "\\( 17^{\\circ} \\)", "AnswerDText": "\\( 64^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 37^{\\circ} \\)", "MisconceptionId": "1321", "MisconceptionName": "Thinks angles which look the same on diagram will be equal", "prompt": "Misconception:\nThinks angles which look the same on diagram will be equal\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![A long straight line with two shorter lines joining it, but not crossing it. Where the line on the left joins it forms two angles, q on the left, 126 degrees on the right. Where the line on the right joins it forms two angles, the left is unmarked, 37 degrees on the right.]()\n\nOptions:\nA. \\( 37^{\\circ} \\)\nB. \\( 54^{\\circ} \\)\nC. \\( 17^{\\circ} \\)\nD. \\( 64^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "409:C", "QuestionText": "What is the size of angle \\( q \\) ? ![A long straight line with two shorter lines joining it, but not crossing it. Where the line on the left joins it forms two angles, q on the left, 126 degrees on the right. Where the line on the right joins it forms two angles, the left is unmarked, 37 degrees on the right.]()", "AnswerAText": "\\( 37^{\\circ} \\)", "AnswerBText": "\\( 54^{\\circ} \\)", "AnswerCText": "\\( 17^{\\circ} \\)", "AnswerDText": "\\( 64^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 17^{\\circ} \\)", "MisconceptionId": "1707", "MisconceptionName": "Misinterprets the meaning of angles on a straight line angle fact", "prompt": "Misconception:\nMisinterprets the meaning of angles on a straight line angle fact\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![A long straight line with two shorter lines joining it, but not crossing it. Where the line on the left joins it forms two angles, q on the left, 126 degrees on the right. Where the line on the right joins it forms two angles, the left is unmarked, 37 degrees on the right.]()\n\nOptions:\nA. \\( 37^{\\circ} \\)\nB. \\( 54^{\\circ} \\)\nC. \\( 17^{\\circ} \\)\nD. \\( 64^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "409:D", "QuestionText": "What is the size of angle \\( q \\) ? ![A long straight line with two shorter lines joining it, but not crossing it. Where the line on the left joins it forms two angles, q on the left, 126 degrees on the right. Where the line on the right joins it forms two angles, the left is unmarked, 37 degrees on the right.]()", "AnswerAText": "\\( 37^{\\circ} \\)", "AnswerBText": "\\( 54^{\\circ} \\)", "AnswerCText": "\\( 17^{\\circ} \\)", "AnswerDText": "\\( 64^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 64^{\\circ} \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![A long straight line with two shorter lines joining it, but not crossing it. Where the line on the left joins it forms two angles, q on the left, 126 degrees on the right. Where the line on the right joins it forms two angles, the left is unmarked, 37 degrees on the right.]()\n\nOptions:\nA. \\( 37^{\\circ} \\)\nB. \\( 54^{\\circ} \\)\nC. \\( 17^{\\circ} \\)\nD. \\( 64^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "410:B", "QuestionText": "A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square-6027=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nA \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square-6027=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "411:A", "QuestionText": "Nick wants to add \\( 97 \\) to a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +100 \\) then \\( +3 \\)", "AnswerBText": "\\( +100 \\) then \\( -3 \\)", "AnswerCText": "\\( -100 \\) then \\( +3 \\)", "AnswerDText": "\\( -100 \\) then \\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( +100 \\) then \\( +3 \\)", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nNick wants to add \\( 97 \\) to a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +100 \\) then \\( +3 \\)\nB. \\( +100 \\) then \\( -3 \\)\nC. \\( -100 \\) then \\( +3 \\)\nD. \\( -100 \\) then \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "411:C", "QuestionText": "Nick wants to add \\( 97 \\) to a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +100 \\) then \\( +3 \\)", "AnswerBText": "\\( +100 \\) then \\( -3 \\)", "AnswerCText": "\\( -100 \\) then \\( +3 \\)", "AnswerDText": "\\( -100 \\) then \\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -100 \\) then \\( +3 \\)", "MisconceptionId": "1978", "MisconceptionName": "Subtracts instead of adds when answering worded problems", "prompt": "Misconception:\nSubtracts instead of adds when answering worded problems\n\nQuestion:\nNick wants to add \\( 97 \\) to a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +100 \\) then \\( +3 \\)\nB. \\( +100 \\) then \\( -3 \\)\nC. \\( -100 \\) then \\( +3 \\)\nD. \\( -100 \\) then \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "412:A", "QuestionText": "The probability of an event occurring is \\( 0.9 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?", "AnswerAText": "Certain", "AnswerBText": "Likely", "AnswerCText": "Unlikely", "AnswerDText": "Impossible", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Certain", "MisconceptionId": "1132", "MisconceptionName": "Does not understand that a probability of 1 represents something that is certain", "prompt": "Misconception:\nDoes not understand that a probability of 1 represents something that is certain\n\nQuestion:\nThe probability of an event occurring is \\( 0.9 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\n\nOptions:\nA. Certain\nB. Likely\nC. Unlikely\nD. Impossible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "412:C", "QuestionText": "The probability of an event occurring is \\( 0.9 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?", "AnswerAText": "Certain", "AnswerBText": "Likely", "AnswerCText": "Unlikely", "AnswerDText": "Impossible", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Unlikely", "MisconceptionId": "1132", "MisconceptionName": "Does not understand that a probability of 1 represents something that is certain", "prompt": "Misconception:\nDoes not understand that a probability of 1 represents something that is certain\n\nQuestion:\nThe probability of an event occurring is \\( 0.9 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\n\nOptions:\nA. Certain\nB. Likely\nC. Unlikely\nD. Impossible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "412:D", "QuestionText": "The probability of an event occurring is \\( 0.9 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?", "AnswerAText": "Certain", "AnswerBText": "Likely", "AnswerCText": "Unlikely", "AnswerDText": "Impossible", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Impossible", "MisconceptionId": "344", "MisconceptionName": "Does not understand that a probability of 0 represents something that is impossible", "prompt": "Misconception:\nDoes not understand that a probability of 0 represents something that is impossible\n\nQuestion:\nThe probability of an event occurring is \\( 0.9 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\n\nOptions:\nA. Certain\nB. Likely\nC. Unlikely\nD. Impossible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "413:B", "QuestionText": "What is the area of this triangle? ![A right angled triangle with base length 12 cm, slant length 15cm and perpendicular height 9cm.]()", "AnswerAText": "\\( 54 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 67.5 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 810 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 108 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 67.5 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "590", "MisconceptionName": "Has used slant height and base to find area of a triangle rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a triangle rather than perpendicular height and base\n\nQuestion:\nWhat is the area of this triangle? ![A right angled triangle with base length 12 cm, slant length 15cm and perpendicular height 9cm.]()\n\nOptions:\nA. \\( 54 \\mathrm{~cm}^{2} \\)\nB. \\( 67.5 \\mathrm{~cm}^{2} \\)\nC. \\( 810 \\mathrm{~cm}^{2} \\)\nD. \\( 108 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "413:C", "QuestionText": "What is the area of this triangle? ![A right angled triangle with base length 12 cm, slant length 15cm and perpendicular height 9cm.]()", "AnswerAText": "\\( 54 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 67.5 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 810 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 108 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 810 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of this triangle? ![A right angled triangle with base length 12 cm, slant length 15cm and perpendicular height 9cm.]()\n\nOptions:\nA. \\( 54 \\mathrm{~cm}^{2} \\)\nB. \\( 67.5 \\mathrm{~cm}^{2} \\)\nC. \\( 810 \\mathrm{~cm}^{2} \\)\nD. \\( 108 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "413:D", "QuestionText": "What is the area of this triangle? ![A right angled triangle with base length 12 cm, slant length 15cm and perpendicular height 9cm.]()", "AnswerAText": "\\( 54 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 67.5 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 810 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 108 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 108 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nWhat is the area of this triangle? ![A right angled triangle with base length 12 cm, slant length 15cm and perpendicular height 9cm.]()\n\nOptions:\nA. \\( 54 \\mathrm{~cm}^{2} \\)\nB. \\( 67.5 \\mathrm{~cm}^{2} \\)\nC. \\( 810 \\mathrm{~cm}^{2} \\)\nD. \\( 108 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "414:A", "QuestionText": "Sunita wants to buy a soup and a coffee.\nHow much change should she get from f20? \\begin{tabular}{|c|}\n\\hline Joe's Café \\\\\nSandwich \\( £ 3.25 \\) \\\\\nPasty \\( £ 2.99 \\) \\\\\nCake \\( £ 2.25 \\) \\\\\nSoup \\( £ 3.19 \\) \\\\\nTea \\( £ 1.55 \\) \\\\\nCoffee \\( £ 1.95 \\) \\\\\nOrange \\( 89 p \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( £ 5.14 \\)", "AnswerBText": "\\( £ 15.86 \\)", "AnswerCText": "\\( £ 14.86 \\)", "AnswerDText": "\\( £ 14.96 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( £ 5.14 \\)", "MisconceptionId": "791", "MisconceptionName": "In a worded problem, does not complete all calculations", "prompt": "Misconception:\nIn a worded problem, does not complete all calculations\n\nQuestion:\nSunita wants to buy a soup and a coffee.\nHow much change should she get from f20? \\begin{tabular}{|c|}\n\\hline Joe's Café \\\\\nSandwich \\( £ 3.25 \\) \\\\\nPasty \\( £ 2.99 \\) \\\\\nCake \\( £ 2.25 \\) \\\\\nSoup \\( £ 3.19 \\) \\\\\nTea \\( £ 1.55 \\) \\\\\nCoffee \\( £ 1.95 \\) \\\\\nOrange \\( 89 p \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( £ 5.14 \\)\nB. \\( £ 15.86 \\)\nC. \\( £ 14.86 \\)\nD. \\( £ 14.96 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "415:A", "QuestionText": "Jo and Paul are discussing the sequence \\( \\mathbf{7 n}+\\mathbf{5} \\)\n\nJo says \\( \\mathbf{1 4 9} \\) is a term in the sequence.\n\nPaul says \\( \\mathbf{1 5 0} \\) is a term in the sequence.\n\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Jo", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nJo and Paul are discussing the sequence \\( \\mathbf{7 n}+\\mathbf{5} \\)\n\nJo says \\( \\mathbf{1 4 9} \\) is a term in the sequence.\n\nPaul says \\( \\mathbf{1 5 0} \\) is a term in the sequence.\n\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "416:B", "QuestionText": "Tom says for every one circle there are two squares \n\\(\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\;\\square\\;\\square\\;\\square\\;\\square\\;\\square\\) Katie says for every one circle there are two squares\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\)\n\\(\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\) Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1846", "MisconceptionName": "Is not able to spot a proportional relationship pictorially unless they are laid out in groups", "prompt": "Misconception:\nIs not able to spot a proportional relationship pictorially unless they are laid out in groups\n\nQuestion:\nTom says for every one circle there are two squares \n\\(\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\;\\square\\;\\square\\;\\square\\;\\square\\;\\square\\) Katie says for every one circle there are two squares\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\)\n\\(\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\) Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "416:D", "QuestionText": "Tom says for every one circle there are two squares \n\\(\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\;\\square\\;\\square\\;\\square\\;\\square\\;\\square\\) Katie says for every one circle there are two squares\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\)\n\\(\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\) Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1150", "MisconceptionName": "Does not believe you can scale up a proportional statement", "prompt": "Misconception:\nDoes not believe you can scale up a proportional statement\n\nQuestion:\nTom says for every one circle there are two squares \n\\(\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\;\\square\\;\\square\\;\\square\\;\\square\\;\\square\\) Katie says for every one circle there are two squares\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\)\n\\(\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\bigcirc\\)\n\\(\\square\\quad\\square\\quad\\square\\quad\\square\\quad\\square\\) Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "417:A", "QuestionText": "Jo and Paul are discussing \\( 3^{2} \\times 4^{2} \\)\nJo says \\( 3^{2} \\times 4^{2}=12^{4} \\)\nPaul says \\( 3^{2} \\times 4^{2}=12^{2} \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "2084", "MisconceptionName": "When multiplying numbers with different bases, multiplies the powers and multiplies the base numbers.", "prompt": "Misconception:\nWhen multiplying numbers with different bases, multiplies the powers and multiplies the base numbers.\n\nQuestion:\nJo and Paul are discussing \\( 3^{2} \\times 4^{2} \\)\nJo says \\( 3^{2} \\times 4^{2}=12^{4} \\)\nPaul says \\( 3^{2} \\times 4^{2}=12^{2} \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "417:D", "QuestionText": "Jo and Paul are discussing \\( 3^{2} \\times 4^{2} \\)\nJo says \\( 3^{2} \\times 4^{2}=12^{4} \\)\nPaul says \\( 3^{2} \\times 4^{2}=12^{2} \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1670", "MisconceptionName": "Does not realise that multiplication can be broken down into factors", "prompt": "Misconception:\nDoes not realise that multiplication can be broken down into factors\n\nQuestion:\nJo and Paul are discussing \\( 3^{2} \\times 4^{2} \\)\nJo says \\( 3^{2} \\times 4^{2}=12^{4} \\)\nPaul says \\( 3^{2} \\times 4^{2}=12^{2} \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "418:A", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n32, \\quad 28, \\quad 24, \\quad \\ldots\n\\]", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 18 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1115", "MisconceptionName": "Identifies the term-to-term rule rather than the next term in a sequence", "prompt": "Misconception:\nIdentifies the term-to-term rule rather than the next term in a sequence\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n32, \\quad 28, \\quad 24, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( 4 \\)\nB. \\( 18 \\)\nC. \\( 20 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "419:A", "QuestionText": "This is the uniform cross-section of solid \\( Q \\).\n\nWhich of the following could shape \\( Q \\) be? ![A rectangle.]()", "AnswerAText": "Rectangle", "AnswerBText": "Cube", "AnswerCText": "Cuboid", "AnswerDText": "Cylinder", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Rectangle", "MisconceptionId": "1959", "MisconceptionName": "Does not know that a solid is a 3D shape", "prompt": "Misconception:\nDoes not know that a solid is a 3D shape\n\nQuestion:\nThis is the uniform cross-section of solid \\( Q \\).\n\nWhich of the following could shape \\( Q \\) be? ![A rectangle.]()\n\nOptions:\nA. Rectangle\nB. Cube\nC. Cuboid\nD. Cylinder\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "419:B", "QuestionText": "This is the uniform cross-section of solid \\( Q \\).\n\nWhich of the following could shape \\( Q \\) be? ![A rectangle.]()", "AnswerAText": "Rectangle", "AnswerBText": "Cube", "AnswerCText": "Cuboid", "AnswerDText": "Cylinder", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Cube", "MisconceptionId": "1043", "MisconceptionName": "Mixes up cubes and cuboids", "prompt": "Misconception:\nMixes up cubes and cuboids\n\nQuestion:\nThis is the uniform cross-section of solid \\( Q \\).\n\nWhich of the following could shape \\( Q \\) be? ![A rectangle.]()\n\nOptions:\nA. Rectangle\nB. Cube\nC. Cuboid\nD. Cylinder\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "419:D", "QuestionText": "This is the uniform cross-section of solid \\( Q \\).\n\nWhich of the following could shape \\( Q \\) be? ![A rectangle.]()", "AnswerAText": "Rectangle", "AnswerBText": "Cube", "AnswerCText": "Cuboid", "AnswerDText": "Cylinder", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Cylinder", "MisconceptionId": "1083", "MisconceptionName": "Does not know the meaning of uniform cross section", "prompt": "Misconception:\nDoes not know the meaning of uniform cross section\n\nQuestion:\nThis is the uniform cross-section of solid \\( Q \\).\n\nWhich of the following could shape \\( Q \\) be? ![A rectangle.]()\n\nOptions:\nA. Rectangle\nB. Cube\nC. Cuboid\nD. Cylinder\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "420:A", "QuestionText": "\\( \\begin{array}{llllll}\\frac{8}{10} & \\frac{41}{50} & \\frac{7}{20} & 0.77 & \\frac{4}{5} & \\frac{79}{100}\\end{array} \\) Which value is the outlier in this set of data?", "AnswerAText": "\\( \\frac{41}{50} \\)", "AnswerBText": "\\( \\frac{7}{20} \\)", "AnswerCText": "\\( 0.77 \\)", "AnswerDText": "\\( \\frac{79}{100} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{41}{50} \\)", "MisconceptionId": "758", "MisconceptionName": "Believes an outlier is a value that does not fit the same characteristics as the other values", "prompt": "Misconception:\nBelieves an outlier is a value that does not fit the same characteristics as the other values\n\nQuestion:\n\\( \\begin{array}{llllll}\\frac{8}{10} & \\frac{41}{50} & \\frac{7}{20} & 0.77 & \\frac{4}{5} & \\frac{79}{100}\\end{array} \\) Which value is the outlier in this set of data?\n\nOptions:\nA. \\( \\frac{41}{50} \\)\nB. \\( \\frac{7}{20} \\)\nC. \\( 0.77 \\)\nD. \\( \\frac{79}{100} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "420:C", "QuestionText": "\\( \\begin{array}{llllll}\\frac{8}{10} & \\frac{41}{50} & \\frac{7}{20} & 0.77 & \\frac{4}{5} & \\frac{79}{100}\\end{array} \\) Which value is the outlier in this set of data?", "AnswerAText": "\\( \\frac{41}{50} \\)", "AnswerBText": "\\( \\frac{7}{20} \\)", "AnswerCText": "\\( 0.77 \\)", "AnswerDText": "\\( \\frac{79}{100} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.77 \\)", "MisconceptionId": "758", "MisconceptionName": "Believes an outlier is a value that does not fit the same characteristics as the other values", "prompt": "Misconception:\nBelieves an outlier is a value that does not fit the same characteristics as the other values\n\nQuestion:\n\\( \\begin{array}{llllll}\\frac{8}{10} & \\frac{41}{50} & \\frac{7}{20} & 0.77 & \\frac{4}{5} & \\frac{79}{100}\\end{array} \\) Which value is the outlier in this set of data?\n\nOptions:\nA. \\( \\frac{41}{50} \\)\nB. \\( \\frac{7}{20} \\)\nC. \\( 0.77 \\)\nD. \\( \\frac{79}{100} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "420:D", "QuestionText": "\\( \\begin{array}{llllll}\\frac{8}{10} & \\frac{41}{50} & \\frac{7}{20} & 0.77 & \\frac{4}{5} & \\frac{79}{100}\\end{array} \\) Which value is the outlier in this set of data?", "AnswerAText": "\\( \\frac{41}{50} \\)", "AnswerBText": "\\( \\frac{7}{20} \\)", "AnswerCText": "\\( 0.77 \\)", "AnswerDText": "\\( \\frac{79}{100} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{79}{100} \\)", "MisconceptionId": "197", "MisconceptionName": "Believes an outlier is the value in a data set with the biggest denominator, even if this value is close to the mean", "prompt": "Misconception:\nBelieves an outlier is the value in a data set with the biggest denominator, even if this value is close to the mean\n\nQuestion:\n\\( \\begin{array}{llllll}\\frac{8}{10} & \\frac{41}{50} & \\frac{7}{20} & 0.77 & \\frac{4}{5} & \\frac{79}{100}\\end{array} \\) Which value is the outlier in this set of data?\n\nOptions:\nA. \\( \\frac{41}{50} \\)\nB. \\( \\frac{7}{20} \\)\nC. \\( 0.77 \\)\nD. \\( \\frac{79}{100} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "421:B", "QuestionText": "Which of the following would correctly calculate the number of seconds in \\( 2 \\) days?", "AnswerAText": "\\( 2 \\times 12 \\times 60 \\)", "AnswerBText": "\\( 2 \\times 12 \\times 60 \\times 60 \\)", "AnswerCText": "\\( 2 \\times 24 \\times 60 \\)", "AnswerDText": "\\( 2 \\times 24 \\times 60 \\times 60 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2 \\times 12 \\times 60 \\times 60 \\)", "MisconceptionId": "443", "MisconceptionName": "Thinks there are 12 hours in 1 day", "prompt": "Misconception:\nThinks there are 12 hours in 1 day\n\nQuestion:\nWhich of the following would correctly calculate the number of seconds in \\( 2 \\) days?\n\nOptions:\nA. \\( 2 \\times 12 \\times 60 \\)\nB. \\( 2 \\times 12 \\times 60 \\times 60 \\)\nC. \\( 2 \\times 24 \\times 60 \\)\nD. \\( 2 \\times 24 \\times 60 \\times 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "421:C", "QuestionText": "Which of the following would correctly calculate the number of seconds in \\( 2 \\) days?", "AnswerAText": "\\( 2 \\times 12 \\times 60 \\)", "AnswerBText": "\\( 2 \\times 12 \\times 60 \\times 60 \\)", "AnswerCText": "\\( 2 \\times 24 \\times 60 \\)", "AnswerDText": "\\( 2 \\times 24 \\times 60 \\times 60 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 \\times 24 \\times 60 \\)", "MisconceptionId": "1107", "MisconceptionName": "Converted hours to minutes instead of hours to seconds", "prompt": "Misconception:\nConverted hours to minutes instead of hours to seconds\n\nQuestion:\nWhich of the following would correctly calculate the number of seconds in \\( 2 \\) days?\n\nOptions:\nA. \\( 2 \\times 12 \\times 60 \\)\nB. \\( 2 \\times 12 \\times 60 \\times 60 \\)\nC. \\( 2 \\times 24 \\times 60 \\)\nD. \\( 2 \\times 24 \\times 60 \\times 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "422:B", "QuestionText": "Which of the following vectors describes how to get from point \\( P \\) to point \\( Q \\)? ![The image shows a square grid and 2 points, P and Q. Point P is 4 squares left and 2 squares up from point Q. ]()", "AnswerAText": "\\( \\left(\\begin{array}{l}2 \\\\ 4\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{l}4 \\\\ 2\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\left(\\begin{array}{l}4 \\\\ 2\\end{array}\\right) \\)", "MisconceptionId": "185", "MisconceptionName": "Thinks a positive y value in a column vector means to move down rather than up", "prompt": "Misconception:\nThinks a positive y value in a column vector means to move down rather than up\n\nQuestion:\nWhich of the following vectors describes how to get from point \\( P \\) to point \\( Q \\)? ![The image shows a square grid and 2 points, P and Q. Point P is 4 squares left and 2 squares up from point Q. ]()\n\nOptions:\nA. \\( \\left(\\begin{array}{l}2 \\\\ 4\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{l}4 \\\\ 2\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "422:D", "QuestionText": "Which of the following vectors describes how to get from point \\( P \\) to point \\( Q \\)? ![The image shows a square grid and 2 points, P and Q. Point P is 4 squares left and 2 squares up from point Q. ]()", "AnswerAText": "\\( \\left(\\begin{array}{l}2 \\\\ 4\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{l}4 \\\\ 2\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)", "MisconceptionId": "905", "MisconceptionName": "Thinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round", "prompt": "Misconception:\nThinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round\n\nQuestion:\nWhich of the following vectors describes how to get from point \\( P \\) to point \\( Q \\)? ![The image shows a square grid and 2 points, P and Q. Point P is 4 squares left and 2 squares up from point Q. ]()\n\nOptions:\nA. \\( \\left(\\begin{array}{l}2 \\\\ 4\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{l}4 \\\\ 2\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "423:B", "QuestionText": "Solve the equation:\n\\(\np-3=\\frac{1}{12}\n\\)", "AnswerAText": "\\( p=\\frac{4}{15} \\)", "AnswerBText": "\\( p=\\frac{4}{12} \\)", "AnswerCText": "\\( p=\\frac{3}{36} \\)", "AnswerDText": "\\( p=\\frac{37}{12} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( p=\\frac{4}{12} \\)", "MisconceptionId": "1852", "MisconceptionName": "When adding an integer to a fraction, thinks you add the integer to the numerator", "prompt": "Misconception:\nWhen adding an integer to a fraction, thinks you add the integer to the numerator\n\nQuestion:\nSolve the equation:\n\\(\np-3=\\frac{1}{12}\n\\)\n\nOptions:\nA. \\( p=\\frac{4}{15} \\)\nB. \\( p=\\frac{4}{12} \\)\nC. \\( p=\\frac{3}{36} \\)\nD. \\( p=\\frac{37}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "423:C", "QuestionText": "Solve the equation:\n\\(\np-3=\\frac{1}{12}\n\\)", "AnswerAText": "\\( p=\\frac{4}{15} \\)", "AnswerBText": "\\( p=\\frac{4}{12} \\)", "AnswerCText": "\\( p=\\frac{3}{36} \\)", "AnswerDText": "\\( p=\\frac{37}{12} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( p=\\frac{3}{36} \\)", "MisconceptionId": "1360", "MisconceptionName": "When solving an equation, multiplies instead of adding", "prompt": "Misconception:\nWhen solving an equation, multiplies instead of adding\n\nQuestion:\nSolve the equation:\n\\(\np-3=\\frac{1}{12}\n\\)\n\nOptions:\nA. \\( p=\\frac{4}{15} \\)\nB. \\( p=\\frac{4}{12} \\)\nC. \\( p=\\frac{3}{36} \\)\nD. \\( p=\\frac{37}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "424:A", "QuestionText": "To work out the area of a triangle you multiply the base by the perpendicular height and then halve your answer.\nWhat is the area of this triangle? ![Triangle with base b=5cm and perpendicular height h=3cm]()", "AnswerAText": "\\( 15 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 7.5 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 15 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nTo work out the area of a triangle you multiply the base by the perpendicular height and then halve your answer.\nWhat is the area of this triangle? ![Triangle with base b=5cm and perpendicular height h=3cm]()\n\nOptions:\nA. \\( 15 \\mathrm{~cm}^{2} \\)\nB. \\( 4 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 7.5 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "424:B", "QuestionText": "To work out the area of a triangle you multiply the base by the perpendicular height and then halve your answer.\nWhat is the area of this triangle? ![Triangle with base b=5cm and perpendicular height h=3cm]()", "AnswerAText": "\\( 15 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 7.5 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1319", "MisconceptionName": "Adds instead of multiples", "prompt": "Misconception:\nAdds instead of multiples\n\nQuestion:\nTo work out the area of a triangle you multiply the base by the perpendicular height and then halve your answer.\nWhat is the area of this triangle? ![Triangle with base b=5cm and perpendicular height h=3cm]()\n\nOptions:\nA. \\( 15 \\mathrm{~cm}^{2} \\)\nB. \\( 4 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 7.5 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "424:C", "QuestionText": "To work out the area of a triangle you multiply the base by the perpendicular height and then halve your answer.\nWhat is the area of this triangle? ![Triangle with base b=5cm and perpendicular height h=3cm]()", "AnswerAText": "\\( 15 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 7.5 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 30 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1663", "MisconceptionName": "Thinks halving is the same as multiplying by 2", "prompt": "Misconception:\nThinks halving is the same as multiplying by 2\n\nQuestion:\nTo work out the area of a triangle you multiply the base by the perpendicular height and then halve your answer.\nWhat is the area of this triangle? ![Triangle with base b=5cm and perpendicular height h=3cm]()\n\nOptions:\nA. \\( 15 \\mathrm{~cm}^{2} \\)\nB. \\( 4 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 7.5 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "425:A", "QuestionText": "Simplify fully (if possible):\n\n\\( \\frac{18}{30} \\)", "AnswerAText": "\\( \\frac{4.5}{7.5} \\)", "AnswerBText": "\\( \\frac{9}{15} \\)", "AnswerCText": "\\( \\frac{3}{5} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4.5}{7.5} \\)", "MisconceptionId": "1358", "MisconceptionName": "Believes you can have decimals in a simplified fraction", "prompt": "Misconception:\nBelieves you can have decimals in a simplified fraction\n\nQuestion:\nSimplify fully (if possible):\n\n\\( \\frac{18}{30} \\)\n\nOptions:\nA. \\( \\frac{4.5}{7.5} \\)\nB. \\( \\frac{9}{15} \\)\nC. \\( \\frac{3}{5} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "425:B", "QuestionText": "Simplify fully (if possible):\n\n\\( \\frac{18}{30} \\)", "AnswerAText": "\\( \\frac{4.5}{7.5} \\)", "AnswerBText": "\\( \\frac{9}{15} \\)", "AnswerCText": "\\( \\frac{3}{5} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{9}{15} \\)", "MisconceptionId": "1825", "MisconceptionName": "Does not fully simplify fraction", "prompt": "Misconception:\nDoes not fully simplify fraction\n\nQuestion:\nSimplify fully (if possible):\n\n\\( \\frac{18}{30} \\)\n\nOptions:\nA. \\( \\frac{4.5}{7.5} \\)\nB. \\( \\frac{9}{15} \\)\nC. \\( \\frac{3}{5} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "425:D", "QuestionText": "Simplify fully (if possible):\n\n\\( \\frac{18}{30} \\)", "AnswerAText": "\\( \\frac{4.5}{7.5} \\)", "AnswerBText": "\\( \\frac{9}{15} \\)", "AnswerCText": "\\( \\frac{3}{5} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Cannot be simplified", "MisconceptionId": "606", "MisconceptionName": "Does not understand how to simplify fractions", "prompt": "Misconception:\nDoes not understand how to simplify fractions\n\nQuestion:\nSimplify fully (if possible):\n\n\\( \\frac{18}{30} \\)\n\nOptions:\nA. \\( \\frac{4.5}{7.5} \\)\nB. \\( \\frac{9}{15} \\)\nC. \\( \\frac{3}{5} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "426:B", "QuestionText": "What is the value of \\( 4^{2} \\) ?", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhat is the value of \\( 4^{2} \\) ?\n\nOptions:\nA. \\( 16 \\)\nB. \\( 8 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "426:C", "QuestionText": "What is the value of \\( 4^{2} \\) ?", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\nWhat is the value of \\( 4^{2} \\) ?\n\nOptions:\nA. \\( 16 \\)\nB. \\( 8 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "426:D", "QuestionText": "What is the value of \\( 4^{2} \\) ?", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "278", "MisconceptionName": "Believes a power of 2 has no impact on its value", "prompt": "Misconception:\nBelieves a power of 2 has no impact on its value\n\nQuestion:\nWhat is the value of \\( 4^{2} \\) ?\n\nOptions:\nA. \\( 16 \\)\nB. \\( 8 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "427:B", "QuestionText": "The graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\( t=6 \\) ![The image is of a velocity-time graph. There is a straight line, a tangent, drawn so that it is touching the curve at t=6. The tangent goes through (2, 31), (6, 47) and (8,55). ]()", "AnswerAText": "\\( 0.1875 \\)", "AnswerBText": "\\( 46 \\)", "AnswerCText": "\\( 7.66 \\ldots \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 46 \\)", "MisconceptionId": "179", "MisconceptionName": "Does not understand the difference between a value on a graph and the gradient of a graph", "prompt": "Misconception:\nDoes not understand the difference between a value on a graph and the gradient of a graph\n\nQuestion:\nThe graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\( t=6 \\) ![The image is of a velocity-time graph. There is a straight line, a tangent, drawn so that it is touching the curve at t=6. The tangent goes through (2, 31), (6, 47) and (8,55). ]()\n\nOptions:\nA. \\( 0.1875 \\)\nB. \\( 46 \\)\nC. \\( 7.66 \\ldots \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "427:C", "QuestionText": "The graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\( t=6 \\) ![The image is of a velocity-time graph. There is a straight line, a tangent, drawn so that it is touching the curve at t=6. The tangent goes through (2, 31), (6, 47) and (8,55). ]()", "AnswerAText": "\\( 0.1875 \\)", "AnswerBText": "\\( 46 \\)", "AnswerCText": "\\( 7.66 \\ldots \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 7.66 \\ldots \\)", "MisconceptionId": "1099", "MisconceptionName": "Believes gradient at a point = y coordinate/x coordinate", "prompt": "Misconception:\nBelieves gradient at a point = y coordinate/x coordinate\n\nQuestion:\nThe graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\( t=6 \\) ![The image is of a velocity-time graph. There is a straight line, a tangent, drawn so that it is touching the curve at t=6. The tangent goes through (2, 31), (6, 47) and (8,55). ]()\n\nOptions:\nA. \\( 0.1875 \\)\nB. \\( 46 \\)\nC. \\( 7.66 \\ldots \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "428:A", "QuestionText": "\\( \\sqrt[4]{16}=? \\)", "AnswerAText": "\\( 64 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 64 \\)", "MisconceptionId": "146", "MisconceptionName": "Has multiplied by the root power", "prompt": "Misconception:\nHas multiplied by the root power\n\nQuestion:\n\\( \\sqrt[4]{16}=? \\)\n\nOptions:\nA. \\( 64 \\)\nB. \\( 16 \\)\nC. \\( 4 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "428:B", "QuestionText": "\\( \\sqrt[4]{16}=? \\)", "AnswerAText": "\\( 64 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "2263", "MisconceptionName": "Does not understand the root power of 4", "prompt": "Misconception:\nDoes not understand the root power of 4\n\nQuestion:\n\\( \\sqrt[4]{16}=? \\)\n\nOptions:\nA. \\( 64 \\)\nB. \\( 16 \\)\nC. \\( 4 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "428:C", "QuestionText": "\\( \\sqrt[4]{16}=? \\)", "AnswerAText": "\\( 64 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "414", "MisconceptionName": "Divides by the order of the root", "prompt": "Misconception:\nDivides by the order of the root\n\nQuestion:\n\\( \\sqrt[4]{16}=? \\)\n\nOptions:\nA. \\( 64 \\)\nB. \\( 16 \\)\nC. \\( 4 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "429:B", "QuestionText": "\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  & \\( -1 \\) & \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+1 \\) What should replace the star?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( -1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1805", "MisconceptionName": "Does not realise that subtracting a negative is the same as adding it's additive inverse", "prompt": "Misconception:\nDoes not realise that subtracting a negative is the same as adding it's additive inverse\n\nQuestion:\n\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  & \\( -1 \\) & \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+1 \\) What should replace the star?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 1 \\)\nC. \\( 4 \\)\nD. \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "430:A", "QuestionText": "What is the gradient of this line?\n\\(4 x-5 y=20\\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( \\frac{4}{5} \\)", "AnswerCText": "\\( -\\frac{4}{5} \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1743", "MisconceptionName": "Believes that the coefficient of x represents the gradient even when a line is not in the form y = mx+c", "prompt": "Misconception:\nBelieves that the coefficient of x represents the gradient even when a line is not in the form y = mx+c\n\nQuestion:\nWhat is the gradient of this line?\n\\(4 x-5 y=20\\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( \\frac{4}{5} \\)\nC. \\( -\\frac{4}{5} \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "430:C", "QuestionText": "What is the gradient of this line?\n\\(4 x-5 y=20\\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( \\frac{4}{5} \\)", "AnswerCText": "\\( -\\frac{4}{5} \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -\\frac{4}{5} \\)", "MisconceptionId": "1294", "MisconceptionName": "When solving an equation where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative value", "prompt": "Misconception:\nWhen solving an equation where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative value\n\nQuestion:\nWhat is the gradient of this line?\n\\(4 x-5 y=20\\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( \\frac{4}{5} \\)\nC. \\( -\\frac{4}{5} \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "431:C", "QuestionText": "This is a conversion graph between pints and litres.\nWhich of the following is the best estimate for the number of pints equivalent to \\( 50 \\) litres? ![A graph on gridded paper showing litres on the y axis from 0 to 50 and pints on the x axis from 0 to 90. A straight line goes from the origin and passes through (35,20) (not marked - just a point it goes through) but extends the whole way up the graph.]()", "AnswerAText": "\\( 87 \\) pints", "AnswerBText": "\\( 23 \\) pints", "AnswerCText": "\\( 28 \\) pints", "AnswerDText": "\\( 85 \\) pints", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 28 \\) pints", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThis is a conversion graph between pints and litres.\nWhich of the following is the best estimate for the number of pints equivalent to \\( 50 \\) litres? ![A graph on gridded paper showing litres on the y axis from 0 to 50 and pints on the x axis from 0 to 90. A straight line goes from the origin and passes through (35,20) (not marked - just a point it goes through) but extends the whole way up the graph.]()\n\nOptions:\nA. \\( 87 \\) pints\nB. \\( 23 \\) pints\nC. \\( 28 \\) pints\nD. \\( 85 \\) pints\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "431:D", "QuestionText": "This is a conversion graph between pints and litres.\nWhich of the following is the best estimate for the number of pints equivalent to \\( 50 \\) litres? ![A graph on gridded paper showing litres on the y axis from 0 to 50 and pints on the x axis from 0 to 90. A straight line goes from the origin and passes through (35,20) (not marked - just a point it goes through) but extends the whole way up the graph.]()", "AnswerAText": "\\( 87 \\) pints", "AnswerBText": "\\( 23 \\) pints", "AnswerCText": "\\( 28 \\) pints", "AnswerDText": "\\( 85 \\) pints", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 85 \\) pints", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\nThis is a conversion graph between pints and litres.\nWhich of the following is the best estimate for the number of pints equivalent to \\( 50 \\) litres? ![A graph on gridded paper showing litres on the y axis from 0 to 50 and pints on the x axis from 0 to 90. A straight line goes from the origin and passes through (35,20) (not marked - just a point it goes through) but extends the whole way up the graph.]()\n\nOptions:\nA. \\( 87 \\) pints\nB. \\( 23 \\) pints\nC. \\( 28 \\) pints\nD. \\( 85 \\) pints\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "432:A", "QuestionText": "This is a part of the table of values for the equation \\( y=3 x \\) ![A table with two rows and two columns. The top left box has 'x', with a star in the top right box. The bottom left box has 'y' with a 9 in the bottom right box. ]() What should replace the star?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 39 \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "481", "MisconceptionName": "Thinks the inverse of subtraction is multiplication", "prompt": "Misconception:\nThinks the inverse of subtraction is multiplication\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=3 x \\) ![A table with two rows and two columns. The top left box has 'x', with a star in the top right box. The bottom left box has 'y' with a 9 in the bottom right box. ]() What should replace the star?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 39 \\)\nC. \\( 27 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "432:C", "QuestionText": "This is a part of the table of values for the equation \\( y=3 x \\) ![A table with two rows and two columns. The top left box has 'x', with a star in the top right box. The bottom left box has 'y' with a 9 in the bottom right box. ]() What should replace the star?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 39 \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 27 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=3 x \\) ![A table with two rows and two columns. The top left box has 'x', with a star in the top right box. The bottom left box has 'y' with a 9 in the bottom right box. ]() What should replace the star?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 39 \\)\nC. \\( 27 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "433:A", "QuestionText": "Leanne has written a questionnaire on the topic of holidays. One of her questions is,\n\n\"Describe how you feel when you are about to go on holiday.\"\n\nWhat type of data is she collecting by asking this question?", "AnswerAText": "Primary\nQuantitative\ndata", "AnswerBText": "Secondary\nQuantitative data", "AnswerCText": "Attribute data", "AnswerDText": "Primary\nQualitative data", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Primary\nQuantitative\ndata", "MisconceptionId": "782", "MisconceptionName": "Mixes up quantitative and qualitative data types", "prompt": "Misconception:\nMixes up quantitative and qualitative data types\n\nQuestion:\nLeanne has written a questionnaire on the topic of holidays. One of her questions is,\n\n\"Describe how you feel when you are about to go on holiday.\"\n\nWhat type of data is she collecting by asking this question?\n\nOptions:\nA. Primary\nQuantitative\ndata\nB. Secondary\nQuantitative data\nC. Attribute data\nD. Primary\nQualitative data\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "433:C", "QuestionText": "Leanne has written a questionnaire on the topic of holidays. One of her questions is,\n\n\"Describe how you feel when you are about to go on holiday.\"\n\nWhat type of data is she collecting by asking this question?", "AnswerAText": "Primary\nQuantitative\ndata", "AnswerBText": "Secondary\nQuantitative data", "AnswerCText": "Attribute data", "AnswerDText": "Primary\nQualitative data", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Attribute data", "MisconceptionId": "1327", "MisconceptionName": "Does not know the meaning of attribute data", "prompt": "Misconception:\nDoes not know the meaning of attribute data\n\nQuestion:\nLeanne has written a questionnaire on the topic of holidays. One of her questions is,\n\n\"Describe how you feel when you are about to go on holiday.\"\n\nWhat type of data is she collecting by asking this question?\n\nOptions:\nA. Primary\nQuantitative\ndata\nB. Secondary\nQuantitative data\nC. Attribute data\nD. Primary\nQualitative data\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "434:A", "QuestionText": "\\( m^{2}+6 m+1 \\equiv(m \\bigstar )^{2} \\triangle \\)", "AnswerAText": "\\(\\bigstar =+6 \\)", "AnswerBText": "\\(\\bigstar =+12 \\)", "AnswerCText": "\\(\\bigstar =+3 \\)", "AnswerDText": "\\(\\bigstar =+2 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\(\\bigstar =+6 \\)", "MisconceptionId": "978", "MisconceptionName": "When completing the square, believes the constant in the bracket is the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is the coefficient of x\n\nQuestion:\n\\( m^{2}+6 m+1 \\equiv(m \\bigstar )^{2} \\triangle \\)\n\nOptions:\nA. \\(\\bigstar =+6 \\)\nB. \\(\\bigstar =+12 \\)\nC. \\(\\bigstar =+3 \\)\nD. \\(\\bigstar =+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "434:B", "QuestionText": "\\( m^{2}+6 m+1 \\equiv(m \\bigstar )^{2} \\triangle \\)", "AnswerAText": "\\(\\bigstar =+6 \\)", "AnswerBText": "\\(\\bigstar =+12 \\)", "AnswerCText": "\\(\\bigstar =+3 \\)", "AnswerDText": "\\(\\bigstar =+2 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\(\\bigstar =+12 \\)", "MisconceptionId": "103", "MisconceptionName": "When completing the square, believes the constant in the bracket is double the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is double the coefficient of x\n\nQuestion:\n\\( m^{2}+6 m+1 \\equiv(m \\bigstar )^{2} \\triangle \\)\n\nOptions:\nA. \\(\\bigstar =+6 \\)\nB. \\(\\bigstar =+12 \\)\nC. \\(\\bigstar =+3 \\)\nD. \\(\\bigstar =+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "435:A", "QuestionText": "Which calculation is equal to \\( -20 \\) ?", "AnswerAText": "\\( 2 \\times(-2)-(-4) \\times 4 \\)", "AnswerBText": "\\( -28-(-4) \\times 2 \\)", "AnswerCText": "\\( (-5)^{2}+5 \\)", "AnswerDText": "\\( (-42) \\div(-2)+1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\times(-2)-(-4) \\times 4 \\)", "MisconceptionId": "1805", "MisconceptionName": "Does not realise that subtracting a negative is the same as adding it's additive inverse", "prompt": "Misconception:\nDoes not realise that subtracting a negative is the same as adding it's additive inverse\n\nQuestion:\nWhich calculation is equal to \\( -20 \\) ?\n\nOptions:\nA. \\( 2 \\times(-2)-(-4) \\times 4 \\)\nB. \\( -28-(-4) \\times 2 \\)\nC. \\( (-5)^{2}+5 \\)\nD. \\( (-42) \\div(-2)+1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "435:C", "QuestionText": "Which calculation is equal to \\( -20 \\) ?", "AnswerAText": "\\( 2 \\times(-2)-(-4) \\times 4 \\)", "AnswerBText": "\\( -28-(-4) \\times 2 \\)", "AnswerCText": "\\( (-5)^{2}+5 \\)", "AnswerDText": "\\( (-42) \\div(-2)+1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (-5)^{2}+5 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich calculation is equal to \\( -20 \\) ?\n\nOptions:\nA. \\( 2 \\times(-2)-(-4) \\times 4 \\)\nB. \\( -28-(-4) \\times 2 \\)\nC. \\( (-5)^{2}+5 \\)\nD. \\( (-42) \\div(-2)+1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "435:D", "QuestionText": "Which calculation is equal to \\( -20 \\) ?", "AnswerAText": "\\( 2 \\times(-2)-(-4) \\times 4 \\)", "AnswerBText": "\\( -28-(-4) \\times 2 \\)", "AnswerCText": "\\( (-5)^{2}+5 \\)", "AnswerDText": "\\( (-42) \\div(-2)+1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( (-42) \\div(-2)+1 \\)", "MisconceptionId": "1400", "MisconceptionName": "Believes dividing a negative by a negative gives a negative answer", "prompt": "Misconception:\nBelieves dividing a negative by a negative gives a negative answer\n\nQuestion:\nWhich calculation is equal to \\( -20 \\) ?\n\nOptions:\nA. \\( 2 \\times(-2)-(-4) \\times 4 \\)\nB. \\( -28-(-4) \\times 2 \\)\nC. \\( (-5)^{2}+5 \\)\nD. \\( (-42) \\div(-2)+1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "436:B", "QuestionText": "\\( (-5)+(-2)= \\)", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1639", "MisconceptionName": "Believes adding two negatives gives a positive answer", "prompt": "Misconception:\nBelieves adding two negatives gives a positive answer\n\nQuestion:\n\\( (-5)+(-2)= \\)\n\nOptions:\nA. \\( -7 \\)\nB. \\( 7 \\)\nC. \\( 3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "436:D", "QuestionText": "\\( (-5)+(-2)= \\)", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "971", "MisconceptionName": "Believes that adding a negative will increase the value of the original number", "prompt": "Misconception:\nBelieves that adding a negative will increase the value of the original number\n\nQuestion:\n\\( (-5)+(-2)= \\)\n\nOptions:\nA. \\( -7 \\)\nB. \\( 7 \\)\nC. \\( 3 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "437:D", "QuestionText": "\\[\n5,12,19,26, \\ldots ?\n\\]\n\nWhat number comes next in this sequence?", "AnswerAText": "\\( 32 \\)", "AnswerBText": "\\( 31 \\)", "AnswerCText": "\\( 33 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n\\[\n5,12,19,26, \\ldots ?\n\\]\n\nWhat number comes next in this sequence?\n\nOptions:\nA. \\( 32 \\)\nB. \\( 31 \\)\nC. \\( 33 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "438:D", "QuestionText": "This velocity-time graph shows the first \\( 5 \\) seconds of Mo's journey which starts at home.\n\nAt what time did he first start travelling at \\( 4 \\mathrm{~m} / \\mathrm{s} \\) ? ![The image is of a graph. Its vertical axis labelled Velocity (m/s) and has the scale 0, 2, 4, 6 marked in even steps. Its horizontal axis is labelled Time (secs) and has the scale 0, 1, 2, 3, 4, 5 marked in even steps. \nThe graph is in three sections. The first section is a straight slanted line from (0,0) to (1, 4). The second section is a horizontal line from (1, 4) to (3, 4). The third section is a slanted line from (3, 4) to (5, 0).]()", "AnswerAText": "\\( 1 \\mathrm{sec} \\)", "AnswerBText": "\\( 2 \\mathrm{sec} \\)", "AnswerCText": "\\( 3 \\) secs", "AnswerDText": "\\( 4 \\) secs", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4 \\) secs", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThis velocity-time graph shows the first \\( 5 \\) seconds of Mo's journey which starts at home.\n\nAt what time did he first start travelling at \\( 4 \\mathrm{~m} / \\mathrm{s} \\) ? ![The image is of a graph. Its vertical axis labelled Velocity (m/s) and has the scale 0, 2, 4, 6 marked in even steps. Its horizontal axis is labelled Time (secs) and has the scale 0, 1, 2, 3, 4, 5 marked in even steps. \nThe graph is in three sections. The first section is a straight slanted line from (0,0) to (1, 4). The second section is a horizontal line from (1, 4) to (3, 4). The third section is a slanted line from (3, 4) to (5, 0).]()\n\nOptions:\nA. \\( 1 \\mathrm{sec} \\)\nB. \\( 2 \\mathrm{sec} \\)\nC. \\( 3 \\) secs\nD. \\( 4 \\) secs\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "439:B", "QuestionText": "Tom and Katie are arguing about the order of rotational symmetry of quadrilaterals.\n\nTom says some quadrilaterals have an order of rotational symmetry of \\( 1 \\).\nKatie says some quadrilaterals have an order of rotational symmetry of \\( 3 \\).\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1007", "MisconceptionName": "Does not connect rotational symmetry to number of sides/vertices", "prompt": "Misconception:\nDoes not connect rotational symmetry to number of sides/vertices\n\nQuestion:\nTom and Katie are arguing about the order of rotational symmetry of quadrilaterals.\n\nTom says some quadrilaterals have an order of rotational symmetry of \\( 1 \\).\nKatie says some quadrilaterals have an order of rotational symmetry of \\( 3 \\).\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "439:C", "QuestionText": "Tom and Katie are arguing about the order of rotational symmetry of quadrilaterals.\n\nTom says some quadrilaterals have an order of rotational symmetry of \\( 1 \\).\nKatie says some quadrilaterals have an order of rotational symmetry of \\( 3 \\).\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1007", "MisconceptionName": "Does not connect rotational symmetry to number of sides/vertices", "prompt": "Misconception:\nDoes not connect rotational symmetry to number of sides/vertices\n\nQuestion:\nTom and Katie are arguing about the order of rotational symmetry of quadrilaterals.\n\nTom says some quadrilaterals have an order of rotational symmetry of \\( 1 \\).\nKatie says some quadrilaterals have an order of rotational symmetry of \\( 3 \\).\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "440:B", "QuestionText": "What temperature does the thermometer show? ![A thermometer showing the temperature in degrees Celsius. There are five steps on the scale between 10 and 0, and five steps between 0 and -10. The temperature is shown at 4 steps below 0.]()", "AnswerAText": "\\( -8^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( -9^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( -4^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( -11^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -9^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat temperature does the thermometer show? ![A thermometer showing the temperature in degrees Celsius. There are five steps on the scale between 10 and 0, and five steps between 0 and -10. The temperature is shown at 4 steps below 0.]()\n\nOptions:\nA. \\( -8^{\\circ} \\mathrm{C} \\)\nB. \\( -9^{\\circ} \\mathrm{C} \\)\nC. \\( -4^{\\circ} \\mathrm{C} \\)\nD. \\( -11^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "440:C", "QuestionText": "What temperature does the thermometer show? ![A thermometer showing the temperature in degrees Celsius. There are five steps on the scale between 10 and 0, and five steps between 0 and -10. The temperature is shown at 4 steps below 0.]()", "AnswerAText": "\\( -8^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( -9^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( -4^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( -11^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -4^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat temperature does the thermometer show? ![A thermometer showing the temperature in degrees Celsius. There are five steps on the scale between 10 and 0, and five steps between 0 and -10. The temperature is shown at 4 steps below 0.]()\n\nOptions:\nA. \\( -8^{\\circ} \\mathrm{C} \\)\nB. \\( -9^{\\circ} \\mathrm{C} \\)\nC. \\( -4^{\\circ} \\mathrm{C} \\)\nD. \\( -11^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "441:A", "QuestionText": "Which of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The top measures 4cm by 2cm, and the height is 7cm.]()", "AnswerAText": "\\( (2 \\times 7)+(4 \\times 2)+(4 \\times 7) \\)", "AnswerBText": "\\( [(2 \\times 7)+(4 \\times 2)+(4 \\times 7)] \\times 2 \\)", "AnswerCText": "\\( (2 \\times 7) \\times(4 \\times 2) \\times(4 \\times 7) \\)", "AnswerDText": "\\( 2 \\times 4 \\times 7 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (2 \\times 7)+(4 \\times 2)+(4 \\times 7) \\)", "MisconceptionId": "2056", "MisconceptionName": "When calculating surface area, only includes visible faces", "prompt": "Misconception:\nWhen calculating surface area, only includes visible faces\n\nQuestion:\nWhich of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The top measures 4cm by 2cm, and the height is 7cm.]()\n\nOptions:\nA. \\( (2 \\times 7)+(4 \\times 2)+(4 \\times 7) \\)\nB. \\( [(2 \\times 7)+(4 \\times 2)+(4 \\times 7)] \\times 2 \\)\nC. \\( (2 \\times 7) \\times(4 \\times 2) \\times(4 \\times 7) \\)\nD. \\( 2 \\times 4 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "441:D", "QuestionText": "Which of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The top measures 4cm by 2cm, and the height is 7cm.]()", "AnswerAText": "\\( (2 \\times 7)+(4 \\times 2)+(4 \\times 7) \\)", "AnswerBText": "\\( [(2 \\times 7)+(4 \\times 2)+(4 \\times 7)] \\times 2 \\)", "AnswerCText": "\\( (2 \\times 7) \\times(4 \\times 2) \\times(4 \\times 7) \\)", "AnswerDText": "\\( 2 \\times 4 \\times 7 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\times 4 \\times 7 \\)", "MisconceptionId": "648", "MisconceptionName": "Finds volume when asked for surface area", "prompt": "Misconception:\nFinds volume when asked for surface area\n\nQuestion:\nWhich of the following calculations would give you the total surface area of this cuboid in \\( \\mathrm{cm}^{2} \\) ? ![A cuboid. The top measures 4cm by 2cm, and the height is 7cm.]()\n\nOptions:\nA. \\( (2 \\times 7)+(4 \\times 2)+(4 \\times 7) \\)\nB. \\( [(2 \\times 7)+(4 \\times 2)+(4 \\times 7)] \\times 2 \\)\nC. \\( (2 \\times 7) \\times(4 \\times 2) \\times(4 \\times 7) \\)\nD. \\( 2 \\times 4 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "442:A", "QuestionText": "What should replace the star when solving the following problem using the grid method?\n\\(52 \\times 326\\) \\begin{tabular}{|c|c|c|c|}\n\\hline\\( \\times \\) & \\( 300 \\) & \\( 20 \\) & \\( 6 \\) \\\\\n\\hline \\( 50 \\) &  &  \\( \\bigstar \\) & \\\\\n\\hline \\( 2 \\) &  & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1845", "MisconceptionName": "When multiplying involving a multiple of 10, just multiplies the digits and ignores the zeros", "prompt": "Misconception:\nWhen multiplying involving a multiple of 10, just multiplies the digits and ignores the zeros\n\nQuestion:\nWhat should replace the star when solving the following problem using the grid method?\n\\(52 \\times 326\\) \\begin{tabular}{|c|c|c|c|}\n\\hline\\( \\times \\) & \\( 300 \\) & \\( 20 \\) & \\( 6 \\) \\\\\n\\hline \\( 50 \\) &  &  \\( \\bigstar \\) & \\\\\n\\hline \\( 2 \\) &  & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 10 \\)\nB. \\( 1000 \\)\nC. \\( 70 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "442:C", "QuestionText": "What should replace the star when solving the following problem using the grid method?\n\\(52 \\times 326\\) \\begin{tabular}{|c|c|c|c|}\n\\hline\\( \\times \\) & \\( 300 \\) & \\( 20 \\) & \\( 6 \\) \\\\\n\\hline \\( 50 \\) &  &  \\( \\bigstar \\) & \\\\\n\\hline \\( 2 \\) &  & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 70 \\)", "MisconceptionId": "1319", "MisconceptionName": "Adds instead of multiples", "prompt": "Misconception:\nAdds instead of multiples\n\nQuestion:\nWhat should replace the star when solving the following problem using the grid method?\n\\(52 \\times 326\\) \\begin{tabular}{|c|c|c|c|}\n\\hline\\( \\times \\) & \\( 300 \\) & \\( 20 \\) & \\( 6 \\) \\\\\n\\hline \\( 50 \\) &  &  \\( \\bigstar \\) & \\\\\n\\hline \\( 2 \\) &  & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 10 \\)\nB. \\( 1000 \\)\nC. \\( 70 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "442:D", "QuestionText": "What should replace the star when solving the following problem using the grid method?\n\\(52 \\times 326\\) \\begin{tabular}{|c|c|c|c|}\n\\hline\\( \\times \\) & \\( 300 \\) & \\( 20 \\) & \\( 6 \\) \\\\\n\\hline \\( 50 \\) &  &  \\( \\bigstar \\) & \\\\\n\\hline \\( 2 \\) &  & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1628", "MisconceptionName": "When multiplying involving a multiple of 10, gives an answer 10 times smaller than it should be", "prompt": "Misconception:\nWhen multiplying involving a multiple of 10, gives an answer 10 times smaller than it should be\n\nQuestion:\nWhat should replace the star when solving the following problem using the grid method?\n\\(52 \\times 326\\) \\begin{tabular}{|c|c|c|c|}\n\\hline\\( \\times \\) & \\( 300 \\) & \\( 20 \\) & \\( 6 \\) \\\\\n\\hline \\( 50 \\) &  &  \\( \\bigstar \\) & \\\\\n\\hline \\( 2 \\) &  & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 10 \\)\nB. \\( 1000 \\)\nC. \\( 70 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "443:B", "QuestionText": "In which region would \\( \\mathbf{3 6} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\nIn which region would \\( \\mathbf{3 6} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "443:C", "QuestionText": "In which region would \\( \\mathbf{3 6} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\nIn which region would \\( \\mathbf{3 6} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "443:D", "QuestionText": "In which region would \\( \\mathbf{3 6} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\nIn which region would \\( \\mathbf{3 6} \\) belong? ![A Venn diagram with two sets, one labelled Square number and one labelled Odd number. Square Number without the intersection is labelled A, Odd Number without the intersection is labelled C, the intersection of the two sets is labelled B, and outside the circles is labelled D.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "444:A", "QuestionText": "A \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n258+\\square=1162\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nA \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n258+\\square=1162\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "444:C", "QuestionText": "A \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n258+\\square=1162\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1138", "MisconceptionName": "Subtracts the smallest digit from the largest digit", "prompt": "Misconception:\nSubtracts the smallest digit from the largest digit\n\nQuestion:\nA \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n258+\\square=1162\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "445:B", "QuestionText": "What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-5)(p+2) \\equiv p^{2} \\triangle p \\bigcirc\n\\)", "AnswerAText": "\\( \\bigcirc=-7 \\)", "AnswerBText": "\\( \\bigcirc=-3 \\)", "AnswerCText": "\\( \\bigcirc=-10 \\)", "AnswerDText": "\\( \\bigcirc=+10 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\bigcirc=-3 \\)", "MisconceptionId": "2256", "MisconceptionName": "Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets", "prompt": "Misconception:\nBelieves the constant in an expanded quadratic comes from adding the two numbers in the brackets\n\nQuestion:\nWhat should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-5)(p+2) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\n\nOptions:\nA. \\( \\bigcirc=-7 \\)\nB. \\( \\bigcirc=-3 \\)\nC. \\( \\bigcirc=-10 \\)\nD. \\( \\bigcirc=+10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "445:D", "QuestionText": "What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-5)(p+2) \\equiv p^{2} \\triangle p \\bigcirc\n\\)", "AnswerAText": "\\( \\bigcirc=-7 \\)", "AnswerBText": "\\( \\bigcirc=-3 \\)", "AnswerCText": "\\( \\bigcirc=-10 \\)", "AnswerDText": "\\( \\bigcirc=+10 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\bigcirc=+10 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhat should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-5)(p+2) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\n\nOptions:\nA. \\( \\bigcirc=-7 \\)\nB. \\( \\bigcirc=-3 \\)\nC. \\( \\bigcirc=-10 \\)\nD. \\( \\bigcirc=+10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "446:B", "QuestionText": "A point, \\( Q \\), has coordinates \\( (2,5) \\)\nThe point is reflected in the line \\( x=2 \\)\nWhat are the new coordinates of point \\( Q \\) ?", "AnswerAText": "\\( (2,5) \\)", "AnswerBText": "\\( (-2,5) \\)", "AnswerCText": "\\( (5,2) \\)", "AnswerDText": "\\( (2,-5) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (-2,5) \\)", "MisconceptionId": "2508", "MisconceptionName": "Thinks x = ? is the y axis", "prompt": "Misconception:\nThinks x = ? is the y axis\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (2,5) \\)\nThe point is reflected in the line \\( x=2 \\)\nWhat are the new coordinates of point \\( Q \\) ?\n\nOptions:\nA. \\( (2,5) \\)\nB. \\( (-2,5) \\)\nC. \\( (5,2) \\)\nD. \\( (2,-5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "446:C", "QuestionText": "A point, \\( Q \\), has coordinates \\( (2,5) \\)\nThe point is reflected in the line \\( x=2 \\)\nWhat are the new coordinates of point \\( Q \\) ?", "AnswerAText": "\\( (2,5) \\)", "AnswerBText": "\\( (-2,5) \\)", "AnswerCText": "\\( (5,2) \\)", "AnswerDText": "\\( (2,-5) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (5,2) \\)", "MisconceptionId": "26", "MisconceptionName": "Thinks x = ? or y = ? is y = x", "prompt": "Misconception:\nThinks x = ? or y = ? is y = x\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (2,5) \\)\nThe point is reflected in the line \\( x=2 \\)\nWhat are the new coordinates of point \\( Q \\) ?\n\nOptions:\nA. \\( (2,5) \\)\nB. \\( (-2,5) \\)\nC. \\( (5,2) \\)\nD. \\( (2,-5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "446:D", "QuestionText": "A point, \\( Q \\), has coordinates \\( (2,5) \\)\nThe point is reflected in the line \\( x=2 \\)\nWhat are the new coordinates of point \\( Q \\) ?", "AnswerAText": "\\( (2,5) \\)", "AnswerBText": "\\( (-2,5) \\)", "AnswerCText": "\\( (5,2) \\)", "AnswerDText": "\\( (2,-5) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (2,-5) \\)", "MisconceptionId": "2443", "MisconceptionName": "Thinks y = ? is the x axis", "prompt": "Misconception:\nThinks y = ? is the x axis\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (2,5) \\)\nThe point is reflected in the line \\( x=2 \\)\nWhat are the new coordinates of point \\( Q \\) ?\n\nOptions:\nA. \\( (2,5) \\)\nB. \\( (-2,5) \\)\nC. \\( (5,2) \\)\nD. \\( (2,-5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "447:A", "QuestionText": "When \\( h=5 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=225\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\nWhen \\( h=5 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)\nB. \\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=225\\end{array} \\)\nC. \\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)\nD. \\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "447:C", "QuestionText": "When \\( h=5 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=225\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)", "MisconceptionId": "2087", "MisconceptionName": "Multiplies before applying a power", "prompt": "Misconception:\nMultiplies before applying a power\n\nQuestion:\nWhen \\( h=5 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)\nB. \\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=225\\end{array} \\)\nC. \\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)\nD. \\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "447:D", "QuestionText": "When \\( h=5 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=225\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)", "MisconceptionId": "2087", "MisconceptionName": "Multiplies before applying a power", "prompt": "Misconception:\nMultiplies before applying a power\n\nQuestion:\nWhen \\( h=5 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=75\\end{array} \\)\nB. \\( \\begin{array}{l}3 h^{2}=75 \\\\ (3 h)^{2}=225\\end{array} \\)\nC. \\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=225\\end{array} \\)\nD. \\( \\begin{array}{l}3 h^{2}=225 \\\\ (3 h)^{2}=75\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "448:A", "QuestionText": "This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.1 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 2.9 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3.1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2.9 \\)", "MisconceptionId": "2093", "MisconceptionName": "Thinks the fraction bar means subtract rather than divide", "prompt": "Misconception:\nThinks the fraction bar means subtract rather than divide\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.1 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 2.9 \\)\nB. \\( 0.3 \\)\nC. \\( 30 \\)\nD. \\( 3.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "448:B", "QuestionText": "This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.1 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 2.9 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3.1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "2547", "MisconceptionName": "Multiplies instead of divides when division is written as a fraction", "prompt": "Misconception:\nMultiplies instead of divides when division is written as a fraction\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.1 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 2.9 \\)\nB. \\( 0.3 \\)\nC. \\( 30 \\)\nD. \\( 3.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "448:D", "QuestionText": "This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.1 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 2.9 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3.1 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3.1 \\)", "MisconceptionId": "2520", "MisconceptionName": "Believes the fraction line represents addition", "prompt": "Misconception:\nBelieves the fraction line represents addition\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.1 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 2.9 \\)\nB. \\( 0.3 \\)\nC. \\( 30 \\)\nD. \\( 3.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "449:A", "QuestionText": "\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 4 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 4.6 \\)", "AnswerBText": "\\( 0.24 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 3.6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4.6 \\)", "MisconceptionId": "306", "MisconceptionName": "Added rather than multiplied by a scale factor", "prompt": "Misconception:\nAdded rather than multiplied by a scale factor\n\nQuestion:\n\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 4 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 4.6 \\)\nB. \\( 0.24 \\)\nC. \\( 2.4 \\)\nD. \\( 3.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "449:B", "QuestionText": "\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 4 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 4.6 \\)", "AnswerBText": "\\( 0.24 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 3.6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.24 \\)", "MisconceptionId": "189", "MisconceptionName": "When multiplying decimals, ignores place value and just multiplies the digits", "prompt": "Misconception:\nWhen multiplying decimals, ignores place value and just multiplies the digits\n\nQuestion:\n\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 4 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 4.6 \\)\nB. \\( 0.24 \\)\nC. \\( 2.4 \\)\nD. \\( 3.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "449:D", "QuestionText": "\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 4 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 4.6 \\)", "AnswerBText": "\\( 0.24 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 3.6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3.6 \\)", "MisconceptionId": "264", "MisconceptionName": "Subtracted rather than divided by a scale factor", "prompt": "Misconception:\nSubtracted rather than divided by a scale factor\n\nQuestion:\n\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 4 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 4.6 \\)\nB. \\( 0.24 \\)\nC. \\( 2.4 \\)\nD. \\( 3.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "450:A", "QuestionText": "\\(\n1 \\frac{2}{3}+\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( \\frac{4}{3} \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4}{3} \\)", "MisconceptionId": "493", "MisconceptionName": "Thinks you add the number of wholes to the numerator when converting a mixed number to an improper fraction.", "prompt": "Misconception:\nThinks you add the number of wholes to the numerator when converting a mixed number to an improper fraction.\n\nQuestion:\n\\(\n1 \\frac{2}{3}+\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( \\frac{4}{3} \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "450:B", "QuestionText": "\\(\n1 \\frac{2}{3}+\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( \\frac{4}{3} \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1431", "MisconceptionName": "Believes you add the whole to the numerators, ignoring denominators, when adding a mixed number to a proper fraction with the same denominator.", "prompt": "Misconception:\nBelieves you add the whole to the numerators, ignoring denominators, when adding a mixed number to a proper fraction with the same denominator.\n\nQuestion:\n\\(\n1 \\frac{2}{3}+\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( \\frac{4}{3} \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "451:A", "QuestionText": "Write the following using correct algebraic notation \\( m \\) multiplied by the cube of \\( n \\)", "AnswerAText": "\\( (m n)^{3} \\)", "AnswerBText": "\\( m n^{3} \\)", "AnswerCText": "\\( m n+3 \\)", "AnswerDText": "\\( 3 m n \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (m n)^{3} \\)", "MisconceptionId": "315", "MisconceptionName": "Has not realised that the answer may be changed by the insertion of brackets", "prompt": "Misconception:\nHas not realised that the answer may be changed by the insertion of brackets\n\nQuestion:\nWrite the following using correct algebraic notation \\( m \\) multiplied by the cube of \\( n \\)\n\nOptions:\nA. \\( (m n)^{3} \\)\nB. \\( m n^{3} \\)\nC. \\( m n+3 \\)\nD. \\( 3 m n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "451:C", "QuestionText": "Write the following using correct algebraic notation \\( m \\) multiplied by the cube of \\( n \\)", "AnswerAText": "\\( (m n)^{3} \\)", "AnswerBText": "\\( m n^{3} \\)", "AnswerCText": "\\( m n+3 \\)", "AnswerDText": "\\( 3 m n \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( m n+3 \\)", "MisconceptionId": "260", "MisconceptionName": "Thinks cubing a number means adding 3 to that number", "prompt": "Misconception:\nThinks cubing a number means adding 3 to that number\n\nQuestion:\nWrite the following using correct algebraic notation \\( m \\) multiplied by the cube of \\( n \\)\n\nOptions:\nA. \\( (m n)^{3} \\)\nB. \\( m n^{3} \\)\nC. \\( m n+3 \\)\nD. \\( 3 m n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "451:D", "QuestionText": "Write the following using correct algebraic notation \\( m \\) multiplied by the cube of \\( n \\)", "AnswerAText": "\\( (m n)^{3} \\)", "AnswerBText": "\\( m n^{3} \\)", "AnswerCText": "\\( m n+3 \\)", "AnswerDText": "\\( 3 m n \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 m n \\)", "MisconceptionId": "438", "MisconceptionName": "Believes cubing a number means you multiply it by 3", "prompt": "Misconception:\nBelieves cubing a number means you multiply it by 3\n\nQuestion:\nWrite the following using correct algebraic notation \\( m \\) multiplied by the cube of \\( n \\)\n\nOptions:\nA. \\( (m n)^{3} \\)\nB. \\( m n^{3} \\)\nC. \\( m n+3 \\)\nD. \\( 3 m n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "452:C", "QuestionText": "In which region would \\( x^{2}-10 x-25=0 \\) belong? ![A Venn diagram made up of two overlapping circles. One is labelled 'Factorises' and the other is labelled 'Has one solution equal to 0'.\nA is in the 'Factorises' circle only, B is in the overlap of the two circles, C is in the 'Has one solution equal to 0' circle only, and D is outside the circles.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "807", "MisconceptionName": "Believes all quadratic equations have a solution of 0", "prompt": "Misconception:\nBelieves all quadratic equations have a solution of 0\n\nQuestion:\nIn which region would \\( x^{2}-10 x-25=0 \\) belong? ![A Venn diagram made up of two overlapping circles. One is labelled 'Factorises' and the other is labelled 'Has one solution equal to 0'.\nA is in the 'Factorises' circle only, B is in the overlap of the two circles, C is in the 'Has one solution equal to 0' circle only, and D is outside the circles.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "453:A", "QuestionText": "What is the next pattern in this linear sequence? ![A sequence of 4 patterns. The first pattern is a rectangle, made of 3 squares stacked vertically. The second pattern is the same as the first pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 1. The 3rd pattern is the same as the second pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 2. The 4th pattern is the same as the 3rd pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 3.]()", "AnswerAText": "![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "AnswerBText": "![This pattern is made up of 11 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "AnswerCText": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()", "AnswerDText": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWhat is the next pattern in this linear sequence? ![A sequence of 4 patterns. The first pattern is a rectangle, made of 3 squares stacked vertically. The second pattern is the same as the first pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 1. The 3rd pattern is the same as the second pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 2. The 4th pattern is the same as the 3rd pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 3.]()\n\nOptions:\nA. ![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()\nB. ![This pattern is made up of 11 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()\nC. ![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()\nD. ![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "453:C", "QuestionText": "What is the next pattern in this linear sequence? ![A sequence of 4 patterns. The first pattern is a rectangle, made of 3 squares stacked vertically. The second pattern is the same as the first pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 1. The 3rd pattern is the same as the second pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 2. The 4th pattern is the same as the 3rd pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 3.]()", "AnswerAText": "![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "AnswerBText": "![This pattern is made up of 11 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "AnswerCText": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()", "AnswerDText": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWhat is the next pattern in this linear sequence? ![A sequence of 4 patterns. The first pattern is a rectangle, made of 3 squares stacked vertically. The second pattern is the same as the first pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 1. The 3rd pattern is the same as the second pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 2. The 4th pattern is the same as the 3rd pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 3.]()\n\nOptions:\nA. ![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()\nB. ![This pattern is made up of 11 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()\nC. ![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()\nD. ![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "453:D", "QuestionText": "What is the next pattern in this linear sequence? ![A sequence of 4 patterns. The first pattern is a rectangle, made of 3 squares stacked vertically. The second pattern is the same as the first pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 1. The 3rd pattern is the same as the second pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 2. The 4th pattern is the same as the 3rd pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 3.]()", "AnswerAText": "![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "AnswerBText": "![This pattern is made up of 11 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()", "AnswerCText": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()", "AnswerDText": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWhat is the next pattern in this linear sequence? ![A sequence of 4 patterns. The first pattern is a rectangle, made of 3 squares stacked vertically. The second pattern is the same as the first pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 1. The 3rd pattern is the same as the second pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 2. The 4th pattern is the same as the 3rd pattern but with 2 more squares added, to the right of the bottom 2 squares of Pattern 3.]()\n\nOptions:\nA. ![This pattern is the same as Pattern 4: it is made up of 9 squares as a 4 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()\nB. ![This pattern is made up of 11 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle.]()\nC. ![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then 2 extra squares on top of the top left square of the rectangle.]()\nD. ![This pattern is made up of 12 squares as a 5 (width) by 2 (height) rectangle and then an extra square on top of the top left square of the rectangle, and one more square to the right of that one.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "454:A", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 1\" written inside it, the next rectangle has \"✕ 2\" written inside it and the final rectangle on the right has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 4.5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "656", "MisconceptionName": "Reverses the order of operations but does not apply the inverse operations when finding the input of a function machine", "prompt": "Misconception:\nReverses the order of operations but does not apply the inverse operations when finding the input of a function machine\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 1\" written inside it, the next rectangle has \"✕ 2\" written inside it and the final rectangle on the right has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 5 \\)\nC. \\( 14 \\)\nD. \\( 4.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "454:C", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 1\" written inside it, the next rectangle has \"✕ 2\" written inside it and the final rectangle on the right has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 4.5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "1026", "MisconceptionName": "Does not reverse the order of operations when finding the input of a function machine", "prompt": "Misconception:\nDoes not reverse the order of operations when finding the input of a function machine\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 1\" written inside it, the next rectangle has \"✕ 2\" written inside it and the final rectangle on the right has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 5 \\)\nC. \\( 14 \\)\nD. \\( 4.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "454:D", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 1\" written inside it, the next rectangle has \"✕ 2\" written inside it and the final rectangle on the right has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 4.5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4.5 \\)", "MisconceptionId": "1026", "MisconceptionName": "Does not reverse the order of operations when finding the input of a function machine", "prompt": "Misconception:\nDoes not reverse the order of operations when finding the input of a function machine\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 1\" written inside it, the next rectangle has \"✕ 2\" written inside it and the final rectangle on the right has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 5 \\)\nC. \\( 14 \\)\nD. \\( 4.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "455:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-5 p\n\\)", "AnswerAText": "\\( p(p-5) \\)", "AnswerBText": "\\( (p+5)(p-5) \\)", "AnswerCText": "\\( (p+\\sqrt{5})(p-\\sqrt{5}) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (p+5)(p-5) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-5 p\n\\)\n\nOptions:\nA. \\( p(p-5) \\)\nB. \\( (p+5)(p-5) \\)\nC. \\( (p+\\sqrt{5})(p-\\sqrt{5}) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "455:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-5 p\n\\)", "AnswerAText": "\\( p(p-5) \\)", "AnswerBText": "\\( (p+5)(p-5) \\)", "AnswerCText": "\\( (p+\\sqrt{5})(p-\\sqrt{5}) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (p+\\sqrt{5})(p-\\sqrt{5}) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-5 p\n\\)\n\nOptions:\nA. \\( p(p-5) \\)\nB. \\( (p+5)(p-5) \\)\nC. \\( (p+\\sqrt{5})(p-\\sqrt{5}) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "456:B", "QuestionText": "Tom and Katie are discussing arithmetic sequences.\n\nTom says this is an arithmetic sequence: \\( 5,8,11,14,17, \\ldots \\)\n\nKatie says this is an arithmetic sequence: \\( 5,15,45,135,405, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing arithmetic sequences.\n\nTom says this is an arithmetic sequence: \\( 5,8,11,14,17, \\ldots \\)\n\nKatie says this is an arithmetic sequence: \\( 5,15,45,135,405, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "456:C", "QuestionText": "Tom and Katie are discussing arithmetic sequences.\n\nTom says this is an arithmetic sequence: \\( 5,8,11,14,17, \\ldots \\)\n\nKatie says this is an arithmetic sequence: \\( 5,15,45,135,405, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing arithmetic sequences.\n\nTom says this is an arithmetic sequence: \\( 5,8,11,14,17, \\ldots \\)\n\nKatie says this is an arithmetic sequence: \\( 5,15,45,135,405, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "456:D", "QuestionText": "Tom and Katie are discussing arithmetic sequences.\n\nTom says this is an arithmetic sequence: \\( 5,8,11,14,17, \\ldots \\)\n\nKatie says this is an arithmetic sequence: \\( 5,15,45,135,405, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing arithmetic sequences.\n\nTom says this is an arithmetic sequence: \\( 5,8,11,14,17, \\ldots \\)\n\nKatie says this is an arithmetic sequence: \\( 5,15,45,135,405, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "457:A", "QuestionText": "What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/6. On the rightmost dash is the number 3/6. An arrow points to the 4th dash from the left]()", "AnswerAText": "\\( \\frac{3}{4} \\)", "AnswerBText": "\\( \\frac{2}{6} \\)", "AnswerCText": "\\( \\frac{5}{12} \\)", "AnswerDText": "There is no such fraction", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{3}{4} \\)", "MisconceptionId": "2012", "MisconceptionName": "When reading a dash on a number line does not take into account the number at the start or the width of each division", "prompt": "Misconception:\nWhen reading a dash on a number line does not take into account the number at the start or the width of each division\n\nQuestion:\nWhat fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/6. On the rightmost dash is the number 3/6. An arrow points to the 4th dash from the left]()\n\nOptions:\nA. \\( \\frac{3}{4} \\)\nB. \\( \\frac{2}{6} \\)\nC. \\( \\frac{5}{12} \\)\nD. There is no such fraction\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "457:B", "QuestionText": "What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/6. On the rightmost dash is the number 3/6. An arrow points to the 4th dash from the left]()", "AnswerAText": "\\( \\frac{3}{4} \\)", "AnswerBText": "\\( \\frac{2}{6} \\)", "AnswerCText": "\\( \\frac{5}{12} \\)", "AnswerDText": "There is no such fraction", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{6} \\)", "MisconceptionId": "54", "MisconceptionName": "Believes the arrow on a number line points to the middle value", "prompt": "Misconception:\nBelieves the arrow on a number line points to the middle value\n\nQuestion:\nWhat fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/6. On the rightmost dash is the number 3/6. An arrow points to the 4th dash from the left]()\n\nOptions:\nA. \\( \\frac{3}{4} \\)\nB. \\( \\frac{2}{6} \\)\nC. \\( \\frac{5}{12} \\)\nD. There is no such fraction\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "457:D", "QuestionText": "What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/6. On the rightmost dash is the number 3/6. An arrow points to the 4th dash from the left]()", "AnswerAText": "\\( \\frac{3}{4} \\)", "AnswerBText": "\\( \\frac{2}{6} \\)", "AnswerCText": "\\( \\frac{5}{12} \\)", "AnswerDText": "There is no such fraction", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "There is no such fraction", "MisconceptionId": "990", "MisconceptionName": "Does not realise you can use equivalent fractions to break fractions up into smaller divisions", "prompt": "Misconception:\nDoes not realise you can use equivalent fractions to break fractions up into smaller divisions\n\nQuestion:\nWhat fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/6. On the rightmost dash is the number 3/6. An arrow points to the 4th dash from the left]()\n\nOptions:\nA. \\( \\frac{3}{4} \\)\nB. \\( \\frac{2}{6} \\)\nC. \\( \\frac{5}{12} \\)\nD. There is no such fraction\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "458:B", "QuestionText": "A lassi drink is made of yoghurt and water in the ratio \\( 3: 1 \\). What fraction of the drink is water?", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3}{4} \\)", "MisconceptionId": "2262", "MisconceptionName": "Gets order of ratio wrong", "prompt": "Misconception:\nGets order of ratio wrong\n\nQuestion:\nA lassi drink is made of yoghurt and water in the ratio \\( 3: 1 \\). What fraction of the drink is water?\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{1}{3} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "458:C", "QuestionText": "A lassi drink is made of yoghurt and water in the ratio \\( 3: 1 \\). What fraction of the drink is water?", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "1452", "MisconceptionName": "When converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total", "prompt": "Misconception:\nWhen converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total\n\nQuestion:\nA lassi drink is made of yoghurt and water in the ratio \\( 3: 1 \\). What fraction of the drink is water?\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{1}{3} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "458:D", "QuestionText": "A lassi drink is made of yoghurt and water in the ratio \\( 3: 1 \\). What fraction of the drink is water?", "AnswerAText": "\\( \\frac{1}{4} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "888", "MisconceptionName": "Does not understand the relationship between a ratio and fraction", "prompt": "Misconception:\nDoes not understand the relationship between a ratio and fraction\n\nQuestion:\nA lassi drink is made of yoghurt and water in the ratio \\( 3: 1 \\). What fraction of the drink is water?\n\nOptions:\nA. \\( \\frac{1}{4} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{1}{3} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "459:A", "QuestionText": "How far away from home was Rachel at 12:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).       \n]()", "AnswerAText": "\\( 0 \\mathrm{~km} \\)", "AnswerBText": "\\( 7.5 \\mathrm{~m} \\)", "AnswerCText": "\\( 750 \\mathrm{~m} \\)", "AnswerDText": "\\( 7500 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\mathrm{~km} \\)", "MisconceptionId": "600", "MisconceptionName": "Thinks a horizontal line on a distance time graph means a distance of 0", "prompt": "Misconception:\nThinks a horizontal line on a distance time graph means a distance of 0\n\nQuestion:\nHow far away from home was Rachel at 12:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).       \n]()\n\nOptions:\nA. \\( 0 \\mathrm{~km} \\)\nB. \\( 7.5 \\mathrm{~m} \\)\nC. \\( 750 \\mathrm{~m} \\)\nD. \\( 7500 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "459:B", "QuestionText": "How far away from home was Rachel at 12:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).       \n]()", "AnswerAText": "\\( 0 \\mathrm{~km} \\)", "AnswerBText": "\\( 7.5 \\mathrm{~m} \\)", "AnswerCText": "\\( 750 \\mathrm{~m} \\)", "AnswerDText": "\\( 7500 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 7.5 \\mathrm{~m} \\)", "MisconceptionId": "417", "MisconceptionName": "When reading values from graphs, writes down the wrong units", "prompt": "Misconception:\nWhen reading values from graphs, writes down the wrong units\n\nQuestion:\nHow far away from home was Rachel at 12:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).       \n]()\n\nOptions:\nA. \\( 0 \\mathrm{~km} \\)\nB. \\( 7.5 \\mathrm{~m} \\)\nC. \\( 750 \\mathrm{~m} \\)\nD. \\( 7500 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "459:C", "QuestionText": "How far away from home was Rachel at 12:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).       \n]()", "AnswerAText": "\\( 0 \\mathrm{~km} \\)", "AnswerBText": "\\( 7.5 \\mathrm{~m} \\)", "AnswerCText": "\\( 750 \\mathrm{~m} \\)", "AnswerDText": "\\( 7500 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 750 \\mathrm{~m} \\)", "MisconceptionId": "2132", "MisconceptionName": "Thinks there are 100m and a km", "prompt": "Misconception:\nThinks there are 100m and a km\n\nQuestion:\nHow far away from home was Rachel at 12:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).       \n]()\n\nOptions:\nA. \\( 0 \\mathrm{~km} \\)\nB. \\( 7.5 \\mathrm{~m} \\)\nC. \\( 750 \\mathrm{~m} \\)\nD. \\( 7500 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "460:C", "QuestionText": "One of these equations has no real solutions.\nWhich is it?", "AnswerAText": "\\( t^{2}-27=0 \\)", "AnswerBText": "\\( t^{2}=-27 \\)", "AnswerCText": "\\( t^{3}=-27 \\)", "AnswerDText": "\\( t-27=-27 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( t^{3}=-27 \\)", "MisconceptionId": "868", "MisconceptionName": "Believes a number raised to a power will always give a positive answer", "prompt": "Misconception:\nBelieves a number raised to a power will always give a positive answer\n\nQuestion:\nOne of these equations has no real solutions.\nWhich is it?\n\nOptions:\nA. \\( t^{2}-27=0 \\)\nB. \\( t^{2}=-27 \\)\nC. \\( t^{3}=-27 \\)\nD. \\( t-27=-27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "460:D", "QuestionText": "One of these equations has no real solutions.\nWhich is it?", "AnswerAText": "\\( t^{2}-27=0 \\)", "AnswerBText": "\\( t^{2}=-27 \\)", "AnswerCText": "\\( t^{3}=-27 \\)", "AnswerDText": "\\( t-27=-27 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( t-27=-27 \\)", "MisconceptionId": "1494", "MisconceptionName": "Believes 0 is not a real solution to an equation", "prompt": "Misconception:\nBelieves 0 is not a real solution to an equation\n\nQuestion:\nOne of these equations has no real solutions.\nWhich is it?\n\nOptions:\nA. \\( t^{2}-27=0 \\)\nB. \\( t^{2}=-27 \\)\nC. \\( t^{3}=-27 \\)\nD. \\( t-27=-27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "461:C", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() Kate picks a yellow ball out and does not replace it.\n\nShe then has a second pick.\nWhat is the probability the second pick is a red ball?", "AnswerAText": "\\( \\frac{3}{7} \\)", "AnswerBText": "\\( \\frac{3}{6} \\)", "AnswerCText": "\\( \\frac{4}{7} \\)", "AnswerDText": "\\( \\frac{4}{6} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{4}{7} \\)", "MisconceptionId": "164", "MisconceptionName": "Does not reduce the denominator when an item is not replaced in a probability question", "prompt": "Misconception:\nDoes not reduce the denominator when an item is not replaced in a probability question\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() Kate picks a yellow ball out and does not replace it.\n\nShe then has a second pick.\nWhat is the probability the second pick is a red ball?\n\nOptions:\nA. \\( \\frac{3}{7} \\)\nB. \\( \\frac{3}{6} \\)\nC. \\( \\frac{4}{7} \\)\nD. \\( \\frac{4}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "462:B", "QuestionText": "What is the solution for this equation? \\( 4(3 x-2)=2(6 x-8) \\)", "AnswerAText": "This equation is impossible to solve", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=-\\frac{2}{3} \\)", "AnswerDText": "This equation has an infinite number of solutions", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x=0 \\)", "MisconceptionId": "1598", "MisconceptionName": "Believes the solution to an equation with matching coefficients of variables on both sides will always be 0", "prompt": "Misconception:\nBelieves the solution to an equation with matching coefficients of variables on both sides will always be 0\n\nQuestion:\nWhat is the solution for this equation? \\( 4(3 x-2)=2(6 x-8) \\)\n\nOptions:\nA. This equation is impossible to solve\nB. \\( x=0 \\)\nC. \\( x=-\\frac{2}{3} \\)\nD. This equation has an infinite number of solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "463:C", "QuestionText": "Tom and Katie are discussing parallel lines\nTom says \\( y=2 x+5 \\) and \\( y=2 x-7 \\) are parallel \nKatie says \\( y=2 x+5 \\) and \\( y=3 x+5 \\) are parallel\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "585", "MisconceptionName": "Believes lines can be parallel by having the same y intercept OR gradient", "prompt": "Misconception:\nBelieves lines can be parallel by having the same y intercept OR gradient\n\nQuestion:\nTom and Katie are discussing parallel lines\nTom says \\( y=2 x+5 \\) and \\( y=2 x-7 \\) are parallel \nKatie says \\( y=2 x+5 \\) and \\( y=3 x+5 \\) are parallel\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "464:A", "QuestionText": "By comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?", "AnswerAText": "![A rectangle with 1/3 shaded in red]()", "AnswerBText": "![A rectangle with 2/6 shaded in blue]()", "AnswerCText": "![A rectangle with 3/9 shaded in purple]()", "AnswerDText": "![A rectangle with 6/12 shaded in orange]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A rectangle with 1/3 shaded in red]()", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nBy comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?\n\nOptions:\nA. ![A rectangle with 1/3 shaded in red]()\nB. ![A rectangle with 2/6 shaded in blue]()\nC. ![A rectangle with 3/9 shaded in purple]()\nD. ![A rectangle with 6/12 shaded in orange]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "464:B", "QuestionText": "By comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?", "AnswerAText": "![A rectangle with 1/3 shaded in red]()", "AnswerBText": "![A rectangle with 2/6 shaded in blue]()", "AnswerCText": "![A rectangle with 3/9 shaded in purple]()", "AnswerDText": "![A rectangle with 6/12 shaded in orange]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A rectangle with 2/6 shaded in blue]()", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nBy comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?\n\nOptions:\nA. ![A rectangle with 1/3 shaded in red]()\nB. ![A rectangle with 2/6 shaded in blue]()\nC. ![A rectangle with 3/9 shaded in purple]()\nD. ![A rectangle with 6/12 shaded in orange]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "464:C", "QuestionText": "By comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?", "AnswerAText": "![A rectangle with 1/3 shaded in red]()", "AnswerBText": "![A rectangle with 2/6 shaded in blue]()", "AnswerCText": "![A rectangle with 3/9 shaded in purple]()", "AnswerDText": "![A rectangle with 6/12 shaded in orange]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A rectangle with 3/9 shaded in purple]()", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nBy comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?\n\nOptions:\nA. ![A rectangle with 1/3 shaded in red]()\nB. ![A rectangle with 2/6 shaded in blue]()\nC. ![A rectangle with 3/9 shaded in purple]()\nD. ![A rectangle with 6/12 shaded in orange]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "465:A", "QuestionText": "Tom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 3,5,10,17,26, \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 3,6,12,24,48, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1388", "MisconceptionName": "Does not understand the term quadratic", "prompt": "Misconception:\nDoes not understand the term quadratic\n\nQuestion:\nTom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 3,5,10,17,26, \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 3,6,12,24,48, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "465:B", "QuestionText": "Tom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 3,5,10,17,26, \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 3,6,12,24,48, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1388", "MisconceptionName": "Does not understand the term quadratic", "prompt": "Misconception:\nDoes not understand the term quadratic\n\nQuestion:\nTom and Katie are discussing quadratic sequences.\n\nTom says this is a quadratic sequence: \\( 3,5,10,17,26, \\ldots \\)\n\nKatie says this is a quadratic sequence: \\( 3,6,12,24,48, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "466:B", "QuestionText": "\\( -\\frac{3}{4} \\times \\star=-1 \\) What should replace the star?", "AnswerAText": "\\( \\frac{4}{3} \\)", "AnswerBText": "\\( -\\frac{4}{3} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( -\\frac{3}{4} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -\\frac{4}{3} \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\n\\( -\\frac{3}{4} \\times \\star=-1 \\) What should replace the star?\n\nOptions:\nA. \\( \\frac{4}{3} \\)\nB. \\( -\\frac{4}{3} \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( -\\frac{3}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "466:C", "QuestionText": "\\( -\\frac{3}{4} \\times \\star=-1 \\) What should replace the star?", "AnswerAText": "\\( \\frac{4}{3} \\)", "AnswerBText": "\\( -\\frac{4}{3} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( -\\frac{3}{4} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{4} \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\n\\( -\\frac{3}{4} \\times \\star=-1 \\) What should replace the star?\n\nOptions:\nA. \\( \\frac{4}{3} \\)\nB. \\( -\\frac{4}{3} \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( -\\frac{3}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "467:A", "QuestionText": "Bill and Mischa share their profit in a ratio of \\( 9: 5 \\) Bill gets \\( £ 72 \\) more than Mischa. How much money did they receive altogether?", "AnswerAText": "\\( £ 112 \\)", "AnswerBText": "\\( £ 432 \\)", "AnswerCText": "\\( £ 252 \\)", "AnswerDText": "£162", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( £ 112 \\)", "MisconceptionId": "312", "MisconceptionName": "In ratio question where the difference between the sides is given, uses that as the total for one side instead", "prompt": "Misconception:\nIn ratio question where the difference between the sides is given, uses that as the total for one side instead\n\nQuestion:\nBill and Mischa share their profit in a ratio of \\( 9: 5 \\) Bill gets \\( £ 72 \\) more than Mischa. How much money did they receive altogether?\n\nOptions:\nA. \\( £ 112 \\)\nB. \\( £ 432 \\)\nC. \\( £ 252 \\)\nD. £162\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "467:B", "QuestionText": "Bill and Mischa share their profit in a ratio of \\( 9: 5 \\) Bill gets \\( £ 72 \\) more than Mischa. How much money did they receive altogether?", "AnswerAText": "\\( £ 112 \\)", "AnswerBText": "\\( £ 432 \\)", "AnswerCText": "\\( £ 252 \\)", "AnswerDText": "£162", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( £ 432 \\)", "MisconceptionId": "1302", "MisconceptionName": "In ratio question where the difference between the sides is given, uses that as one part without dividing", "prompt": "Misconception:\nIn ratio question where the difference between the sides is given, uses that as one part without dividing\n\nQuestion:\nBill and Mischa share their profit in a ratio of \\( 9: 5 \\) Bill gets \\( £ 72 \\) more than Mischa. How much money did they receive altogether?\n\nOptions:\nA. \\( £ 112 \\)\nB. \\( £ 432 \\)\nC. \\( £ 252 \\)\nD. £162\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "468:C", "QuestionText": "\\( 3 \\times 5 \\times 20= \\)", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 28 \\)", "MisconceptionId": "1319", "MisconceptionName": "Adds instead of multiples", "prompt": "Misconception:\nAdds instead of multiples\n\nQuestion:\n\\( 3 \\times 5 \\times 20= \\)\n\nOptions:\nA. \\( 150 \\)\nB. \\( 300 \\)\nC. \\( 28 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "468:D", "QuestionText": "\\( 3 \\times 5 \\times 20= \\)", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "779", "MisconceptionName": "When multiplying multiples of ten and the answer requires an extra digit, leaves off that extra digit", "prompt": "Misconception:\nWhen multiplying multiples of ten and the answer requires an extra digit, leaves off that extra digit\n\nQuestion:\n\\( 3 \\times 5 \\times 20= \\)\n\nOptions:\nA. \\( 150 \\)\nB. \\( 300 \\)\nC. \\( 28 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "469:B", "QuestionText": "\\(\n1 \\frac{2}{3}-\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 1 \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{3} \\)", "MisconceptionId": "169", "MisconceptionName": "When subtracting a fraction from a mixed number, assumes they just subtract the numerator from the integer of the mixed number", "prompt": "Misconception:\nWhen subtracting a fraction from a mixed number, assumes they just subtract the numerator from the integer of the mixed number\n\nQuestion:\n\\(\n1 \\frac{2}{3}-\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 1 \\frac{1}{3} \\)\nB. \\( \\frac{2}{3} \\)\nC. \\( \\frac{1}{3} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "469:C", "QuestionText": "\\(\n1 \\frac{2}{3}-\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 1 \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "1166", "MisconceptionName": "When subtracting a fraction from a mixed number, assumes they subtract the numerator from the integer and the numerator of the mixed number", "prompt": "Misconception:\nWhen subtracting a fraction from a mixed number, assumes they subtract the numerator from the integer and the numerator of the mixed number\n\nQuestion:\n\\(\n1 \\frac{2}{3}-\\frac{1}{3}\n\\)\nWhich of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 1 \\frac{1}{3} \\)\nB. \\( \\frac{2}{3} \\)\nC. \\( \\frac{1}{3} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "470:B", "QuestionText": "What is the answer to this subtraction problem? ![\\begin{tabular}{r|r|}\n\\( 503 \\) \\\\\n\\( -\\quad 98 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 495 \\)", "AnswerBText": "\\( 415 \\)", "AnswerCText": "\\( 405 \\)", "AnswerDText": "\\( 595 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 415 \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\nWhat is the answer to this subtraction problem? ![\\begin{tabular}{r|r|}\n\\( 503 \\) \\\\\n\\( -\\quad 98 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 495 \\)\nB. \\( 415 \\)\nC. \\( 405 \\)\nD. \\( 595 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "470:D", "QuestionText": "What is the answer to this subtraction problem? ![\\begin{tabular}{r|r|}\n\\( 503 \\) \\\\\n\\( -\\quad 98 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 495 \\)", "AnswerBText": "\\( 415 \\)", "AnswerCText": "\\( 405 \\)", "AnswerDText": "\\( 595 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 595 \\)", "MisconceptionId": "1138", "MisconceptionName": "Subtracts the smallest digit from the largest digit", "prompt": "Misconception:\nSubtracts the smallest digit from the largest digit\n\nQuestion:\nWhat is the answer to this subtraction problem? ![\\begin{tabular}{r|r|}\n\\( 503 \\) \\\\\n\\( -\\quad 98 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 495 \\)\nB. \\( 415 \\)\nC. \\( 405 \\)\nD. \\( 595 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "471:D", "QuestionText": "Summer buys a dress for \\( £ 73 \\) and two pairs of shoes for \\( £ 41 \\) each. \nShe pays using a \\( £ 40 \\) gift voucher and some cash.\n\nHow much cash does she pay?", "AnswerAText": "£115", "AnswerBText": "£154", "AnswerCText": "£188", "AnswerDText": "£195", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "£195", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nSummer buys a dress for \\( £ 73 \\) and two pairs of shoes for \\( £ 41 \\) each. \nShe pays using a \\( £ 40 \\) gift voucher and some cash.\n\nHow much cash does she pay?\n\nOptions:\nA. £115\nB. £154\nC. £188\nD. £195\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "472:C", "QuestionText": "Tom and Katie are discussing parallel lines\nTom says \\( y=4-3 x \\) and \\( y=4-2 x \\) are parallel \nKatie says \\( y=4-3 x \\) and \\( y=2-3 x \\) are parallel\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "585", "MisconceptionName": "Believes lines can be parallel by having the same y intercept OR gradient", "prompt": "Misconception:\nBelieves lines can be parallel by having the same y intercept OR gradient\n\nQuestion:\nTom and Katie are discussing parallel lines\nTom says \\( y=4-3 x \\) and \\( y=4-2 x \\) are parallel \nKatie says \\( y=4-3 x \\) and \\( y=2-3 x \\) are parallel\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "473:A", "QuestionText": "What is the value of the \\( 3 \\) in the number below?\n\\(\n43075\n\\)", "AnswerAText": "\\( 30000 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 30000 \\)", "MisconceptionId": "22", "MisconceptionName": "Confuses the ten thousands and thousands place value columns", "prompt": "Misconception:\nConfuses the ten thousands and thousands place value columns\n\nQuestion:\nWhat is the value of the \\( 3 \\) in the number below?\n\\(\n43075\n\\)\n\nOptions:\nA. \\( 30000 \\)\nB. \\( 3 \\)\nC. \\( 30 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "473:B", "QuestionText": "What is the value of the \\( 3 \\) in the number below?\n\\(\n43075\n\\)", "AnswerAText": "\\( 30000 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2395", "MisconceptionName": "When asked for the value of a digit, just gives the digit", "prompt": "Misconception:\nWhen asked for the value of a digit, just gives the digit\n\nQuestion:\nWhat is the value of the \\( 3 \\) in the number below?\n\\(\n43075\n\\)\n\nOptions:\nA. \\( 30000 \\)\nB. \\( 3 \\)\nC. \\( 30 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "473:C", "QuestionText": "What is the value of the \\( 3 \\) in the number below?\n\\(\n43075\n\\)", "AnswerAText": "\\( 30000 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "2375", "MisconceptionName": "Does not equate the value of a number with the place value column it is in", "prompt": "Misconception:\nDoes not equate the value of a number with the place value column it is in\n\nQuestion:\nWhat is the value of the \\( 3 \\) in the number below?\n\\(\n43075\n\\)\n\nOptions:\nA. \\( 30000 \\)\nB. \\( 3 \\)\nC. \\( 30 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "474:A", "QuestionText": "Factorise the following expression \\( x^{2}+6 x+5 \\)", "AnswerAText": "\\( (x+2)(x+3) \\)", "AnswerBText": "Cannot be factorised", "AnswerCText": "\\( (x+1)(x+5) \\)", "AnswerDText": "\\( x(x+6)+5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (x+2)(x+3) \\)", "MisconceptionId": "2142", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nFactorise the following expression \\( x^{2}+6 x+5 \\)\n\nOptions:\nA. \\( (x+2)(x+3) \\)\nB. Cannot be factorised\nC. \\( (x+1)(x+5) \\)\nD. \\( x(x+6)+5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "474:D", "QuestionText": "Factorise the following expression \\( x^{2}+6 x+5 \\)", "AnswerAText": "\\( (x+2)(x+3) \\)", "AnswerBText": "Cannot be factorised", "AnswerCText": "\\( (x+1)(x+5) \\)", "AnswerDText": "\\( x(x+6)+5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( x(x+6)+5 \\)", "MisconceptionId": "1871", "MisconceptionName": "Thinks factorising a quadratic means factorising the variable terms into a single bracket, and leaving out the constant", "prompt": "Misconception:\nThinks factorising a quadratic means factorising the variable terms into a single bracket, and leaving out the constant\n\nQuestion:\nFactorise the following expression \\( x^{2}+6 x+5 \\)\n\nOptions:\nA. \\( (x+2)(x+3) \\)\nB. Cannot be factorised\nC. \\( (x+1)(x+5) \\)\nD. \\( x(x+6)+5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "475:B", "QuestionText": "Kieran thinks of a number. He doubles it and adds \\( 6 \\). He then divides it by \\( 2 \\). The answer is \\( 8 \\). What was his original number? ![A cartoon of a man, in this question called Kieran, wearing a shirt, tie, grey trousers and black shoes. He is thinking of a number, we can tell this because he has a thought bubble above his head with a '?' in it.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "2389", "MisconceptionName": "When using a function machine, confuses the input and the output.", "prompt": "Misconception:\nWhen using a function machine, confuses the input and the output.\n\nQuestion:\nKieran thinks of a number. He doubles it and adds \\( 6 \\). He then divides it by \\( 2 \\). The answer is \\( 8 \\). What was his original number? ![A cartoon of a man, in this question called Kieran, wearing a shirt, tie, grey trousers and black shoes. He is thinking of a number, we can tell this because he has a thought bubble above his head with a '?' in it.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 11 \\)\nC. \\( 20 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "475:C", "QuestionText": "Kieran thinks of a number. He doubles it and adds \\( 6 \\). He then divides it by \\( 2 \\). The answer is \\( 8 \\). What was his original number? ![A cartoon of a man, in this question called Kieran, wearing a shirt, tie, grey trousers and black shoes. He is thinking of a number, we can tell this because he has a thought bubble above his head with a '?' in it.]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nKieran thinks of a number. He doubles it and adds \\( 6 \\). He then divides it by \\( 2 \\). The answer is \\( 8 \\). What was his original number? ![A cartoon of a man, in this question called Kieran, wearing a shirt, tie, grey trousers and black shoes. He is thinking of a number, we can tell this because he has a thought bubble above his head with a '?' in it.]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 11 \\)\nC. \\( 20 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "476:A", "QuestionText": "What is \\( 72 \\% \\) written as a fraction?", "AnswerAText": "\\( 7 \\frac{2}{100} \\)", "AnswerBText": "\\( \\frac{1}{72} \\)", "AnswerCText": "\\( \\frac{18}{25} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\frac{2}{100} \\)", "MisconceptionId": "2510", "MisconceptionName": "Only reads the percentage symbol as applying to the units digit", "prompt": "Misconception:\nOnly reads the percentage symbol as applying to the units digit\n\nQuestion:\nWhat is \\( 72 \\% \\) written as a fraction?\n\nOptions:\nA. \\( 7 \\frac{2}{100} \\)\nB. \\( \\frac{1}{72} \\)\nC. \\( \\frac{18}{25} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "476:B", "QuestionText": "What is \\( 72 \\% \\) written as a fraction?", "AnswerAText": "\\( 7 \\frac{2}{100} \\)", "AnswerBText": "\\( \\frac{1}{72} \\)", "AnswerCText": "\\( \\frac{18}{25} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{72} \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nWhat is \\( 72 \\% \\) written as a fraction?\n\nOptions:\nA. \\( 7 \\frac{2}{100} \\)\nB. \\( \\frac{1}{72} \\)\nC. \\( \\frac{18}{25} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "476:D", "QuestionText": "What is \\( 72 \\% \\) written as a fraction?", "AnswerAText": "\\( 7 \\frac{2}{100} \\)", "AnswerBText": "\\( \\frac{1}{72} \\)", "AnswerCText": "\\( \\frac{18}{25} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of these options", "MisconceptionId": "1469", "MisconceptionName": "Does not recognise when simplifying a fraction may be helpful", "prompt": "Misconception:\nDoes not recognise when simplifying a fraction may be helpful\n\nQuestion:\nWhat is \\( 72 \\% \\) written as a fraction?\n\nOptions:\nA. \\( 7 \\frac{2}{100} \\)\nB. \\( \\frac{1}{72} \\)\nC. \\( \\frac{18}{25} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "477:A", "QuestionText": "Which of the following answers shows a correct expansion of the expression below?\n\\[\n(x+4)(x-1)\n\\]", "AnswerAText": "\\( x^{2}-x+4 x+3 \\)", "AnswerBText": "\\( x^{2}+x+4 x-3 \\)", "AnswerCText": "\\( x^{2}-x-4 x+4 \\)", "AnswerDText": "\\( x^{2}-x+4 x-4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x^{2}-x+4 x+3 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nWhich of the following answers shows a correct expansion of the expression below?\n\\[\n(x+4)(x-1)\n\\]\n\nOptions:\nA. \\( x^{2}-x+4 x+3 \\)\nB. \\( x^{2}+x+4 x-3 \\)\nC. \\( x^{2}-x-4 x+4 \\)\nD. \\( x^{2}-x+4 x-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "478:A", "QuestionText": "What is \\( 4296 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 4290 \\)", "AnswerBText": "\\( 4310 \\)", "AnswerCText": "\\( 4300 \\)", "AnswerDText": "\\( 4000 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4290 \\)", "MisconceptionId": "123", "MisconceptionName": "Rounds incorrectly when the nearest 10 is a multiple of 100", "prompt": "Misconception:\nRounds incorrectly when the nearest 10 is a multiple of 100\n\nQuestion:\nWhat is \\( 4296 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 4290 \\)\nB. \\( 4310 \\)\nC. \\( 4300 \\)\nD. \\( 4000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "478:B", "QuestionText": "What is \\( 4296 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 4290 \\)", "AnswerBText": "\\( 4310 \\)", "AnswerCText": "\\( 4300 \\)", "AnswerDText": "\\( 4000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4310 \\)", "MisconceptionId": "123", "MisconceptionName": "Rounds incorrectly when the nearest 10 is a multiple of 100", "prompt": "Misconception:\nRounds incorrectly when the nearest 10 is a multiple of 100\n\nQuestion:\nWhat is \\( 4296 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 4290 \\)\nB. \\( 4310 \\)\nC. \\( 4300 \\)\nD. \\( 4000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "478:D", "QuestionText": "What is \\( 4296 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 4290 \\)", "AnswerBText": "\\( 4310 \\)", "AnswerCText": "\\( 4300 \\)", "AnswerDText": "\\( 4000 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4000 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 4296 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 4290 \\)\nB. \\( 4310 \\)\nC. \\( 4300 \\)\nD. \\( 4000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "479:A", "QuestionText": "\\[\n100 \\text { litres = }\n\\square \\, cubic \\, metres\n\\]", "AnswerAText": "\\( 100 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 0.001 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "230", "MisconceptionName": "Thinks 1l = 1 cubic metre", "prompt": "Misconception:\nThinks 1l = 1 cubic metre\n\nQuestion:\n\\[\n100 \\text { litres = }\n\\square \\, cubic \\, metres\n\\]\n\nOptions:\nA. \\( 100 \\)\nB. \\( 10 \\)\nC. \\( 0.1 \\)\nD. \\( 0.001 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "479:B", "QuestionText": "\\[\n100 \\text { litres = }\n\\square \\, cubic \\, metres\n\\]", "AnswerAText": "\\( 100 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 0.001 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "588", "MisconceptionName": "Thinks 10l = 1 cubic metre", "prompt": "Misconception:\nThinks 10l = 1 cubic metre\n\nQuestion:\n\\[\n100 \\text { litres = }\n\\square \\, cubic \\, metres\n\\]\n\nOptions:\nA. \\( 100 \\)\nB. \\( 10 \\)\nC. \\( 0.1 \\)\nD. \\( 0.001 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "480:B", "QuestionText": "What number is \\( 100 \\) more than \\( 72980 ? \\)", "AnswerAText": "\\( 73,080 \\)", "AnswerBText": "\\( 73,980 \\)", "AnswerCText": "\\( 7,298,000 \\)", "AnswerDText": "\\( 72,080 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 73,980 \\)", "MisconceptionId": "1533", "MisconceptionName": "When adding powers of 10 adds onto the wrong column", "prompt": "Misconception:\nWhen adding powers of 10 adds onto the wrong column\n\nQuestion:\nWhat number is \\( 100 \\) more than \\( 72980 ? \\)\n\nOptions:\nA. \\( 73,080 \\)\nB. \\( 73,980 \\)\nC. \\( 7,298,000 \\)\nD. \\( 72,080 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "480:C", "QuestionText": "What number is \\( 100 \\) more than \\( 72980 ? \\)", "AnswerAText": "\\( 73,080 \\)", "AnswerBText": "\\( 73,980 \\)", "AnswerCText": "\\( 7,298,000 \\)", "AnswerDText": "\\( 72,080 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 7,298,000 \\)", "MisconceptionId": "126", "MisconceptionName": "Multiplies rather than adds when given the command word 'more'", "prompt": "Misconception:\nMultiplies rather than adds when given the command word 'more'\n\nQuestion:\nWhat number is \\( 100 \\) more than \\( 72980 ? \\)\n\nOptions:\nA. \\( 73,080 \\)\nB. \\( 73,980 \\)\nC. \\( 7,298,000 \\)\nD. \\( 72,080 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "480:D", "QuestionText": "What number is \\( 100 \\) more than \\( 72980 ? \\)", "AnswerAText": "\\( 73,080 \\)", "AnswerBText": "\\( 73,980 \\)", "AnswerCText": "\\( 7,298,000 \\)", "AnswerDText": "\\( 72,080 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 72,080 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat number is \\( 100 \\) more than \\( 72980 ? \\)\n\nOptions:\nA. \\( 73,080 \\)\nB. \\( 73,980 \\)\nC. \\( 7,298,000 \\)\nD. \\( 72,080 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "481:A", "QuestionText": "Here are the depths below sea level of \\( 3 \\) creatures:\nStarfish: \\( -7 m \\)\nShark: \\( -9 m \\)\nDolphin: \\( -8.3 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest", "AnswerAText": "\\( 1^{\\text {st }} \\) Dolphin\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Starfish", "AnswerBText": "\\( 1^{\\text {st }} \\) Starfish \\( 2^{\\text {nd }} \\) Dolphin \\( 3^{\\text {rd }} \\) Shark", "AnswerCText": "\\( 1^{\\text {st }} \\) Shark\n\\( 2^{\\text {nd }} \\) Dolphin\n\\( 3^{\\text {rd }} \\) Starfish", "AnswerDText": "\\( 1^{\\text {st }} \\) Starfish\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Dolphin", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1^{\\text {st }} \\) Dolphin\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Starfish", "MisconceptionId": "2237", "MisconceptionName": "Thinks the more digits a number has the greater it is, regardless of place value", "prompt": "Misconception:\nThinks the more digits a number has the greater it is, regardless of place value\n\nQuestion:\nHere are the depths below sea level of \\( 3 \\) creatures:\nStarfish: \\( -7 m \\)\nShark: \\( -9 m \\)\nDolphin: \\( -8.3 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest\n\nOptions:\nA. \\( 1^{\\text {st }} \\) Dolphin\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Starfish\nB. \\( 1^{\\text {st }} \\) Starfish \\( 2^{\\text {nd }} \\) Dolphin \\( 3^{\\text {rd }} \\) Shark\nC. \\( 1^{\\text {st }} \\) Shark\n\\( 2^{\\text {nd }} \\) Dolphin\n\\( 3^{\\text {rd }} \\) Starfish\nD. \\( 1^{\\text {st }} \\) Starfish\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Dolphin\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "481:B", "QuestionText": "Here are the depths below sea level of \\( 3 \\) creatures:\nStarfish: \\( -7 m \\)\nShark: \\( -9 m \\)\nDolphin: \\( -8.3 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest", "AnswerAText": "\\( 1^{\\text {st }} \\) Dolphin\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Starfish", "AnswerBText": "\\( 1^{\\text {st }} \\) Starfish \\( 2^{\\text {nd }} \\) Dolphin \\( 3^{\\text {rd }} \\) Shark", "AnswerCText": "\\( 1^{\\text {st }} \\) Shark\n\\( 2^{\\text {nd }} \\) Dolphin\n\\( 3^{\\text {rd }} \\) Starfish", "AnswerDText": "\\( 1^{\\text {st }} \\) Starfish\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Dolphin", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1^{\\text {st }} \\) Starfish \\( 2^{\\text {nd }} \\) Dolphin \\( 3^{\\text {rd }} \\) Shark", "MisconceptionId": "2185", "MisconceptionName": "Believes negative numbers with a larger absolute value are greater", "prompt": "Misconception:\nBelieves negative numbers with a larger absolute value are greater\n\nQuestion:\nHere are the depths below sea level of \\( 3 \\) creatures:\nStarfish: \\( -7 m \\)\nShark: \\( -9 m \\)\nDolphin: \\( -8.3 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest\n\nOptions:\nA. \\( 1^{\\text {st }} \\) Dolphin\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Starfish\nB. \\( 1^{\\text {st }} \\) Starfish \\( 2^{\\text {nd }} \\) Dolphin \\( 3^{\\text {rd }} \\) Shark\nC. \\( 1^{\\text {st }} \\) Shark\n\\( 2^{\\text {nd }} \\) Dolphin\n\\( 3^{\\text {rd }} \\) Starfish\nD. \\( 1^{\\text {st }} \\) Starfish\n\\( 2^{\\text {nd }} \\) Shark\n\\( 3^{\\text {rd }} \\) Dolphin\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "482:A", "QuestionText": "Which angle is vertically opposite to angle \\( p \\) ? ![A diagram with 3 lines. 2 of the lines go from the left to the right of the diagram, getting closer to each other on the right hand side (the lines are not parallel). The 3rd line cuts through these 2 lines from top left to bottom right. Where the lines cross near the top left of the diagram, 4 angles are made. The angle which is nearest the top left corner of the diagram is labelled \"A\". Clockwise from A, the other angles around this point are labelled \"C\", \"B\" and \"p\". Where the lines cross near the bottom right of the diagram, 4 angles are also made, only one of these is labelled (the angle that is nearest to the top left of the diagram): \"D\". ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "2365", "MisconceptionName": "Confuses vertically opposite angles with angles on a straight line", "prompt": "Misconception:\nConfuses vertically opposite angles with angles on a straight line\n\nQuestion:\nWhich angle is vertically opposite to angle \\( p \\) ? ![A diagram with 3 lines. 2 of the lines go from the left to the right of the diagram, getting closer to each other on the right hand side (the lines are not parallel). The 3rd line cuts through these 2 lines from top left to bottom right. Where the lines cross near the top left of the diagram, 4 angles are made. The angle which is nearest the top left corner of the diagram is labelled \"A\". Clockwise from A, the other angles around this point are labelled \"C\", \"B\" and \"p\". Where the lines cross near the bottom right of the diagram, 4 angles are also made, only one of these is labelled (the angle that is nearest to the top left of the diagram): \"D\". ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "482:B", "QuestionText": "Which angle is vertically opposite to angle \\( p \\) ? ![A diagram with 3 lines. 2 of the lines go from the left to the right of the diagram, getting closer to each other on the right hand side (the lines are not parallel). The 3rd line cuts through these 2 lines from top left to bottom right. Where the lines cross near the top left of the diagram, 4 angles are made. The angle which is nearest the top left corner of the diagram is labelled \"A\". Clockwise from A, the other angles around this point are labelled \"C\", \"B\" and \"p\". Where the lines cross near the bottom right of the diagram, 4 angles are also made, only one of these is labelled (the angle that is nearest to the top left of the diagram): \"D\". ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "2365", "MisconceptionName": "Confuses vertically opposite angles with angles on a straight line", "prompt": "Misconception:\nConfuses vertically opposite angles with angles on a straight line\n\nQuestion:\nWhich angle is vertically opposite to angle \\( p \\) ? ![A diagram with 3 lines. 2 of the lines go from the left to the right of the diagram, getting closer to each other on the right hand side (the lines are not parallel). The 3rd line cuts through these 2 lines from top left to bottom right. Where the lines cross near the top left of the diagram, 4 angles are made. The angle which is nearest the top left corner of the diagram is labelled \"A\". Clockwise from A, the other angles around this point are labelled \"C\", \"B\" and \"p\". Where the lines cross near the bottom right of the diagram, 4 angles are also made, only one of these is labelled (the angle that is nearest to the top left of the diagram): \"D\". ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "483:A", "QuestionText": "What is the area of this rectangle? ![A rectangle with a base length 5 cm and a perpendicular height of 8 cm.]()", "AnswerAText": "\\( 13 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 26 \\mathrm{~cm}^{2} \\)", "AnswerDText": "Not enough information in the diagram", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 13 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nWhat is the area of this rectangle? ![A rectangle with a base length 5 cm and a perpendicular height of 8 cm.]()\n\nOptions:\nA. \\( 13 \\mathrm{~cm}^{2} \\)\nB. \\( 40 \\mathrm{~cm}^{2} \\)\nC. \\( 26 \\mathrm{~cm}^{2} \\)\nD. Not enough information in the diagram\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "483:C", "QuestionText": "What is the area of this rectangle? ![A rectangle with a base length 5 cm and a perpendicular height of 8 cm.]()", "AnswerAText": "\\( 13 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 26 \\mathrm{~cm}^{2} \\)", "AnswerDText": "Not enough information in the diagram", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 26 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the area of this rectangle? ![A rectangle with a base length 5 cm and a perpendicular height of 8 cm.]()\n\nOptions:\nA. \\( 13 \\mathrm{~cm}^{2} \\)\nB. \\( 40 \\mathrm{~cm}^{2} \\)\nC. \\( 26 \\mathrm{~cm}^{2} \\)\nD. Not enough information in the diagram\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "483:D", "QuestionText": "What is the area of this rectangle? ![A rectangle with a base length 5 cm and a perpendicular height of 8 cm.]()", "AnswerAText": "\\( 13 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 26 \\mathrm{~cm}^{2} \\)", "AnswerDText": "Not enough information in the diagram", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information in the diagram", "MisconceptionId": "618", "MisconceptionName": "Does not recall rectangle side length property", "prompt": "Misconception:\nDoes not recall rectangle side length property\n\nQuestion:\nWhat is the area of this rectangle? ![A rectangle with a base length 5 cm and a perpendicular height of 8 cm.]()\n\nOptions:\nA. \\( 13 \\mathrm{~cm}^{2} \\)\nB. \\( 40 \\mathrm{~cm}^{2} \\)\nC. \\( 26 \\mathrm{~cm}^{2} \\)\nD. Not enough information in the diagram\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "484:A", "QuestionText": "How many edges does this shape have? ![\\( \\Delta \\)]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "338", "MisconceptionName": "Believes only straight lines count as edges on 3D shapes", "prompt": "Misconception:\nBelieves only straight lines count as edges on 3D shapes\n\nQuestion:\nHow many edges does this shape have? ![\\( \\Delta \\)]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "484:C", "QuestionText": "How many edges does this shape have? ![\\( \\Delta \\)]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "207", "MisconceptionName": "Confuses the terms faces and edges", "prompt": "Misconception:\nConfuses the terms faces and edges\n\nQuestion:\nHow many edges does this shape have? ![\\( \\Delta \\)]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "484:D", "QuestionText": "How many edges does this shape have? ![\\( \\Delta \\)]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1608", "MisconceptionName": "Believes parts of a 3D diagram that look straight class as edges", "prompt": "Misconception:\nBelieves parts of a 3D diagram that look straight class as edges\n\nQuestion:\nHow many edges does this shape have? ![\\( \\Delta \\)]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "485:B", "QuestionText": "What is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 13^{2} \\)} \\\\\n\\hline\\( \\ldots \\ldots \\ldots \\) & \\( 12^{2} \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 12.5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 12.5 \\)", "MisconceptionId": "2248", "MisconceptionName": "Halves when asked to find the square root", "prompt": "Misconception:\nHalves when asked to find the square root\n\nQuestion:\nWhat is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 13^{2} \\)} \\\\\n\\hline\\( \\ldots \\ldots \\ldots \\) & \\( 12^{2} \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 12.5 \\)\nC. \\( 1 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "485:C", "QuestionText": "What is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 13^{2} \\)} \\\\\n\\hline\\( \\ldots \\ldots \\ldots \\) & \\( 12^{2} \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 12.5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "729", "MisconceptionName": "Thinks the sum of 2 numbers, each squared first, is the same as adding the two numbers and then squaring the total", "prompt": "Misconception:\nThinks the sum of 2 numbers, each squared first, is the same as adding the two numbers and then squaring the total\n\nQuestion:\nWhat is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 13^{2} \\)} \\\\\n\\hline\\( \\ldots \\ldots \\ldots \\) & \\( 12^{2} \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 12.5 \\)\nC. \\( 1 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "486:A", "QuestionText": "\\( 0.8 \\times 0.15= \\)", "AnswerAText": "\\( 1.2 \\)", "AnswerBText": "\\( 1.20 \\)", "AnswerCText": "\\( 0.012 \\)", "AnswerDText": "\\( 0.12 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1.2 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.8 \\times 0.15= \\)\n\nOptions:\nA. \\( 1.2 \\)\nB. \\( 1.20 \\)\nC. \\( 0.012 \\)\nD. \\( 0.12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "486:B", "QuestionText": "\\( 0.8 \\times 0.15= \\)", "AnswerAText": "\\( 1.2 \\)", "AnswerBText": "\\( 1.20 \\)", "AnswerCText": "\\( 0.012 \\)", "AnswerDText": "\\( 0.12 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1.20 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.8 \\times 0.15= \\)\n\nOptions:\nA. \\( 1.2 \\)\nB. \\( 1.20 \\)\nC. \\( 0.012 \\)\nD. \\( 0.12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "486:C", "QuestionText": "\\( 0.8 \\times 0.15= \\)", "AnswerAText": "\\( 1.2 \\)", "AnswerBText": "\\( 1.20 \\)", "AnswerCText": "\\( 0.012 \\)", "AnswerDText": "\\( 0.12 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.012 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.8 \\times 0.15= \\)\n\nOptions:\nA. \\( 1.2 \\)\nB. \\( 1.20 \\)\nC. \\( 0.012 \\)\nD. \\( 0.12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "487:A", "QuestionText": "The perimeter of this rectangle is \\( 1.6 \\mathrm{~m} \\).\n\nWhat is the length of the side marked with a star? ![A rectangle with base length 0.35 m and the side length labelled with a gold, star]()", "AnswerAText": "\\( 1.25 \\mathrm{~m} \\)", "AnswerBText": "\\( 0.45 \\mathrm{~m} \\)", "AnswerCText": "\\( 2.7 \\mathrm{~m} \\)", "AnswerDText": "\\( 0.55 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1.25 \\mathrm{~m} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nThe perimeter of this rectangle is \\( 1.6 \\mathrm{~m} \\).\n\nWhat is the length of the side marked with a star? ![A rectangle with base length 0.35 m and the side length labelled with a gold, star]()\n\nOptions:\nA. \\( 1.25 \\mathrm{~m} \\)\nB. \\( 0.45 \\mathrm{~m} \\)\nC. \\( 2.7 \\mathrm{~m} \\)\nD. \\( 0.55 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "488:A", "QuestionText": "\\( (-3)+(-5)= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( -8 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "795", "MisconceptionName": "Ignores the negative signs when adding positive and negative numbers", "prompt": "Misconception:\nIgnores the negative signs when adding positive and negative numbers\n\nQuestion:\n\\( (-3)+(-5)= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( -2 \\)\nC. \\( 8 \\)\nD. \\( -8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "488:C", "QuestionText": "\\( (-3)+(-5)= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( -8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1639", "MisconceptionName": "Believes adding two negatives gives a positive answer", "prompt": "Misconception:\nBelieves adding two negatives gives a positive answer\n\nQuestion:\n\\( (-3)+(-5)= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( -2 \\)\nC. \\( 8 \\)\nD. \\( -8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "489:A", "QuestionText": "A square has an area of \\( 64 \\mathrm{~cm}^{2} \\) What is the length of the square?", "AnswerAText": "\\( 32 \\mathrm{~cm} \\)", "AnswerBText": "\\( 16 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "\\( 64 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 32 \\mathrm{~cm} \\)", "MisconceptionId": "734", "MisconceptionName": "Confuses square rooting and halving the number", "prompt": "Misconception:\nConfuses square rooting and halving the number\n\nQuestion:\nA square has an area of \\( 64 \\mathrm{~cm}^{2} \\) What is the length of the square?\n\nOptions:\nA. \\( 32 \\mathrm{~cm} \\)\nB. \\( 16 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. \\( 64 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "489:B", "QuestionText": "A square has an area of \\( 64 \\mathrm{~cm}^{2} \\) What is the length of the square?", "AnswerAText": "\\( 32 \\mathrm{~cm} \\)", "AnswerBText": "\\( 16 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "\\( 64 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 16 \\mathrm{~cm} \\)", "MisconceptionId": "1678", "MisconceptionName": "Confuses perimeter and area", "prompt": "Misconception:\nConfuses perimeter and area\n\nQuestion:\nA square has an area of \\( 64 \\mathrm{~cm}^{2} \\) What is the length of the square?\n\nOptions:\nA. \\( 32 \\mathrm{~cm} \\)\nB. \\( 16 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. \\( 64 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "490:B", "QuestionText": "Convert \\( 3 \\frac{1}{5} \\) to an improper fraction.", "AnswerAText": "\\( \\frac{16}{5} \\)", "AnswerBText": "\\( \\frac{3}{5} \\)", "AnswerCText": "\\( \\frac{15}{5} \\)", "AnswerDText": "\\( \\frac{16}{15} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3}{5} \\)", "MisconceptionId": "1624", "MisconceptionName": "Multiplies the number of whole units by the numerator when converting from a mixed number to an improper fraction", "prompt": "Misconception:\nMultiplies the number of whole units by the numerator when converting from a mixed number to an improper fraction\n\nQuestion:\nConvert \\( 3 \\frac{1}{5} \\) to an improper fraction.\n\nOptions:\nA. \\( \\frac{16}{5} \\)\nB. \\( \\frac{3}{5} \\)\nC. \\( \\frac{15}{5} \\)\nD. \\( \\frac{16}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "490:C", "QuestionText": "Convert \\( 3 \\frac{1}{5} \\) to an improper fraction.", "AnswerAText": "\\( \\frac{16}{5} \\)", "AnswerBText": "\\( \\frac{3}{5} \\)", "AnswerCText": "\\( \\frac{15}{5} \\)", "AnswerDText": "\\( \\frac{16}{15} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{15}{5} \\)", "MisconceptionId": "2579", "MisconceptionName": "Forgets to add the numerator when converting from a mixed number to an improper fraction", "prompt": "Misconception:\nForgets to add the numerator when converting from a mixed number to an improper fraction\n\nQuestion:\nConvert \\( 3 \\frac{1}{5} \\) to an improper fraction.\n\nOptions:\nA. \\( \\frac{16}{5} \\)\nB. \\( \\frac{3}{5} \\)\nC. \\( \\frac{15}{5} \\)\nD. \\( \\frac{16}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "491:A", "QuestionText": "\\( 7 \\times \\frac{1}{4}=7 \\div ? \\)", "AnswerAText": "\\( \\frac{4}{4} \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4}{4} \\)", "MisconceptionId": "2066", "MisconceptionName": "Does not know multiplying by a unit fraction is equivalent to: dividing by its denominator value", "prompt": "Misconception:\nDoes not know multiplying by a unit fraction is equivalent to: dividing by its denominator value\n\nQuestion:\n\\( 7 \\times \\frac{1}{4}=7 \\div ? \\)\n\nOptions:\nA. \\( \\frac{4}{4} \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( 4 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "491:B", "QuestionText": "\\( 7 \\times \\frac{1}{4}=7 \\div ? \\)", "AnswerAText": "\\( \\frac{4}{4} \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "733", "MisconceptionName": "When dividing an integer by a fraction, thinks they can just multiply instead.", "prompt": "Misconception:\nWhen dividing an integer by a fraction, thinks they can just multiply instead.\n\nQuestion:\n\\( 7 \\times \\frac{1}{4}=7 \\div ? \\)\n\nOptions:\nA. \\( \\frac{4}{4} \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( 4 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "491:D", "QuestionText": "\\( 7 \\times \\frac{1}{4}=7 \\div ? \\)", "AnswerAText": "\\( \\frac{4}{4} \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not possible", "MisconceptionId": "2066", "MisconceptionName": "Does not know multiplying by a unit fraction is equivalent to: dividing by its denominator value", "prompt": "Misconception:\nDoes not know multiplying by a unit fraction is equivalent to: dividing by its denominator value\n\nQuestion:\n\\( 7 \\times \\frac{1}{4}=7 \\div ? \\)\n\nOptions:\nA. \\( \\frac{4}{4} \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( 4 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "492:B", "QuestionText": "Tom and Katie are arguing about constructing triangles.\n\nTom says you can construct a triangle with lengths \\( 11 \\mathrm{~cm}, 10 \\mathrm{~cm} \\) and \\( 2 \\mathrm{~cm} \\).\n\nKatie says you can construct a triangle with lengths \\( 8 \\mathrm{~cm}, 5 \\mathrm{~cm} \\) and \\( 3 \\mathrm{~cm} \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1960", "MisconceptionName": "Does not realise that the sum of the two shorter sides must be greater than the third side for it to be a possible triangle", "prompt": "Misconception:\nDoes not realise that the sum of the two shorter sides must be greater than the third side for it to be a possible triangle\n\nQuestion:\nTom and Katie are arguing about constructing triangles.\n\nTom says you can construct a triangle with lengths \\( 11 \\mathrm{~cm}, 10 \\mathrm{~cm} \\) and \\( 2 \\mathrm{~cm} \\).\n\nKatie says you can construct a triangle with lengths \\( 8 \\mathrm{~cm}, 5 \\mathrm{~cm} \\) and \\( 3 \\mathrm{~cm} \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "492:D", "QuestionText": "Tom and Katie are arguing about constructing triangles.\n\nTom says you can construct a triangle with lengths \\( 11 \\mathrm{~cm}, 10 \\mathrm{~cm} \\) and \\( 2 \\mathrm{~cm} \\).\n\nKatie says you can construct a triangle with lengths \\( 8 \\mathrm{~cm}, 5 \\mathrm{~cm} \\) and \\( 3 \\mathrm{~cm} \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1960", "MisconceptionName": "Does not realise that the sum of the two shorter sides must be greater than the third side for it to be a possible triangle", "prompt": "Misconception:\nDoes not realise that the sum of the two shorter sides must be greater than the third side for it to be a possible triangle\n\nQuestion:\nTom and Katie are arguing about constructing triangles.\n\nTom says you can construct a triangle with lengths \\( 11 \\mathrm{~cm}, 10 \\mathrm{~cm} \\) and \\( 2 \\mathrm{~cm} \\).\n\nKatie says you can construct a triangle with lengths \\( 8 \\mathrm{~cm}, 5 \\mathrm{~cm} \\) and \\( 3 \\mathrm{~cm} \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "493:C", "QuestionText": "\\( \\frac{2}{7} \\times ?=1 \\)", "AnswerAText": "\\( \\frac{5}{7} \\)", "AnswerBText": "\\( \\frac{7}{2} \\)", "AnswerCText": "\\( \\frac{2}{7} \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2}{7} \\)", "MisconceptionId": "1261", "MisconceptionName": "Thinks if you multiply a fraction by itself you get a whole", "prompt": "Misconception:\nThinks if you multiply a fraction by itself you get a whole\n\nQuestion:\n\\( \\frac{2}{7} \\times ?=1 \\)\n\nOptions:\nA. \\( \\frac{5}{7} \\)\nB. \\( \\frac{7}{2} \\)\nC. \\( \\frac{2}{7} \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "494:A", "QuestionText": "![Pictogram showing smiley faces, where each smiley face is worth 10 people. Game 1 has 5 smiley faces. Game 2 has 2 smiley faces. Game 3 has 3 smiley faces. Game 4 has 2 smiley faces.]() The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\n![Pictogram showing smiley faces, where each smiley face is worth 10 people. Game 1 has 5 smiley faces. Game 2 has 2 smiley faces. Game 3 has 3 smiley faces. Game 4 has 2 smiley faces.]() The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 10 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "494:C", "QuestionText": "![Pictogram showing smiley faces, where each smiley face is worth 10 people. Game 1 has 5 smiley faces. Game 2 has 2 smiley faces. Game 3 has 3 smiley faces. Game 4 has 2 smiley faces.]() The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "2192", "MisconceptionName": "Does not know you can find the mean from a pictogram", "prompt": "Misconception:\nDoes not know you can find the mean from a pictogram\n\nQuestion:\n![Pictogram showing smiley faces, where each smiley face is worth 10 people. Game 1 has 5 smiley faces. Game 2 has 2 smiley faces. Game 3 has 3 smiley faces. Game 4 has 2 smiley faces.]() The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 10 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "494:D", "QuestionText": "![Pictogram showing smiley faces, where each smiley face is worth 10 people. Game 1 has 5 smiley faces. Game 2 has 2 smiley faces. Game 3 has 3 smiley faces. Game 4 has 2 smiley faces.]() The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 120 \\)", "MisconceptionId": "631", "MisconceptionName": "When calculating the mean from a list of data, adds up the numbers but does not divide", "prompt": "Misconception:\nWhen calculating the mean from a list of data, adds up the numbers but does not divide\n\nQuestion:\n![Pictogram showing smiley faces, where each smiley face is worth 10 people. Game 1 has 5 smiley faces. Game 2 has 2 smiley faces. Game 3 has 3 smiley faces. Game 4 has 2 smiley faces.]() The pictogram shows how many people came to watch a netball match.\nWhat is the mean number of people at each game?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 10 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "495:A", "QuestionText": "What is the area of the triangle? ![An image of a triangle. The width is marked /sqrt(64) and the vertical height is marked 4cm. ]()", "AnswerAText": "\\( 32 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 64 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 256 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 16 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 32 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nWhat is the area of the triangle? ![An image of a triangle. The width is marked /sqrt(64) and the vertical height is marked 4cm. ]()\n\nOptions:\nA. \\( 32 \\mathrm{~cm}^{2} \\)\nB. \\( 64 \\mathrm{~cm}^{2} \\)\nC. \\( 256 \\mathrm{~cm}^{2} \\)\nD. \\( 16 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "495:B", "QuestionText": "What is the area of the triangle? ![An image of a triangle. The width is marked /sqrt(64) and the vertical height is marked 4cm. ]()", "AnswerAText": "\\( 32 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 64 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 256 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 16 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 64 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "808", "MisconceptionName": "Thinks they double rather than halve when finding the area of a triangle", "prompt": "Misconception:\nThinks they double rather than halve when finding the area of a triangle\n\nQuestion:\nWhat is the area of the triangle? ![An image of a triangle. The width is marked /sqrt(64) and the vertical height is marked 4cm. ]()\n\nOptions:\nA. \\( 32 \\mathrm{~cm}^{2} \\)\nB. \\( 64 \\mathrm{~cm}^{2} \\)\nC. \\( 256 \\mathrm{~cm}^{2} \\)\nD. \\( 16 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "496:A", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\ny \\times x+b \\times 3\n\\)", "AnswerAText": "\\( y x+b 3 \\)", "AnswerBText": "\\( x y+3 b \\)", "AnswerCText": "\\( y+3 b x \\)", "AnswerDText": "\\( 3 b x y \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y x+b 3 \\)", "MisconceptionId": "267", "MisconceptionName": "Writes the variable before the coefficient in an algebraic term", "prompt": "Misconception:\nWrites the variable before the coefficient in an algebraic term\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\ny \\times x+b \\times 3\n\\)\n\nOptions:\nA. \\( y x+b 3 \\)\nB. \\( x y+3 b \\)\nC. \\( y+3 b x \\)\nD. \\( 3 b x y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "496:D", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\ny \\times x+b \\times 3\n\\)", "AnswerAText": "\\( y x+b 3 \\)", "AnswerBText": "\\( x y+3 b \\)", "AnswerCText": "\\( y+3 b x \\)", "AnswerDText": "\\( 3 b x y \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 b x y \\)", "MisconceptionId": "2098", "MisconceptionName": "Multiplies all terms together when simplifying an expression", "prompt": "Misconception:\nMultiplies all terms together when simplifying an expression\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\ny \\times x+b \\times 3\n\\)\n\nOptions:\nA. \\( y x+b 3 \\)\nB. \\( x y+3 b \\)\nC. \\( y+3 b x \\)\nD. \\( 3 b x y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "497:A", "QuestionText": "![A rectangle]() How many lines of symmetry does this shape have?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "576", "MisconceptionName": "Cannot identify a line of symmetry in a simple shape", "prompt": "Misconception:\nCannot identify a line of symmetry in a simple shape\n\nQuestion:\n![A rectangle]() How many lines of symmetry does this shape have?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "497:B", "QuestionText": "![A rectangle]() How many lines of symmetry does this shape have?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "268", "MisconceptionName": "Believes lines of reflection must be vertical or horizontal", "prompt": "Misconception:\nBelieves lines of reflection must be vertical or horizontal\n\nQuestion:\n![A rectangle]() How many lines of symmetry does this shape have?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "497:D", "QuestionText": "![A rectangle]() How many lines of symmetry does this shape have?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "226", "MisconceptionName": "Thinks rectangles have line symmetry in the diagonals", "prompt": "Misconception:\nThinks rectangles have line symmetry in the diagonals\n\nQuestion:\n![A rectangle]() How many lines of symmetry does this shape have?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "498:B", "QuestionText": "\\( 2.5 \\) hours \\( =_____ \\) minutes", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 125 \\)", "AnswerCText": "\\( 250 \\)", "AnswerDText": "\\( 205 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 125 \\)", "MisconceptionId": "767", "MisconceptionName": "Thinks there are 10 minutes in an hour", "prompt": "Misconception:\nThinks there are 10 minutes in an hour\n\nQuestion:\n\\( 2.5 \\) hours \\( =_____ \\) minutes\n\nOptions:\nA. \\( 150 \\)\nB. \\( 125 \\)\nC. \\( 250 \\)\nD. \\( 205 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "498:C", "QuestionText": "\\( 2.5 \\) hours \\( =_____ \\) minutes", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 125 \\)", "AnswerCText": "\\( 250 \\)", "AnswerDText": "\\( 205 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 250 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 2.5 \\) hours \\( =_____ \\) minutes\n\nOptions:\nA. \\( 150 \\)\nB. \\( 125 \\)\nC. \\( 250 \\)\nD. \\( 205 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "498:D", "QuestionText": "\\( 2.5 \\) hours \\( =_____ \\) minutes", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 125 \\)", "AnswerCText": "\\( 250 \\)", "AnswerDText": "\\( 205 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 205 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 2.5 \\) hours \\( =_____ \\) minutes\n\nOptions:\nA. \\( 150 \\)\nB. \\( 125 \\)\nC. \\( 250 \\)\nD. \\( 205 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "499:A", "QuestionText": "The pictogram shows the number of each type of tree in a small wood.\n\nThere are \\( 50 \\) oak trees.\nHow many tree symbols would you need to draw to represent this? ![A pictogram with a key showing that 1 tree picture = 20 trees. Elm has 5 tree pictures. Ash has 7 and a half tree pictures. Oak has no tree pictures. Beech has 2 tree pictures.]()", "AnswerAText": "\\( 50 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\nThe pictogram shows the number of each type of tree in a small wood.\n\nThere are \\( 50 \\) oak trees.\nHow many tree symbols would you need to draw to represent this? ![A pictogram with a key showing that 1 tree picture = 20 trees. Elm has 5 tree pictures. Ash has 7 and a half tree pictures. Oak has no tree pictures. Beech has 2 tree pictures.]()\n\nOptions:\nA. \\( 50 \\)\nB. \\( 5 \\)\nC. \\( 2.5 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "499:B", "QuestionText": "The pictogram shows the number of each type of tree in a small wood.\n\nThere are \\( 50 \\) oak trees.\nHow many tree symbols would you need to draw to represent this? ![A pictogram with a key showing that 1 tree picture = 20 trees. Elm has 5 tree pictures. Ash has 7 and a half tree pictures. Oak has no tree pictures. Beech has 2 tree pictures.]()", "AnswerAText": "\\( 50 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "86", "MisconceptionName": "Assumes value of symbols in a pictogram without checking the key", "prompt": "Misconception:\nAssumes value of symbols in a pictogram without checking the key\n\nQuestion:\nThe pictogram shows the number of each type of tree in a small wood.\n\nThere are \\( 50 \\) oak trees.\nHow many tree symbols would you need to draw to represent this? ![A pictogram with a key showing that 1 tree picture = 20 trees. Elm has 5 tree pictures. Ash has 7 and a half tree pictures. Oak has no tree pictures. Beech has 2 tree pictures.]()\n\nOptions:\nA. \\( 50 \\)\nB. \\( 5 \\)\nC. \\( 2.5 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "499:D", "QuestionText": "The pictogram shows the number of each type of tree in a small wood.\n\nThere are \\( 50 \\) oak trees.\nHow many tree symbols would you need to draw to represent this? ![A pictogram with a key showing that 1 tree picture = 20 trees. Elm has 5 tree pictures. Ash has 7 and a half tree pictures. Oak has no tree pictures. Beech has 2 tree pictures.]()", "AnswerAText": "\\( 50 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "86", "MisconceptionName": "Assumes value of symbols in a pictogram without checking the key", "prompt": "Misconception:\nAssumes value of symbols in a pictogram without checking the key\n\nQuestion:\nThe pictogram shows the number of each type of tree in a small wood.\n\nThere are \\( 50 \\) oak trees.\nHow many tree symbols would you need to draw to represent this? ![A pictogram with a key showing that 1 tree picture = 20 trees. Elm has 5 tree pictures. Ash has 7 and a half tree pictures. Oak has no tree pictures. Beech has 2 tree pictures.]()\n\nOptions:\nA. \\( 50 \\)\nB. \\( 5 \\)\nC. \\( 2.5 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "500:A", "QuestionText": "Which statement correctly describes this sequence?\n\n\\[\n7,2,-3, \\ldots\n\\]", "AnswerAText": "The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)", "AnswerBText": "The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)", "AnswerCText": "The first term is \\( 7 \\) and the term-to-term rule is \\( -5 \\)", "AnswerDText": "The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)", "MisconceptionId": "1716", "MisconceptionName": "Goes the wrong direction in the sequence when identifying term-to-term rule", "prompt": "Misconception:\nGoes the wrong direction in the sequence when identifying term-to-term rule\n\nQuestion:\nWhich statement correctly describes this sequence?\n\n\\[\n7,2,-3, \\ldots\n\\]\n\nOptions:\nA. The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)\nB. The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)\nC. The first term is \\( 7 \\) and the term-to-term rule is \\( -5 \\)\nD. The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "500:B", "QuestionText": "Which statement correctly describes this sequence?\n\n\\[\n7,2,-3, \\ldots\n\\]", "AnswerAText": "The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)", "AnswerBText": "The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)", "AnswerCText": "The first term is \\( 7 \\) and the term-to-term rule is \\( -5 \\)", "AnswerDText": "The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)", "MisconceptionId": "1411", "MisconceptionName": "Describes term to term rules using position to term rules", "prompt": "Misconception:\nDescribes term to term rules using position to term rules\n\nQuestion:\nWhich statement correctly describes this sequence?\n\n\\[\n7,2,-3, \\ldots\n\\]\n\nOptions:\nA. The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)\nB. The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)\nC. The first term is \\( 7 \\) and the term-to-term rule is \\( -5 \\)\nD. The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "500:D", "QuestionText": "Which statement correctly describes this sequence?\n\n\\[\n7,2,-3, \\ldots\n\\]", "AnswerAText": "The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)", "AnswerBText": "The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)", "AnswerCText": "The first term is \\( 7 \\) and the term-to-term rule is \\( -5 \\)", "AnswerDText": "The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)", "MisconceptionId": "936", "MisconceptionName": "Thinks the first term in a sequence is the term before the sequence begins (0th term)", "prompt": "Misconception:\nThinks the first term in a sequence is the term before the sequence begins (0th term)\n\nQuestion:\nWhich statement correctly describes this sequence?\n\n\\[\n7,2,-3, \\ldots\n\\]\n\nOptions:\nA. The first term is \\( 7 \\) and the term-to-term rule is \\( +5 \\)\nB. The first term is \\( 7 \\) and the position-to-term rule is \\( -5 \\)\nC. The first term is \\( 7 \\) and the term-to-term rule is \\( -5 \\)\nD. The first term is \\( 12 \\) and the position-to-term rule is \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "501:A", "QuestionText": "By comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?", "AnswerAText": "![A rectangle with 3/4 shaded in red]()", "AnswerBText": "![A rectangle with 6/8 shaded in blue]()", "AnswerCText": "![A rectangle with 8/12 shaded in purple]()", "AnswerDText": "![A rectangle with 12/16 shaded in orange]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A rectangle with 3/4 shaded in red]()", "MisconceptionId": "843", "MisconceptionName": "Does not see fraction diagrams as equivalent if the shading is in a different pattern", "prompt": "Misconception:\nDoes not see fraction diagrams as equivalent if the shading is in a different pattern\n\nQuestion:\nBy comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?\n\nOptions:\nA. ![A rectangle with 3/4 shaded in red]()\nB. ![A rectangle with 6/8 shaded in blue]()\nC. ![A rectangle with 8/12 shaded in purple]()\nD. ![A rectangle with 12/16 shaded in orange]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "501:B", "QuestionText": "By comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?", "AnswerAText": "![A rectangle with 3/4 shaded in red]()", "AnswerBText": "![A rectangle with 6/8 shaded in blue]()", "AnswerCText": "![A rectangle with 8/12 shaded in purple]()", "AnswerDText": "![A rectangle with 12/16 shaded in orange]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A rectangle with 6/8 shaded in blue]()", "MisconceptionId": "843", "MisconceptionName": "Does not see fraction diagrams as equivalent if the shading is in a different pattern", "prompt": "Misconception:\nDoes not see fraction diagrams as equivalent if the shading is in a different pattern\n\nQuestion:\nBy comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?\n\nOptions:\nA. ![A rectangle with 3/4 shaded in red]()\nB. ![A rectangle with 6/8 shaded in blue]()\nC. ![A rectangle with 8/12 shaded in purple]()\nD. ![A rectangle with 12/16 shaded in orange]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "501:D", "QuestionText": "By comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?", "AnswerAText": "![A rectangle with 3/4 shaded in red]()", "AnswerBText": "![A rectangle with 6/8 shaded in blue]()", "AnswerCText": "![A rectangle with 8/12 shaded in purple]()", "AnswerDText": "![A rectangle with 12/16 shaded in orange]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A rectangle with 12/16 shaded in orange]()", "MisconceptionId": "843", "MisconceptionName": "Does not see fraction diagrams as equivalent if the shading is in a different pattern", "prompt": "Misconception:\nDoes not see fraction diagrams as equivalent if the shading is in a different pattern\n\nQuestion:\nBy comparing the fraction of the rectangle that is shaded in each diagram, decide which is the odd one out?\n\nOptions:\nA. ![A rectangle with 3/4 shaded in red]()\nB. ![A rectangle with 6/8 shaded in blue]()\nC. ![A rectangle with 8/12 shaded in purple]()\nD. ![A rectangle with 12/16 shaded in orange]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "502:A", "QuestionText": "Jo says when she is factorising \\( x^{2}-4 x \\) she tries to think of two numbers that multiply together to give \\( -4 \\) and add together to give \\( 0 \\)\n\nPaul says when he is factorising \\( x^{2}-\\frac{4}{25} \\) he tries to think of two numbers that multiply together to give \\( -\\frac{4}{25} \\) and add together to give \\( \\frac{2}{25} \\)\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Jo", "MisconceptionId": "1432", "MisconceptionName": "When factorising into double brackets, believes the sum of the two values in the brackets equals bx rather than b", "prompt": "Misconception:\nWhen factorising into double brackets, believes the sum of the two values in the brackets equals bx rather than b\n\nQuestion:\nJo says when she is factorising \\( x^{2}-4 x \\) she tries to think of two numbers that multiply together to give \\( -4 \\) and add together to give \\( 0 \\)\n\nPaul says when he is factorising \\( x^{2}-\\frac{4}{25} \\) he tries to think of two numbers that multiply together to give \\( -\\frac{4}{25} \\) and add together to give \\( \\frac{2}{25} \\)\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "503:D", "QuestionText": "Which step of the balance diagram is incorrect? ![Image of an equation and three lines of working to solve it.\nThe equation is 4p+5=2p-9\nStep A is 4p=2p-4\nStep B is 2p= -4\nStep C is p= -2]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "They are all correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "They are all correct", "MisconceptionId": "1696", "MisconceptionName": "Heads towards zero when subtracting from a negative", "prompt": "Misconception:\nHeads towards zero when subtracting from a negative\n\nQuestion:\nWhich step of the balance diagram is incorrect? ![Image of an equation and three lines of working to solve it.\nThe equation is 4p+5=2p-9\nStep A is 4p=2p-4\nStep B is 2p= -4\nStep C is p= -2]()\n\nOptions:\nA. A\nB. B\nC. C\nD. They are all correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "504:B", "QuestionText": "Which of the following could be the equation of this curve? ![A quadratic curve with a minimum turning point at (-2, -1). The curve crosses the x axis at the points (-3,0) and (-1,0). It crosses the y axis at (0,3).]()", "AnswerAText": "\\( y=(x+1)(x+3) \\)", "AnswerBText": "\\( y=(x-1)(x-3) \\)", "AnswerCText": "\\( y=(x+1)(x-3) \\)", "AnswerDText": "\\( y=(x-1)(x+3) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=(x-1)(x-3) \\)", "MisconceptionId": "224", "MisconceptionName": "Forgets to swap the sign of roots when placing into brackets", "prompt": "Misconception:\nForgets to swap the sign of roots when placing into brackets\n\nQuestion:\nWhich of the following could be the equation of this curve? ![A quadratic curve with a minimum turning point at (-2, -1). The curve crosses the x axis at the points (-3,0) and (-1,0). It crosses the y axis at (0,3).]()\n\nOptions:\nA. \\( y=(x+1)(x+3) \\)\nB. \\( y=(x-1)(x-3) \\)\nC. \\( y=(x+1)(x-3) \\)\nD. \\( y=(x-1)(x+3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "504:C", "QuestionText": "Which of the following could be the equation of this curve? ![A quadratic curve with a minimum turning point at (-2, -1). The curve crosses the x axis at the points (-3,0) and (-1,0). It crosses the y axis at (0,3).]()", "AnswerAText": "\\( y=(x+1)(x+3) \\)", "AnswerBText": "\\( y=(x-1)(x-3) \\)", "AnswerCText": "\\( y=(x+1)(x-3) \\)", "AnswerDText": "\\( y=(x-1)(x+3) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( y=(x+1)(x-3) \\)", "MisconceptionId": "1697", "MisconceptionName": "Does not understand the link between the sign of the root and the sign in the bracket", "prompt": "Misconception:\nDoes not understand the link between the sign of the root and the sign in the bracket\n\nQuestion:\nWhich of the following could be the equation of this curve? ![A quadratic curve with a minimum turning point at (-2, -1). The curve crosses the x axis at the points (-3,0) and (-1,0). It crosses the y axis at (0,3).]()\n\nOptions:\nA. \\( y=(x+1)(x+3) \\)\nB. \\( y=(x-1)(x-3) \\)\nC. \\( y=(x+1)(x-3) \\)\nD. \\( y=(x-1)(x+3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "504:D", "QuestionText": "Which of the following could be the equation of this curve? ![A quadratic curve with a minimum turning point at (-2, -1). The curve crosses the x axis at the points (-3,0) and (-1,0). It crosses the y axis at (0,3).]()", "AnswerAText": "\\( y=(x+1)(x+3) \\)", "AnswerBText": "\\( y=(x-1)(x-3) \\)", "AnswerCText": "\\( y=(x+1)(x-3) \\)", "AnswerDText": "\\( y=(x-1)(x+3) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=(x-1)(x+3) \\)", "MisconceptionId": "1697", "MisconceptionName": "Does not understand the link between the sign of the root and the sign in the bracket", "prompt": "Misconception:\nDoes not understand the link between the sign of the root and the sign in the bracket\n\nQuestion:\nWhich of the following could be the equation of this curve? ![A quadratic curve with a minimum turning point at (-2, -1). The curve crosses the x axis at the points (-3,0) and (-1,0). It crosses the y axis at (0,3).]()\n\nOptions:\nA. \\( y=(x+1)(x+3) \\)\nB. \\( y=(x-1)(x-3) \\)\nC. \\( y=(x+1)(x-3) \\)\nD. \\( y=(x-1)(x+3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "505:A", "QuestionText": "\\( \\frac{3}{7} \\) of a group of students are boys.\nWhat would be a possible ratio of boys to girls?", "AnswerAText": "\\( 3: 7 \\)", "AnswerBText": "\\( 3: 4 \\)", "AnswerCText": "\\( 3: 10 \\)", "AnswerDText": "\\( 4: 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3: 7 \\)", "MisconceptionId": "1820", "MisconceptionName": "Uses the denominator when converting from fractions to ratio, rather than numerator.", "prompt": "Misconception:\nUses the denominator when converting from fractions to ratio, rather than numerator.\n\nQuestion:\n\\( \\frac{3}{7} \\) of a group of students are boys.\nWhat would be a possible ratio of boys to girls?\n\nOptions:\nA. \\( 3: 7 \\)\nB. \\( 3: 4 \\)\nC. \\( 3: 10 \\)\nD. \\( 4: 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "505:C", "QuestionText": "\\( \\frac{3}{7} \\) of a group of students are boys.\nWhat would be a possible ratio of boys to girls?", "AnswerAText": "\\( 3: 7 \\)", "AnswerBText": "\\( 3: 4 \\)", "AnswerCText": "\\( 3: 10 \\)", "AnswerDText": "\\( 4: 3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3: 10 \\)", "MisconceptionId": "326", "MisconceptionName": "When converting fractions to ratios, puts the other side of the ratio as the total of the numerator and denominator", "prompt": "Misconception:\nWhen converting fractions to ratios, puts the other side of the ratio as the total of the numerator and denominator\n\nQuestion:\n\\( \\frac{3}{7} \\) of a group of students are boys.\nWhat would be a possible ratio of boys to girls?\n\nOptions:\nA. \\( 3: 7 \\)\nB. \\( 3: 4 \\)\nC. \\( 3: 10 \\)\nD. \\( 4: 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "505:D", "QuestionText": "\\( \\frac{3}{7} \\) of a group of students are boys.\nWhat would be a possible ratio of boys to girls?", "AnswerAText": "\\( 3: 7 \\)", "AnswerBText": "\\( 3: 4 \\)", "AnswerCText": "\\( 3: 10 \\)", "AnswerDText": "\\( 4: 3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4: 3 \\)", "MisconceptionId": "2262", "MisconceptionName": "Gets order of ratio wrong", "prompt": "Misconception:\nGets order of ratio wrong\n\nQuestion:\n\\( \\frac{3}{7} \\) of a group of students are boys.\nWhat would be a possible ratio of boys to girls?\n\nOptions:\nA. \\( 3: 7 \\)\nB. \\( 3: 4 \\)\nC. \\( 3: 10 \\)\nD. \\( 4: 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "506:A", "QuestionText": "Solve the equation:\n\n\\(\n3 p=\\frac{1}{12}\n\\)", "AnswerAText": "\\( p=\\frac{1}{4} \\)", "AnswerBText": "\\( p=\\frac{1}{36} \\)", "AnswerCText": "\\( p=4 \\)", "AnswerDText": "\\( p=\\frac{1}{9} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( p=\\frac{1}{4} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\n\\(\n3 p=\\frac{1}{12}\n\\)\n\nOptions:\nA. \\( p=\\frac{1}{4} \\)\nB. \\( p=\\frac{1}{36} \\)\nC. \\( p=4 \\)\nD. \\( p=\\frac{1}{9} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "507:A", "QuestionText": "\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a}{b+c}=a \\div(b+c)\n\\)\nIs the above relationship...", "AnswerAText": "never true", "AnswerBText": "sometimes true", "AnswerCText": "always true", "AnswerDText": "Need more information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "never true", "MisconceptionId": "1316", "MisconceptionName": "Does not understand that the numerator and denominator of fractions represent groupings and have the same order of priority as brackets", "prompt": "Misconception:\nDoes not understand that the numerator and denominator of fractions represent groupings and have the same order of priority as brackets\n\nQuestion:\n\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a}{b+c}=a \\div(b+c)\n\\)\nIs the above relationship...\n\nOptions:\nA. never true\nB. sometimes true\nC. always true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "507:B", "QuestionText": "\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a}{b+c}=a \\div(b+c)\n\\)\nIs the above relationship...", "AnswerAText": "never true", "AnswerBText": "sometimes true", "AnswerCText": "always true", "AnswerDText": "Need more information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "sometimes true", "MisconceptionId": "1316", "MisconceptionName": "Does not understand that the numerator and denominator of fractions represent groupings and have the same order of priority as brackets", "prompt": "Misconception:\nDoes not understand that the numerator and denominator of fractions represent groupings and have the same order of priority as brackets\n\nQuestion:\n\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a}{b+c}=a \\div(b+c)\n\\)\nIs the above relationship...\n\nOptions:\nA. never true\nB. sometimes true\nC. always true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "507:D", "QuestionText": "\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a}{b+c}=a \\div(b+c)\n\\)\nIs the above relationship...", "AnswerAText": "never true", "AnswerBText": "sometimes true", "AnswerCText": "always true", "AnswerDText": "Need more information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Need more information", "MisconceptionId": "1316", "MisconceptionName": "Does not understand that the numerator and denominator of fractions represent groupings and have the same order of priority as brackets", "prompt": "Misconception:\nDoes not understand that the numerator and denominator of fractions represent groupings and have the same order of priority as brackets\n\nQuestion:\n\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a}{b+c}=a \\div(b+c)\n\\)\nIs the above relationship...\n\nOptions:\nA. never true\nB. sometimes true\nC. always true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "508:B", "QuestionText": "Which multiplication will help factorise \\( x^{2}+33 x+32 \\) ?", "AnswerAText": "\\( 1 \\times 32 \\)", "AnswerBText": "\\( 2 \\times 16 \\)", "AnswerCText": "\\( 4 \\times 8 \\)", "AnswerDText": "none of these", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\times 16 \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWhich multiplication will help factorise \\( x^{2}+33 x+32 \\) ?\n\nOptions:\nA. \\( 1 \\times 32 \\)\nB. \\( 2 \\times 16 \\)\nC. \\( 4 \\times 8 \\)\nD. none of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "508:C", "QuestionText": "Which multiplication will help factorise \\( x^{2}+33 x+32 \\) ?", "AnswerAText": "\\( 1 \\times 32 \\)", "AnswerBText": "\\( 2 \\times 16 \\)", "AnswerCText": "\\( 4 \\times 8 \\)", "AnswerDText": "none of these", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\times 8 \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWhich multiplication will help factorise \\( x^{2}+33 x+32 \\) ?\n\nOptions:\nA. \\( 1 \\times 32 \\)\nB. \\( 2 \\times 16 \\)\nC. \\( 4 \\times 8 \\)\nD. none of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "509:B", "QuestionText": "This is the final stage of Beth's solution to a quadratic equation.\nWhat should replace the star?\n\n\\[\n(h-8)(h+3)=0\n\\] \\( h=\\bigstar \\) or \\( h=-3 \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( -3 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -8 \\)", "MisconceptionId": "2436", "MisconceptionName": "Believes the solutions of a quadratic equation are the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the constants in the factorised form\n\nQuestion:\nThis is the final stage of Beth's solution to a quadratic equation.\nWhat should replace the star?\n\n\\[\n(h-8)(h+3)=0\n\\] \\( h=\\bigstar \\) or \\( h=-3 \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( -8 \\)\nC. \\( -3 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "509:C", "QuestionText": "This is the final stage of Beth's solution to a quadratic equation.\nWhat should replace the star?\n\n\\[\n(h-8)(h+3)=0\n\\] \\( h=\\bigstar \\) or \\( h=-3 \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( -3 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "2425", "MisconceptionName": "Believes both solutions of a quadratic will have the same absolute value, even when the graph is not symmetrical about the y axis", "prompt": "Misconception:\nBelieves both solutions of a quadratic will have the same absolute value, even when the graph is not symmetrical about the y axis\n\nQuestion:\nThis is the final stage of Beth's solution to a quadratic equation.\nWhat should replace the star?\n\n\\[\n(h-8)(h+3)=0\n\\] \\( h=\\bigstar \\) or \\( h=-3 \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( -8 \\)\nC. \\( -3 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "509:D", "QuestionText": "This is the final stage of Beth's solution to a quadratic equation.\nWhat should replace the star?\n\n\\[\n(h-8)(h+3)=0\n\\] \\( h=\\bigstar \\) or \\( h=-3 \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( -3 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "807", "MisconceptionName": "Believes all quadratic equations have a solution of 0", "prompt": "Misconception:\nBelieves all quadratic equations have a solution of 0\n\nQuestion:\nThis is the final stage of Beth's solution to a quadratic equation.\nWhat should replace the star?\n\n\\[\n(h-8)(h+3)=0\n\\] \\( h=\\bigstar \\) or \\( h=-3 \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( -8 \\)\nC. \\( -3 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "510:A", "QuestionText": "Which ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle with the angle labelled 32 degrees, the side adjacent to this is 6cm and the side opposite is p.]()", "AnswerAText": "\\( \\operatorname{Sin} \\)", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\operatorname{Sin} \\)", "MisconceptionId": "718", "MisconceptionName": "Uses sin when tan is required", "prompt": "Misconception:\nUses sin when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle with the angle labelled 32 degrees, the side adjacent to this is 6cm and the side opposite is p.]()\n\nOptions:\nA. \\( \\operatorname{Sin} \\)\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "510:B", "QuestionText": "Which ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle with the angle labelled 32 degrees, the side adjacent to this is 6cm and the side opposite is p.]()", "AnswerAText": "\\( \\operatorname{Sin} \\)", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Cos", "MisconceptionId": "809", "MisconceptionName": "Uses cos when tan is required", "prompt": "Misconception:\nUses cos when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle with the angle labelled 32 degrees, the side adjacent to this is 6cm and the side opposite is p.]()\n\nOptions:\nA. \\( \\operatorname{Sin} \\)\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "510:D", "QuestionText": "Which ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle with the angle labelled 32 degrees, the side adjacent to this is 6cm and the side opposite is p.]()", "AnswerAText": "\\( \\operatorname{Sin} \\)", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "1450", "MisconceptionName": "Does not understand how to apply sohcahtoa", "prompt": "Misconception:\nDoes not understand how to apply sohcahtoa\n\nQuestion:\nWhich ratio would you use to find the value of \\( p \\) ? ![A right-angled triangle with the angle labelled 32 degrees, the side adjacent to this is 6cm and the side opposite is p.]()\n\nOptions:\nA. \\( \\operatorname{Sin} \\)\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "511:A", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible: \\( \\frac{t}{s}+\\frac{2 s}{t} \\)", "AnswerAText": "\\( \\frac{t^{2}+4 s^{2}}{s t} \\)", "AnswerBText": "\\( \\frac{t+2 s}{s+t} \\)", "AnswerCText": "\\( \\frac{2 s t}{s+t} \\)", "AnswerDText": "\\( \\frac{t^{2}+2 s^{2}}{s t} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{t^{2}+4 s^{2}}{s t} \\)", "MisconceptionId": "32", "MisconceptionName": "When squaring a variable, believes they also need to square the coefficient", "prompt": "Misconception:\nWhen squaring a variable, believes they also need to square the coefficient\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible: \\( \\frac{t}{s}+\\frac{2 s}{t} \\)\n\nOptions:\nA. \\( \\frac{t^{2}+4 s^{2}}{s t} \\)\nB. \\( \\frac{t+2 s}{s+t} \\)\nC. \\( \\frac{2 s t}{s+t} \\)\nD. \\( \\frac{t^{2}+2 s^{2}}{s t} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "511:B", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible: \\( \\frac{t}{s}+\\frac{2 s}{t} \\)", "AnswerAText": "\\( \\frac{t^{2}+4 s^{2}}{s t} \\)", "AnswerBText": "\\( \\frac{t+2 s}{s+t} \\)", "AnswerCText": "\\( \\frac{2 s t}{s+t} \\)", "AnswerDText": "\\( \\frac{t^{2}+2 s^{2}}{s t} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{t+2 s}{s+t} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible: \\( \\frac{t}{s}+\\frac{2 s}{t} \\)\n\nOptions:\nA. \\( \\frac{t^{2}+4 s^{2}}{s t} \\)\nB. \\( \\frac{t+2 s}{s+t} \\)\nC. \\( \\frac{2 s t}{s+t} \\)\nD. \\( \\frac{t^{2}+2 s^{2}}{s t} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "511:C", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible: \\( \\frac{t}{s}+\\frac{2 s}{t} \\)", "AnswerAText": "\\( \\frac{t^{2}+4 s^{2}}{s t} \\)", "AnswerBText": "\\( \\frac{t+2 s}{s+t} \\)", "AnswerCText": "\\( \\frac{2 s t}{s+t} \\)", "AnswerDText": "\\( \\frac{t^{2}+2 s^{2}}{s t} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2 s t}{s+t} \\)", "MisconceptionId": "1048", "MisconceptionName": "When adding/subtracting fractions, adds/subtracts the denominators and multiplies the numerators", "prompt": "Misconception:\nWhen adding/subtracting fractions, adds/subtracts the denominators and multiplies the numerators\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible: \\( \\frac{t}{s}+\\frac{2 s}{t} \\)\n\nOptions:\nA. \\( \\frac{t^{2}+4 s^{2}}{s t} \\)\nB. \\( \\frac{t+2 s}{s+t} \\)\nC. \\( \\frac{2 s t}{s+t} \\)\nD. \\( \\frac{t^{2}+2 s^{2}}{s t} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "512:A", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerBText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"+ 3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerCText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerDText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nB. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"+ 3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nC. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nD. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "512:C", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerBText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"+ 3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerCText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerDText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nB. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"+ 3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nC. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nD. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "512:D", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerBText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"+ 3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerCText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "AnswerDText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nB. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"+ 3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"+ 3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nC. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"✕ 2\" written inside the next rectangle, \"+ 3\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\nD. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"3 + 2p\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"+ 3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(3 + p)\" written inside it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "513:A", "QuestionText": "Isaac is trying to solve the equation below.\n\nHere are his steps.\n\nWhich steps, if any, are correct? ![An equation 15 =  2p - 4 on the first line. \nOn the second line, Step 1 : 11 = 2p. \nOn the third line, Step 2: 22 = p]()", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only step \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only step \\( 1 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is trying to solve the equation below.\n\nHere are his steps.\n\nWhich steps, if any, are correct? ![An equation 15 =  2p - 4 on the first line. \nOn the second line, Step 1 : 11 = 2p. \nOn the third line, Step 2: 22 = p]()\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only step \\( 2 \\)\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "513:B", "QuestionText": "Isaac is trying to solve the equation below.\n\nHere are his steps.\n\nWhich steps, if any, are correct? ![An equation 15 =  2p - 4 on the first line. \nOn the second line, Step 1 : 11 = 2p. \nOn the third line, Step 2: 22 = p]()", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only step \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only step \\( 2 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is trying to solve the equation below.\n\nHere are his steps.\n\nWhich steps, if any, are correct? ![An equation 15 =  2p - 4 on the first line. \nOn the second line, Step 1 : 11 = 2p. \nOn the third line, Step 2: 22 = p]()\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only step \\( 2 \\)\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "513:C", "QuestionText": "Isaac is trying to solve the equation below.\n\nHere are his steps.\n\nWhich steps, if any, are correct? ![An equation 15 =  2p - 4 on the first line. \nOn the second line, Step 1 : 11 = 2p. \nOn the third line, Step 2: 22 = p]()", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only step \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both steps are correct", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is trying to solve the equation below.\n\nHere are his steps.\n\nWhich steps, if any, are correct? ![An equation 15 =  2p - 4 on the first line. \nOn the second line, Step 1 : 11 = 2p. \nOn the third line, Step 2: 22 = p]()\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only step \\( 2 \\)\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "514:A", "QuestionText": "Which of the following calculations would give the area of this triangle? ![A triangle with the base labelled with 40cm, the perpendicular height 15cm and the slant height labelled with 25 cm]()", "AnswerAText": "\\( \\frac{40 \\times 25}{2} \\)", "AnswerBText": "\\( \\frac{40 \\times 25 \\times 15}{2} \\)", "AnswerCText": "\\( \\frac{40 \\times 15}{2} \\)", "AnswerDText": "\\( \\frac{20 \\times 15}{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{40 \\times 25}{2} \\)", "MisconceptionId": "590", "MisconceptionName": "Has used slant height and base to find area of a triangle rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a triangle rather than perpendicular height and base\n\nQuestion:\nWhich of the following calculations would give the area of this triangle? ![A triangle with the base labelled with 40cm, the perpendicular height 15cm and the slant height labelled with 25 cm]()\n\nOptions:\nA. \\( \\frac{40 \\times 25}{2} \\)\nB. \\( \\frac{40 \\times 25 \\times 15}{2} \\)\nC. \\( \\frac{40 \\times 15}{2} \\)\nD. \\( \\frac{20 \\times 15}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "514:B", "QuestionText": "Which of the following calculations would give the area of this triangle? ![A triangle with the base labelled with 40cm, the perpendicular height 15cm and the slant height labelled with 25 cm]()", "AnswerAText": "\\( \\frac{40 \\times 25}{2} \\)", "AnswerBText": "\\( \\frac{40 \\times 25 \\times 15}{2} \\)", "AnswerCText": "\\( \\frac{40 \\times 15}{2} \\)", "AnswerDText": "\\( \\frac{20 \\times 15}{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{40 \\times 25 \\times 15}{2} \\)", "MisconceptionId": "1985", "MisconceptionName": "Has multiplied base by slant height and perpendicular height to find area of a triangle", "prompt": "Misconception:\nHas multiplied base by slant height and perpendicular height to find area of a triangle\n\nQuestion:\nWhich of the following calculations would give the area of this triangle? ![A triangle with the base labelled with 40cm, the perpendicular height 15cm and the slant height labelled with 25 cm]()\n\nOptions:\nA. \\( \\frac{40 \\times 25}{2} \\)\nB. \\( \\frac{40 \\times 25 \\times 15}{2} \\)\nC. \\( \\frac{40 \\times 15}{2} \\)\nD. \\( \\frac{20 \\times 15}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "514:D", "QuestionText": "Which of the following calculations would give the area of this triangle? ![A triangle with the base labelled with 40cm, the perpendicular height 15cm and the slant height labelled with 25 cm]()", "AnswerAText": "\\( \\frac{40 \\times 25}{2} \\)", "AnswerBText": "\\( \\frac{40 \\times 25 \\times 15}{2} \\)", "AnswerCText": "\\( \\frac{40 \\times 15}{2} \\)", "AnswerDText": "\\( \\frac{20 \\times 15}{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{20 \\times 15}{2} \\)", "MisconceptionId": "1333", "MisconceptionName": "Halves base but still divides product by 2 when finding area of a triangle", "prompt": "Misconception:\nHalves base but still divides product by 2 when finding area of a triangle\n\nQuestion:\nWhich of the following calculations would give the area of this triangle? ![A triangle with the base labelled with 40cm, the perpendicular height 15cm and the slant height labelled with 25 cm]()\n\nOptions:\nA. \\( \\frac{40 \\times 25}{2} \\)\nB. \\( \\frac{40 \\times 25 \\times 15}{2} \\)\nC. \\( \\frac{40 \\times 15}{2} \\)\nD. \\( \\frac{20 \\times 15}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "515:B", "QuestionText": "Which vector correctly describes the translation that maps object \\( Q \\) onto object \\(P \\)? ![The image shows a set of axes and two congruent trapezia P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (4, 2), (5, 4), (7, 4), (8, 2).]()", "AnswerAText": "\\( \\left(\\begin{array}{c}-5 \\\\ 3\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{c}5 \\\\ -3\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}-3 \\\\ 5\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{c}3 \\\\ -5\\end{array}\\right) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\left(\\begin{array}{c}5 \\\\ -3\\end{array}\\right) \\)", "MisconceptionId": "905", "MisconceptionName": "Thinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round", "prompt": "Misconception:\nThinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round\n\nQuestion:\nWhich vector correctly describes the translation that maps object \\( Q \\) onto object \\(P \\)? ![The image shows a set of axes and two congruent trapezia P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (4, 2), (5, 4), (7, 4), (8, 2).]()\n\nOptions:\nA. \\( \\left(\\begin{array}{c}-5 \\\\ 3\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{c}5 \\\\ -3\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}-3 \\\\ 5\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{c}3 \\\\ -5\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "515:D", "QuestionText": "Which vector correctly describes the translation that maps object \\( Q \\) onto object \\(P \\)? ![The image shows a set of axes and two congruent trapezia P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (4, 2), (5, 4), (7, 4), (8, 2).]()", "AnswerAText": "\\( \\left(\\begin{array}{c}-5 \\\\ 3\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{c}5 \\\\ -3\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}-3 \\\\ 5\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{c}3 \\\\ -5\\end{array}\\right) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\left(\\begin{array}{c}3 \\\\ -5\\end{array}\\right) \\)", "MisconceptionId": "1265", "MisconceptionName": "When describing a translation, goes from the image to the original", "prompt": "Misconception:\nWhen describing a translation, goes from the image to the original\n\nQuestion:\nWhich vector correctly describes the translation that maps object \\( Q \\) onto object \\(P \\)? ![The image shows a set of axes and two congruent trapezia P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (4, 2), (5, 4), (7, 4), (8, 2).]()\n\nOptions:\nA. \\( \\left(\\begin{array}{c}-5 \\\\ 3\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{c}5 \\\\ -3\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}-3 \\\\ 5\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{c}3 \\\\ -5\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "516:A", "QuestionText": "A line has a gradient of \\( 2 \\) and passes through the point \\( (1,1) \\) \nThe equation of this line could be...", "AnswerAText": "\\( y=2 x+1 \\)", "AnswerBText": "\\( y=x+2 \\)", "AnswerCText": "\\( y=2 x-1 \\)", "AnswerDText": "\\( y=2 x \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( y=2 x+1 \\)", "MisconceptionId": "1108", "MisconceptionName": "Believes  c, in y=mx+c, will be the y value of the coordinate given despite the x coordinate not being 0.", "prompt": "Misconception:\nBelieves  c, in y=mx+c, will be the y value of the coordinate given despite the x coordinate not being 0.\n\nQuestion:\nA line has a gradient of \\( 2 \\) and passes through the point \\( (1,1) \\) \nThe equation of this line could be...\n\nOptions:\nA. \\( y=2 x+1 \\)\nB. \\( y=x+2 \\)\nC. \\( y=2 x-1 \\)\nD. \\( y=2 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "517:A", "QuestionText": "Sunita wants to buy a sandwich and a tea.\n\nHow much money will she need? Joe's Café\nSandwich \\( £3.25 \\)\nPasty \\( £ 2.99 \\)\nCake \\( £ 2.25 \\)\nSoup \\( £ 3.19 \\)\nTea \\( £ 1.55 \\)\nCoffee \\( £ 1.95 \\)\nOrange \\( 89\\)p", "AnswerAText": "£5.70", "AnswerBText": "£4.80", "AnswerCText": "£5.80", "AnswerDText": "£4.70", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "£5.70", "MisconceptionId": "1533", "MisconceptionName": "When adding powers of 10 adds onto the wrong column", "prompt": "Misconception:\nWhen adding powers of 10 adds onto the wrong column\n\nQuestion:\nSunita wants to buy a sandwich and a tea.\n\nHow much money will she need? Joe's Café\nSandwich \\( £3.25 \\)\nPasty \\( £ 2.99 \\)\nCake \\( £ 2.25 \\)\nSoup \\( £ 3.19 \\)\nTea \\( £ 1.55 \\)\nCoffee \\( £ 1.95 \\)\nOrange \\( 89\\)p\n\nOptions:\nA. £5.70\nB. £4.80\nC. £5.80\nD. £4.70\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "517:D", "QuestionText": "Sunita wants to buy a sandwich and a tea.\n\nHow much money will she need? Joe's Café\nSandwich \\( £3.25 \\)\nPasty \\( £ 2.99 \\)\nCake \\( £ 2.25 \\)\nSoup \\( £ 3.19 \\)\nTea \\( £ 1.55 \\)\nCoffee \\( £ 1.95 \\)\nOrange \\( 89\\)p", "AnswerAText": "£5.70", "AnswerBText": "£4.80", "AnswerCText": "£5.80", "AnswerDText": "£4.70", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "£4.70", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nSunita wants to buy a sandwich and a tea.\n\nHow much money will she need? Joe's Café\nSandwich \\( £3.25 \\)\nPasty \\( £ 2.99 \\)\nCake \\( £ 2.25 \\)\nSoup \\( £ 3.19 \\)\nTea \\( £ 1.55 \\)\nCoffee \\( £ 1.95 \\)\nOrange \\( 89\\)p\n\nOptions:\nA. £5.70\nB. £4.80\nC. £5.80\nD. £4.70\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "518:A", "QuestionText": "The octagon below is regular. Find angle \\( x \\). ![A regular octagon (8 sided polygon). Each side is marked with a single dash to show that all sides are equal in length. One of the interior angles of the octagon is labelled with the letter \"x\".]()", "AnswerAText": "\\( 22.5^{\\circ} \\)", "AnswerBText": "\\( 120^{\\circ} \\)", "AnswerCText": "\\( 135^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 22.5^{\\circ} \\)", "MisconceptionId": "2499", "MisconceptionName": "Thinks the interior angles of any polygon add up to 180 degrees", "prompt": "Misconception:\nThinks the interior angles of any polygon add up to 180 degrees\n\nQuestion:\nThe octagon below is regular. Find angle \\( x \\). ![A regular octagon (8 sided polygon). Each side is marked with a single dash to show that all sides are equal in length. One of the interior angles of the octagon is labelled with the letter \"x\".]()\n\nOptions:\nA. \\( 22.5^{\\circ} \\)\nB. \\( 120^{\\circ} \\)\nC. \\( 135^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "518:D", "QuestionText": "The octagon below is regular. Find angle \\( x \\). ![A regular octagon (8 sided polygon). Each side is marked with a single dash to show that all sides are equal in length. One of the interior angles of the octagon is labelled with the letter \"x\".]()", "AnswerAText": "\\( 22.5^{\\circ} \\)", "AnswerBText": "\\( 120^{\\circ} \\)", "AnswerCText": "\\( 135^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 45^{\\circ} \\)", "MisconceptionId": "28", "MisconceptionName": "Thinks the interior angles of any polygon add up to 360", "prompt": "Misconception:\nThinks the interior angles of any polygon add up to 360\n\nQuestion:\nThe octagon below is regular. Find angle \\( x \\). ![A regular octagon (8 sided polygon). Each side is marked with a single dash to show that all sides are equal in length. One of the interior angles of the octagon is labelled with the letter \"x\".]()\n\nOptions:\nA. \\( 22.5^{\\circ} \\)\nB. \\( 120^{\\circ} \\)\nC. \\( 135^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "519:C", "QuestionText": "When this expression is fully factorised, what is left inside the brackets? \\( 24 a b c^{2}-16 b^{2} c \\equiv 8 b c(\\square) \\)", "AnswerAText": "\\( 8 a b c \\)", "AnswerBText": "\\( 3 a c-2 b \\)", "AnswerCText": "\\( 3 a c \\)", "AnswerDText": "\\( 3 a-2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 a c \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nWhen this expression is fully factorised, what is left inside the brackets? \\( 24 a b c^{2}-16 b^{2} c \\equiv 8 b c(\\square) \\)\n\nOptions:\nA. \\( 8 a b c \\)\nB. \\( 3 a c-2 b \\)\nC. \\( 3 a c \\)\nD. \\( 3 a-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "519:D", "QuestionText": "When this expression is fully factorised, what is left inside the brackets? \\( 24 a b c^{2}-16 b^{2} c \\equiv 8 b c(\\square) \\)", "AnswerAText": "\\( 8 a b c \\)", "AnswerBText": "\\( 3 a c-2 b \\)", "AnswerCText": "\\( 3 a c \\)", "AnswerDText": "\\( 3 a-2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 a-2 \\)", "MisconceptionId": "577", "MisconceptionName": "Does not realise multiplying a variable by itself results in a power of that variable", "prompt": "Misconception:\nDoes not realise multiplying a variable by itself results in a power of that variable\n\nQuestion:\nWhen this expression is fully factorised, what is left inside the brackets? \\( 24 a b c^{2}-16 b^{2} c \\equiv 8 b c(\\square) \\)\n\nOptions:\nA. \\( 8 a b c \\)\nB. \\( 3 a c-2 b \\)\nC. \\( 3 a c \\)\nD. \\( 3 a-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "520:B", "QuestionText": "\\( 0.15+0.2= \\)", "AnswerAText": "\\( 0.35 \\)", "AnswerBText": "\\( 0.17 \\)", "AnswerCText": "\\( 0.37 \\)", "AnswerDText": "\\( 0.152 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.17 \\)", "MisconceptionId": "1730", "MisconceptionName": "When adding decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen adding decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 0.15+0.2= \\)\n\nOptions:\nA. \\( 0.35 \\)\nB. \\( 0.17 \\)\nC. \\( 0.37 \\)\nD. \\( 0.152 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "520:D", "QuestionText": "\\( 0.15+0.2= \\)", "AnswerAText": "\\( 0.35 \\)", "AnswerBText": "\\( 0.17 \\)", "AnswerCText": "\\( 0.37 \\)", "AnswerDText": "\\( 0.152 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.152 \\)", "MisconceptionId": "1730", "MisconceptionName": "When adding decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen adding decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 0.15+0.2= \\)\n\nOptions:\nA. \\( 0.35 \\)\nB. \\( 0.17 \\)\nC. \\( 0.37 \\)\nD. \\( 0.152 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "521:A", "QuestionText": "![\\begin{tabular}{|lll|}\n\\hline\\( \\bullet \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular}]() How many circles will the next term in this sequence have?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\n![\\begin{tabular}{|lll|}\n\\hline\\( \\bullet \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular}]() How many circles will the next term in this sequence have?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 9 \\)\nC. \\( 12 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "521:B", "QuestionText": "![\\begin{tabular}{|lll|}\n\\hline\\( \\bullet \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular}]() How many circles will the next term in this sequence have?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\n![\\begin{tabular}{|lll|}\n\\hline\\( \\bullet \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular}]() How many circles will the next term in this sequence have?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 9 \\)\nC. \\( 12 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "521:C", "QuestionText": "![\\begin{tabular}{|lll|}\n\\hline\\( \\bullet \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular}]() How many circles will the next term in this sequence have?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1737", "MisconceptionName": "Only looks at the difference between one pair of terms when discerning the pattern", "prompt": "Misconception:\nOnly looks at the difference between one pair of terms when discerning the pattern\n\nQuestion:\n![\\begin{tabular}{|lll|}\n\\hline\\( \\bullet \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular}]() How many circles will the next term in this sequence have?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 9 \\)\nC. \\( 12 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "522:A", "QuestionText": "\\( 5 \\) hours \\( +500 \\) minutes \\( = \\)", "AnswerAText": "\\( 10 \\) hours", "AnswerBText": "\\( 8 \\) hours and \\( 20 \\) minutes", "AnswerCText": "\\( 13 \\) hours and \\( 20 \\) minutes", "AnswerDText": "\\( 13 \\) hours and \\( 33 \\) minutes", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\) hours", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 5 \\) hours \\( +500 \\) minutes \\( = \\)\n\nOptions:\nA. \\( 10 \\) hours\nB. \\( 8 \\) hours and \\( 20 \\) minutes\nC. \\( 13 \\) hours and \\( 20 \\) minutes\nD. \\( 13 \\) hours and \\( 33 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "522:D", "QuestionText": "\\( 5 \\) hours \\( +500 \\) minutes \\( = \\)", "AnswerAText": "\\( 10 \\) hours", "AnswerBText": "\\( 8 \\) hours and \\( 20 \\) minutes", "AnswerCText": "\\( 13 \\) hours and \\( 20 \\) minutes", "AnswerDText": "\\( 13 \\) hours and \\( 33 \\) minutes", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 13 \\) hours and \\( 33 \\) minutes", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 5 \\) hours \\( +500 \\) minutes \\( = \\)\n\nOptions:\nA. \\( 10 \\) hours\nB. \\( 8 \\) hours and \\( 20 \\) minutes\nC. \\( 13 \\) hours and \\( 20 \\) minutes\nD. \\( 13 \\) hours and \\( 33 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "523:B", "QuestionText": "Which function matches the equation\n\\[\ny=5(x+1) ?\n\\]", "AnswerAText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "AnswerBText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"y\"]()", "AnswerCText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "AnswerDText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"y\"]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"y\"]()", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\nWhich function matches the equation\n\\[\ny=5(x+1) ?\n\\]\n\nOptions:\nA. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\nB. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"y\"]()\nC. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\nD. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"y\"]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "523:C", "QuestionText": "Which function matches the equation\n\\[\ny=5(x+1) ?\n\\]", "AnswerAText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "AnswerBText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"y\"]()", "AnswerCText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "AnswerDText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"y\"]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "MisconceptionId": "940", "MisconceptionName": "When writing a function as a function machine confuses the input and the output.", "prompt": "Misconception:\nWhen writing a function as a function machine confuses the input and the output.\n\nQuestion:\nWhich function matches the equation\n\\[\ny=5(x+1) ?\n\\]\n\nOptions:\nA. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\nB. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to \"y\"]()\nC. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\nD. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 1\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"✕ 5\" written inside it, followed by a horizontal arrow pointing to \"y\"]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "524:A", "QuestionText": "\\( x+y=20 \\) Which pair of numbers fits the equation?", "AnswerAText": "\\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}x=8 \\\\ y=12\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)", "MisconceptionId": "2487", "MisconceptionName": "Changes the given operation when substituting", "prompt": "Misconception:\nChanges the given operation when substituting\n\nQuestion:\n\\( x+y=20 \\) Which pair of numbers fits the equation?\n\nOptions:\nA. \\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)\nB. \\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)\nC. \\( \\begin{array}{c}x=8 \\\\ y=12\\end{array} \\)\nD. \\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "524:B", "QuestionText": "\\( x+y=20 \\) Which pair of numbers fits the equation?", "AnswerAText": "\\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}x=8 \\\\ y=12\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)", "MisconceptionId": "2230", "MisconceptionName": "substitutes incorrectly", "prompt": "Misconception:\nsubstitutes incorrectly\n\nQuestion:\n\\( x+y=20 \\) Which pair of numbers fits the equation?\n\nOptions:\nA. \\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)\nB. \\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)\nC. \\( \\begin{array}{c}x=8 \\\\ y=12\\end{array} \\)\nD. \\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "524:D", "QuestionText": "\\( x+y=20 \\) Which pair of numbers fits the equation?", "AnswerAText": "\\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}x=8 \\\\ y=12\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)", "MisconceptionId": "2230", "MisconceptionName": "substitutes incorrectly", "prompt": "Misconception:\nsubstitutes incorrectly\n\nQuestion:\n\\( x+y=20 \\) Which pair of numbers fits the equation?\n\nOptions:\nA. \\( \\begin{array}{c}x=10 \\\\ y=2\\end{array} \\)\nB. \\( \\begin{array}{l}x=10 \\\\ y=-2\\end{array} \\)\nC. \\( \\begin{array}{c}x=8 \\\\ y=12\\end{array} \\)\nD. \\( \\begin{array}{l}x=-8 \\\\ y=12\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "525:A", "QuestionText": "\\( 2 \\frac{7}{10}+2 \\frac{1}{4}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( \\frac{99}{20} \\)", "AnswerBText": "\\( 4 \\frac{19}{20} \\)", "AnswerCText": "\\( \\frac{99}{40} \\)", "AnswerDText": "\\( 4 \\frac{8}{14} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{99}{20} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\n\\( 2 \\frac{7}{10}+2 \\frac{1}{4}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( \\frac{99}{20} \\)\nB. \\( 4 \\frac{19}{20} \\)\nC. \\( \\frac{99}{40} \\)\nD. \\( 4 \\frac{8}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "525:C", "QuestionText": "\\( 2 \\frac{7}{10}+2 \\frac{1}{4}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( \\frac{99}{20} \\)", "AnswerBText": "\\( 4 \\frac{19}{20} \\)", "AnswerCText": "\\( \\frac{99}{40} \\)", "AnswerDText": "\\( 4 \\frac{8}{14} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{99}{40} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\n\\( 2 \\frac{7}{10}+2 \\frac{1}{4}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( \\frac{99}{20} \\)\nB. \\( 4 \\frac{19}{20} \\)\nC. \\( \\frac{99}{40} \\)\nD. \\( 4 \\frac{8}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "525:D", "QuestionText": "\\( 2 \\frac{7}{10}+2 \\frac{1}{4}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( \\frac{99}{20} \\)", "AnswerBText": "\\( 4 \\frac{19}{20} \\)", "AnswerCText": "\\( \\frac{99}{40} \\)", "AnswerDText": "\\( 4 \\frac{8}{14} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\frac{8}{14} \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\( 2 \\frac{7}{10}+2 \\frac{1}{4}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( \\frac{99}{20} \\)\nB. \\( 4 \\frac{19}{20} \\)\nC. \\( \\frac{99}{40} \\)\nD. \\( 4 \\frac{8}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "526:A", "QuestionText": "How many months have an average temperature below 25⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2303", "MisconceptionName": "When asked to find data points below a certain value, gives the number of data points above this value", "prompt": "Misconception:\nWhen asked to find data points below a certain value, gives the number of data points above this value\n\nQuestion:\nHow many months have an average temperature below 25⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4 \\)\nC. \\( 8 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "526:B", "QuestionText": "How many months have an average temperature below 25⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2303", "MisconceptionName": "When asked to find data points below a certain value, gives the number of data points above this value", "prompt": "Misconception:\nWhen asked to find data points below a certain value, gives the number of data points above this value\n\nQuestion:\nHow many months have an average temperature below 25⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4 \\)\nC. \\( 8 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "526:D", "QuestionText": "How many months have an average temperature below 25⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "251", "MisconceptionName": "Includes a data point with the value, when asked to find the number of data points below a value", "prompt": "Misconception:\nIncludes a data point with the value, when asked to find the number of data points below a value\n\nQuestion:\nHow many months have an average temperature below 25⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4 \\)\nC. \\( 8 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "527:A", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and EG.]()", "AnswerAText": "\\( E \\)", "AnswerBText": "FEC", "AnswerCText": "CGE", "AnswerDText": "CEG", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( E \\)", "MisconceptionId": "620", "MisconceptionName": "Gives the vertex instead of the 3-letter angle notation", "prompt": "Misconception:\nGives the vertex instead of the 3-letter angle notation\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and EG.]()\n\nOptions:\nA. \\( E \\)\nB. FEC\nC. CGE\nD. CEG\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "527:B", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and EG.]()", "AnswerAText": "\\( E \\)", "AnswerBText": "FEC", "AnswerCText": "CGE", "AnswerDText": "CEG", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "FEC", "MisconceptionId": "1669", "MisconceptionName": "In 3 letter angle notation, gives a wider angle that contains the shaded angle", "prompt": "Misconception:\nIn 3 letter angle notation, gives a wider angle that contains the shaded angle\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and EG.]()\n\nOptions:\nA. \\( E \\)\nB. FEC\nC. CGE\nD. CEG\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "527:C", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and EG.]()", "AnswerAText": "\\( E \\)", "AnswerBText": "FEC", "AnswerCText": "CGE", "AnswerDText": "CEG", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "CGE", "MisconceptionId": "1906", "MisconceptionName": "Gives 3-letter angle notation in the wrong order", "prompt": "Misconception:\nGives 3-letter angle notation in the wrong order\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and EG.]()\n\nOptions:\nA. \\( E \\)\nB. FEC\nC. CGE\nD. CEG\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "528:A", "QuestionText": "Which multiplication will help factorise \\( x^{2}+13 x+30 \\) ?", "AnswerAText": "\\( 1 \\times 30 \\)", "AnswerBText": "\\( 2 \\times 15 \\)", "AnswerCText": "\\( 3 \\times 10 \\)", "AnswerDText": "\\( 5 \\times 6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1 \\times 30 \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWhich multiplication will help factorise \\( x^{2}+13 x+30 \\) ?\n\nOptions:\nA. \\( 1 \\times 30 \\)\nB. \\( 2 \\times 15 \\)\nC. \\( 3 \\times 10 \\)\nD. \\( 5 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "528:B", "QuestionText": "Which multiplication will help factorise \\( x^{2}+13 x+30 \\) ?", "AnswerAText": "\\( 1 \\times 30 \\)", "AnswerBText": "\\( 2 \\times 15 \\)", "AnswerCText": "\\( 3 \\times 10 \\)", "AnswerDText": "\\( 5 \\times 6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\times 15 \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWhich multiplication will help factorise \\( x^{2}+13 x+30 \\) ?\n\nOptions:\nA. \\( 1 \\times 30 \\)\nB. \\( 2 \\times 15 \\)\nC. \\( 3 \\times 10 \\)\nD. \\( 5 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "528:D", "QuestionText": "Which multiplication will help factorise \\( x^{2}+13 x+30 \\) ?", "AnswerAText": "\\( 1 \\times 30 \\)", "AnswerBText": "\\( 2 \\times 15 \\)", "AnswerCText": "\\( 3 \\times 10 \\)", "AnswerDText": "\\( 5 \\times 6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5 \\times 6 \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWhich multiplication will help factorise \\( x^{2}+13 x+30 \\) ?\n\nOptions:\nA. \\( 1 \\times 30 \\)\nB. \\( 2 \\times 15 \\)\nC. \\( 3 \\times 10 \\)\nD. \\( 5 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "529:A", "QuestionText": "Which option shows the fractions in order from smallest to largest?", "AnswerAText": "\\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "AnswerCText": "\\( \\frac{1}{12} \\quad \\frac{2}{6} \\quad \\frac{1}{2} \\quad \\frac{3}{4} \\)", "AnswerDText": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "MisconceptionId": "2212", "MisconceptionName": "Mixes up smallest and largest when ordering fractions", "prompt": "Misconception:\nMixes up smallest and largest when ordering fractions\n\nQuestion:\nWhich option shows the fractions in order from smallest to largest?\n\nOptions:\nA. \\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)\nB. \\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)\nC. \\( \\frac{1}{12} \\quad \\frac{2}{6} \\quad \\frac{1}{2} \\quad \\frac{3}{4} \\)\nD. \\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "529:B", "QuestionText": "Which option shows the fractions in order from smallest to largest?", "AnswerAText": "\\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "AnswerCText": "\\( \\frac{1}{12} \\quad \\frac{2}{6} \\quad \\frac{1}{2} \\quad \\frac{3}{4} \\)", "AnswerDText": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "MisconceptionId": "296", "MisconceptionName": "Ordered fractions by comparing denominators rather than using equivalent fractions.", "prompt": "Misconception:\nOrdered fractions by comparing denominators rather than using equivalent fractions.\n\nQuestion:\nWhich option shows the fractions in order from smallest to largest?\n\nOptions:\nA. \\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)\nB. \\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)\nC. \\( \\frac{1}{12} \\quad \\frac{2}{6} \\quad \\frac{1}{2} \\quad \\frac{3}{4} \\)\nD. \\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "529:D", "QuestionText": "Which option shows the fractions in order from smallest to largest?", "AnswerAText": "\\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)", "AnswerCText": "\\( \\frac{1}{12} \\quad \\frac{2}{6} \\quad \\frac{1}{2} \\quad \\frac{3}{4} \\)", "AnswerDText": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)", "MisconceptionId": "1667", "MisconceptionName": "When comparing unit fractions believes that fractions with larger denominators are greater in size.", "prompt": "Misconception:\nWhen comparing unit fractions believes that fractions with larger denominators are greater in size.\n\nQuestion:\nWhich option shows the fractions in order from smallest to largest?\n\nOptions:\nA. \\( \\begin{array}{llll}\\frac{3}{4} & \\frac{1}{2} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)\nB. \\( \\begin{array}{llll}\\frac{1}{2} & \\frac{3}{4} & \\frac{2}{6} & \\frac{1}{12}\\end{array} \\)\nC. \\( \\frac{1}{12} \\quad \\frac{2}{6} \\quad \\frac{1}{2} \\quad \\frac{3}{4} \\)\nD. \\( \\begin{array}{llll}\\frac{1}{2} & \\frac{1}{12} & \\frac{2}{6} & \\frac{3}{4}\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "530:A", "QuestionText": "What is the median of the following numbers?\n\\[\n3,5,6,18,18\n\\]", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "732", "MisconceptionName": "Finds the mean instead of the median", "prompt": "Misconception:\nFinds the mean instead of the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n3,5,6,18,18\n\\]\n\nOptions:\nA. \\( 10 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "530:B", "QuestionText": "What is the median of the following numbers?\n\\[\n3,5,6,18,18\n\\]", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "461", "MisconceptionName": "When finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value", "prompt": "Misconception:\nWhen finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n3,5,6,18,18\n\\]\n\nOptions:\nA. \\( 10 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "530:D", "QuestionText": "What is the median of the following numbers?\n\\[\n3,5,6,18,18\n\\]", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2198", "MisconceptionName": "Finds the mode instead of the median", "prompt": "Misconception:\nFinds the mode instead of the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n3,5,6,18,18\n\\]\n\nOptions:\nA. \\( 10 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "531:C", "QuestionText": "If you list the multiples of \\( 15 \\) in ascending order, what is the \\( 5^{\\text {th }} \\) number in the list?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 45 \\)", "AnswerCText": "\\( 90 \\)", "AnswerDText": "\\( 75 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 90 \\)", "MisconceptionId": "1595", "MisconceptionName": "Believes the first multiple of a is 2a", "prompt": "Misconception:\nBelieves the first multiple of a is 2a\n\nQuestion:\nIf you list the multiples of \\( 15 \\) in ascending order, what is the \\( 5^{\\text {th }} \\) number in the list?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 45 \\)\nC. \\( 90 \\)\nD. \\( 75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "532:A", "QuestionText": "Here are \\( 3 \\) vertices of a rectangle:\n\\((0,3),(4,-1),(2,-3),\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?", "AnswerAText": "\\( (0,1) \\)", "AnswerBText": "\\( (4,1) \\)", "AnswerCText": "\\( (-2,1) \\)", "AnswerDText": "\\( (-2,-3) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (0,1) \\)", "MisconceptionId": "2464", "MisconceptionName": "Believes the sides of a rectangle must be horizontal and vertical, not diagonal", "prompt": "Misconception:\nBelieves the sides of a rectangle must be horizontal and vertical, not diagonal\n\nQuestion:\nHere are \\( 3 \\) vertices of a rectangle:\n\\((0,3),(4,-1),(2,-3),\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?\n\nOptions:\nA. \\( (0,1) \\)\nB. \\( (4,1) \\)\nC. \\( (-2,1) \\)\nD. \\( (-2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "532:B", "QuestionText": "Here are \\( 3 \\) vertices of a rectangle:\n\\((0,3),(4,-1),(2,-3),\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?", "AnswerAText": "\\( (0,1) \\)", "AnswerBText": "\\( (4,1) \\)", "AnswerCText": "\\( (-2,1) \\)", "AnswerDText": "\\( (-2,-3) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (4,1) \\)", "MisconceptionId": "2464", "MisconceptionName": "Believes the sides of a rectangle must be horizontal and vertical, not diagonal", "prompt": "Misconception:\nBelieves the sides of a rectangle must be horizontal and vertical, not diagonal\n\nQuestion:\nHere are \\( 3 \\) vertices of a rectangle:\n\\((0,3),(4,-1),(2,-3),\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?\n\nOptions:\nA. \\( (0,1) \\)\nB. \\( (4,1) \\)\nC. \\( (-2,1) \\)\nD. \\( (-2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "532:D", "QuestionText": "Here are \\( 3 \\) vertices of a rectangle:\n\\((0,3),(4,-1),(2,-3),\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?", "AnswerAText": "\\( (0,1) \\)", "AnswerBText": "\\( (4,1) \\)", "AnswerCText": "\\( (-2,1) \\)", "AnswerDText": "\\( (-2,-3) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (-2,-3) \\)", "MisconceptionId": "2464", "MisconceptionName": "Believes the sides of a rectangle must be horizontal and vertical, not diagonal", "prompt": "Misconception:\nBelieves the sides of a rectangle must be horizontal and vertical, not diagonal\n\nQuestion:\nHere are \\( 3 \\) vertices of a rectangle:\n\\((0,3),(4,-1),(2,-3),\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?\n\nOptions:\nA. \\( (0,1) \\)\nB. \\( (4,1) \\)\nC. \\( (-2,1) \\)\nD. \\( (-2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "533:B", "QuestionText": "Write this as a single fraction as simply as possible:\n\n\\(\n\\frac{5}{x} \\times \\frac{2 y}{x^{2}}\n\\)", "AnswerAText": "\\( \\frac{10 y}{x^{3}} \\)", "AnswerBText": "\\( \\frac{5 x+10 y}{x^{2}} \\)", "AnswerCText": "\\( \\frac{10 y}{3 x} \\)", "AnswerDText": "\\( \\frac{10 x y}{x^{2}} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{5 x+10 y}{x^{2}} \\)", "MisconceptionId": "1549", "MisconceptionName": "When asked to multiply fractions, uses the method for adding instead", "prompt": "Misconception:\nWhen asked to multiply fractions, uses the method for adding instead\n\nQuestion:\nWrite this as a single fraction as simply as possible:\n\n\\(\n\\frac{5}{x} \\times \\frac{2 y}{x^{2}}\n\\)\n\nOptions:\nA. \\( \\frac{10 y}{x^{3}} \\)\nB. \\( \\frac{5 x+10 y}{x^{2}} \\)\nC. \\( \\frac{10 y}{3 x} \\)\nD. \\( \\frac{10 x y}{x^{2}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "533:C", "QuestionText": "Write this as a single fraction as simply as possible:\n\n\\(\n\\frac{5}{x} \\times \\frac{2 y}{x^{2}}\n\\)", "AnswerAText": "\\( \\frac{10 y}{x^{3}} \\)", "AnswerBText": "\\( \\frac{5 x+10 y}{x^{2}} \\)", "AnswerCText": "\\( \\frac{10 y}{3 x} \\)", "AnswerDText": "\\( \\frac{10 x y}{x^{2}} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{10 y}{3 x} \\)", "MisconceptionId": "438", "MisconceptionName": "Believes cubing a number means you multiply it by 3", "prompt": "Misconception:\nBelieves cubing a number means you multiply it by 3\n\nQuestion:\nWrite this as a single fraction as simply as possible:\n\n\\(\n\\frac{5}{x} \\times \\frac{2 y}{x^{2}}\n\\)\n\nOptions:\nA. \\( \\frac{10 y}{x^{3}} \\)\nB. \\( \\frac{5 x+10 y}{x^{2}} \\)\nC. \\( \\frac{10 y}{3 x} \\)\nD. \\( \\frac{10 x y}{x^{2}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "534:A", "QuestionText": "Isaac is trying to solve the pair of simultaneous equations on the right.\n\n\\[\n6 g+h=12\n\\]\n\\[\n6 g-3 h=-3\n\\]\n\nHe decides to subtract the bottom equation from the top equation.\nWhat will he end up with?", "AnswerAText": "\\( -2 h=9 \\)", "AnswerBText": "\\( -2 h=15 \\)", "AnswerCText": "\\( 4 h=9 \\)", "AnswerDText": "\\( 4 h=15 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -2 h=9 \\)", "MisconceptionId": "2566", "MisconceptionName": "When subtracting a negative number, subtracts the absolute value rather than adding it", "prompt": "Misconception:\nWhen subtracting a negative number, subtracts the absolute value rather than adding it\n\nQuestion:\nIsaac is trying to solve the pair of simultaneous equations on the right.\n\n\\[\n6 g+h=12\n\\]\n\\[\n6 g-3 h=-3\n\\]\n\nHe decides to subtract the bottom equation from the top equation.\nWhat will he end up with?\n\nOptions:\nA. \\( -2 h=9 \\)\nB. \\( -2 h=15 \\)\nC. \\( 4 h=9 \\)\nD. \\( 4 h=15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "534:B", "QuestionText": "Isaac is trying to solve the pair of simultaneous equations on the right.\n\n\\[\n6 g+h=12\n\\]\n\\[\n6 g-3 h=-3\n\\]\n\nHe decides to subtract the bottom equation from the top equation.\nWhat will he end up with?", "AnswerAText": "\\( -2 h=9 \\)", "AnswerBText": "\\( -2 h=15 \\)", "AnswerCText": "\\( 4 h=9 \\)", "AnswerDText": "\\( 4 h=15 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -2 h=15 \\)", "MisconceptionId": "2566", "MisconceptionName": "When subtracting a negative number, subtracts the absolute value rather than adding it", "prompt": "Misconception:\nWhen subtracting a negative number, subtracts the absolute value rather than adding it\n\nQuestion:\nIsaac is trying to solve the pair of simultaneous equations on the right.\n\n\\[\n6 g+h=12\n\\]\n\\[\n6 g-3 h=-3\n\\]\n\nHe decides to subtract the bottom equation from the top equation.\nWhat will he end up with?\n\nOptions:\nA. \\( -2 h=9 \\)\nB. \\( -2 h=15 \\)\nC. \\( 4 h=9 \\)\nD. \\( 4 h=15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "534:C", "QuestionText": "Isaac is trying to solve the pair of simultaneous equations on the right.\n\n\\[\n6 g+h=12\n\\]\n\\[\n6 g-3 h=-3\n\\]\n\nHe decides to subtract the bottom equation from the top equation.\nWhat will he end up with?", "AnswerAText": "\\( -2 h=9 \\)", "AnswerBText": "\\( -2 h=15 \\)", "AnswerCText": "\\( 4 h=9 \\)", "AnswerDText": "\\( 4 h=15 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 h=9 \\)", "MisconceptionId": "2566", "MisconceptionName": "When subtracting a negative number, subtracts the absolute value rather than adding it", "prompt": "Misconception:\nWhen subtracting a negative number, subtracts the absolute value rather than adding it\n\nQuestion:\nIsaac is trying to solve the pair of simultaneous equations on the right.\n\n\\[\n6 g+h=12\n\\]\n\\[\n6 g-3 h=-3\n\\]\n\nHe decides to subtract the bottom equation from the top equation.\nWhat will he end up with?\n\nOptions:\nA. \\( -2 h=9 \\)\nB. \\( -2 h=15 \\)\nC. \\( 4 h=9 \\)\nD. \\( 4 h=15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "535:A", "QuestionText": "\\( 3 \\frac{4}{7}-1 \\frac{3}{4}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( 2 \\frac{5}{28} \\)", "AnswerBText": "\\( 2 \\frac{1}{3} \\)", "AnswerCText": "\\( 1 \\frac{23}{28} \\)", "AnswerDText": "\\( \\frac{51}{28} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 \\frac{5}{28} \\)", "MisconceptionId": "2119", "MisconceptionName": "Ignores the negative sign", "prompt": "Misconception:\nIgnores the negative sign\n\nQuestion:\n\\( 3 \\frac{4}{7}-1 \\frac{3}{4}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( 2 \\frac{5}{28} \\)\nB. \\( 2 \\frac{1}{3} \\)\nC. \\( 1 \\frac{23}{28} \\)\nD. \\( \\frac{51}{28} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "535:D", "QuestionText": "\\( 3 \\frac{4}{7}-1 \\frac{3}{4}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( 2 \\frac{5}{28} \\)", "AnswerBText": "\\( 2 \\frac{1}{3} \\)", "AnswerCText": "\\( 1 \\frac{23}{28} \\)", "AnswerDText": "\\( \\frac{51}{28} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{51}{28} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\n\\( 3 \\frac{4}{7}-1 \\frac{3}{4}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( 2 \\frac{5}{28} \\)\nB. \\( 2 \\frac{1}{3} \\)\nC. \\( 1 \\frac{23}{28} \\)\nD. \\( \\frac{51}{28} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "536:B", "QuestionText": "Tom and Katie are arguing about distance and coordinates. \n\nTom says \\( (3,-2) \\) and \\( (2,-3) \\) are equidistant from the origin. \nKatie says \\( (4,1) \\) and \\( (7,-2) \\) are equidistant from the origin. \n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1602", "MisconceptionName": "Believes the sum of change in x and change in y gives the distance between points", "prompt": "Misconception:\nBelieves the sum of change in x and change in y gives the distance between points\n\nQuestion:\nTom and Katie are arguing about distance and coordinates. \n\nTom says \\( (3,-2) \\) and \\( (2,-3) \\) are equidistant from the origin. \nKatie says \\( (4,1) \\) and \\( (7,-2) \\) are equidistant from the origin. \n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "536:D", "QuestionText": "Tom and Katie are arguing about distance and coordinates. \n\nTom says \\( (3,-2) \\) and \\( (2,-3) \\) are equidistant from the origin. \nKatie says \\( (4,1) \\) and \\( (7,-2) \\) are equidistant from the origin. \n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1488", "MisconceptionName": "Confuses negative and positive coordinates when working with graphs in four quadrants", "prompt": "Misconception:\nConfuses negative and positive coordinates when working with graphs in four quadrants\n\nQuestion:\nTom and Katie are arguing about distance and coordinates. \n\nTom says \\( (3,-2) \\) and \\( (2,-3) \\) are equidistant from the origin. \nKatie says \\( (4,1) \\) and \\( (7,-2) \\) are equidistant from the origin. \n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "537:B", "QuestionText": "Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct \\( 505 \\div 198 \\)", "AnswerAText": "\\( 2.5505 \\ldots \\)", "AnswerBText": "\\( 2.243 \\ldots \\)", "AnswerCText": "\\( 5.136 \\ldots \\)", "AnswerDText": "\\( 3.1101 \\ldots \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2.243 \\ldots \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWithout working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct \\( 505 \\div 198 \\)\n\nOptions:\nA. \\( 2.5505 \\ldots \\)\nB. \\( 2.243 \\ldots \\)\nC. \\( 5.136 \\ldots \\)\nD. \\( 3.1101 \\ldots \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "537:C", "QuestionText": "Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct \\( 505 \\div 198 \\)", "AnswerAText": "\\( 2.5505 \\ldots \\)", "AnswerBText": "\\( 2.243 \\ldots \\)", "AnswerCText": "\\( 5.136 \\ldots \\)", "AnswerDText": "\\( 3.1101 \\ldots \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5.136 \\ldots \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWithout working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct \\( 505 \\div 198 \\)\n\nOptions:\nA. \\( 2.5505 \\ldots \\)\nB. \\( 2.243 \\ldots \\)\nC. \\( 5.136 \\ldots \\)\nD. \\( 3.1101 \\ldots \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "537:D", "QuestionText": "Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct \\( 505 \\div 198 \\)", "AnswerAText": "\\( 2.5505 \\ldots \\)", "AnswerBText": "\\( 2.243 \\ldots \\)", "AnswerCText": "\\( 5.136 \\ldots \\)", "AnswerDText": "\\( 3.1101 \\ldots \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3.1101 \\ldots \\)", "MisconceptionId": "1157", "MisconceptionName": "Rounds every number up when estimating", "prompt": "Misconception:\nRounds every number up when estimating\n\nQuestion:\nWithout working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct \\( 505 \\div 198 \\)\n\nOptions:\nA. \\( 2.5505 \\ldots \\)\nB. \\( 2.243 \\ldots \\)\nC. \\( 5.136 \\ldots \\)\nD. \\( 3.1101 \\ldots \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "538:B", "QuestionText": "A shape is made up a square and regular pentagon.\nThe area of the square is \\( 196 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![A regular pentagon with a square joined along one edge]()", "AnswerAText": "\\( 14 \\mathrm{~cm} \\)", "AnswerBText": "\\( 343 \\mathrm{~cm} \\)", "AnswerCText": "\\( 112 \\mathrm{~cm} \\)", "AnswerDText": "\\( 98 \\mathrm{~cm} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 343 \\mathrm{~cm} \\)", "MisconceptionId": "2415", "MisconceptionName": "Thinks that square root is found by dividing by 4", "prompt": "Misconception:\nThinks that square root is found by dividing by 4\n\nQuestion:\nA shape is made up a square and regular pentagon.\nThe area of the square is \\( 196 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![A regular pentagon with a square joined along one edge]()\n\nOptions:\nA. \\( 14 \\mathrm{~cm} \\)\nB. \\( 343 \\mathrm{~cm} \\)\nC. \\( 112 \\mathrm{~cm} \\)\nD. \\( 98 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "538:C", "QuestionText": "A shape is made up a square and regular pentagon.\nThe area of the square is \\( 196 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![A regular pentagon with a square joined along one edge]()", "AnswerAText": "\\( 14 \\mathrm{~cm} \\)", "AnswerBText": "\\( 343 \\mathrm{~cm} \\)", "AnswerCText": "\\( 112 \\mathrm{~cm} \\)", "AnswerDText": "\\( 98 \\mathrm{~cm} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 112 \\mathrm{~cm} \\)", "MisconceptionId": "2302", "MisconceptionName": "Believes lines inside the shape are included when finding perimeter", "prompt": "Misconception:\nBelieves lines inside the shape are included when finding perimeter\n\nQuestion:\nA shape is made up a square and regular pentagon.\nThe area of the square is \\( 196 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![A regular pentagon with a square joined along one edge]()\n\nOptions:\nA. \\( 14 \\mathrm{~cm} \\)\nB. \\( 343 \\mathrm{~cm} \\)\nC. \\( 112 \\mathrm{~cm} \\)\nD. \\( 98 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "539:B", "QuestionText": "A regular octagon has a total perimeter of \\( 12 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?", "AnswerAText": "\\( 1.5 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 96 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\)", "MisconceptionId": "1815", "MisconceptionName": "When given the perimeter of a regular polygon, subtracts instead of divides to find each side length", "prompt": "Misconception:\nWhen given the perimeter of a regular polygon, subtracts instead of divides to find each side length\n\nQuestion:\nA regular octagon has a total perimeter of \\( 12 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?\n\nOptions:\nA. \\( 1.5 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 96 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "539:C", "QuestionText": "A regular octagon has a total perimeter of \\( 12 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?", "AnswerAText": "\\( 1.5 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 96 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 96 \\mathrm{~cm} \\)", "MisconceptionId": "545", "MisconceptionName": "When given the perimeter of a regular polygon, multiplies instead of divides to find each side length", "prompt": "Misconception:\nWhen given the perimeter of a regular polygon, multiplies instead of divides to find each side length\n\nQuestion:\nA regular octagon has a total perimeter of \\( 12 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?\n\nOptions:\nA. \\( 1.5 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 96 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "539:D", "QuestionText": "A regular octagon has a total perimeter of \\( 12 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?", "AnswerAText": "\\( 1.5 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 96 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nA regular octagon has a total perimeter of \\( 12 \\mathrm{~cm} \\).\nWhat is the length of each of its sides?\n\nOptions:\nA. \\( 1.5 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 96 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "540:A", "QuestionText": "Estimate the value of\n\\(\n\\frac{3.24 \\times 17.6}{0.224}\n\\)", "AnswerAText": "\\( 10.8 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 270 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 10.8 \\)", "MisconceptionId": "1809", "MisconceptionName": "Rounds too little when estimating", "prompt": "Misconception:\nRounds too little when estimating\n\nQuestion:\nEstimate the value of\n\\(\n\\frac{3.24 \\times 17.6}{0.224}\n\\)\n\nOptions:\nA. \\( 10.8 \\)\nB. \\( 12 \\)\nC. \\( 270 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "540:B", "QuestionText": "Estimate the value of\n\\(\n\\frac{3.24 \\times 17.6}{0.224}\n\\)", "AnswerAText": "\\( 10.8 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 270 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2542", "MisconceptionName": "Believes that dividing by a decimal is the same as dividing by its reciprocal", "prompt": "Misconception:\nBelieves that dividing by a decimal is the same as dividing by its reciprocal\n\nQuestion:\nEstimate the value of\n\\(\n\\frac{3.24 \\times 17.6}{0.224}\n\\)\n\nOptions:\nA. \\( 10.8 \\)\nB. \\( 12 \\)\nC. \\( 270 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "540:C", "QuestionText": "Estimate the value of\n\\(\n\\frac{3.24 \\times 17.6}{0.224}\n\\)", "AnswerAText": "\\( 10.8 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 270 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 270 \\)", "MisconceptionId": "1705", "MisconceptionName": "Rounds to the nearest integer when estimating", "prompt": "Misconception:\nRounds to the nearest integer when estimating\n\nQuestion:\nEstimate the value of\n\\(\n\\frac{3.24 \\times 17.6}{0.224}\n\\)\n\nOptions:\nA. \\( 10.8 \\)\nB. \\( 12 \\)\nC. \\( 270 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "541:A", "QuestionText": "What sign would make this statement true?\n\\(\n\\frac{5}{9} ? \\frac{7}{12}\n\\)", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( < \\)", "AnswerCText": "\\( = \\)", "AnswerDText": "\\( \\approx \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( > \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhat sign would make this statement true?\n\\(\n\\frac{5}{9} ? \\frac{7}{12}\n\\)\n\nOptions:\nA. \\( > \\)\nB. \\( < \\)\nC. \\( = \\)\nD. \\( \\approx \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "542:A", "QuestionText": "Which of the following is the most appropriate word to describe: \\( 6-3 g \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Variable", "MisconceptionId": "2209", "MisconceptionName": "Confuses an expression with a variable", "prompt": "Misconception:\nConfuses an expression with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( 6-3 g \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "542:C", "QuestionText": "Which of the following is the most appropriate word to describe: \\( 6-3 g \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Equation", "MisconceptionId": "1834", "MisconceptionName": "Confuses an equation with an expression", "prompt": "Misconception:\nConfuses an equation with an expression\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( 6-3 g \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "542:D", "QuestionText": "Which of the following is the most appropriate word to describe: \\( 6-3 g \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Term", "MisconceptionId": "661", "MisconceptionName": "Confuses an expression with a term", "prompt": "Misconception:\nConfuses an expression with a term\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( 6-3 g \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "543:A", "QuestionText": "![Squared paper with a horizontal line of reflection and a triangle. The horizontal base of the triangle is two squares above the line of reflection.]() Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![Tom does this: his reflected triangle is sitting upright the same as the original object. The base is 3 squares below the line of reflection.]() ![Katie does this: her reflected triangle is upside down compared to the original object. The base of the reflected triangle is on the line of reflection.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1572", "MisconceptionName": "Translates rather than reflects across a line of symmetry", "prompt": "Misconception:\nTranslates rather than reflects across a line of symmetry\n\nQuestion:\n![Squared paper with a horizontal line of reflection and a triangle. The horizontal base of the triangle is two squares above the line of reflection.]() Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![Tom does this: his reflected triangle is sitting upright the same as the original object. The base is 3 squares below the line of reflection.]() ![Katie does this: her reflected triangle is upside down compared to the original object. The base of the reflected triangle is on the line of reflection.]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "543:B", "QuestionText": "![Squared paper with a horizontal line of reflection and a triangle. The horizontal base of the triangle is two squares above the line of reflection.]() Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![Tom does this: his reflected triangle is sitting upright the same as the original object. The base is 3 squares below the line of reflection.]() ![Katie does this: her reflected triangle is upside down compared to the original object. The base of the reflected triangle is on the line of reflection.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\n![Squared paper with a horizontal line of reflection and a triangle. The horizontal base of the triangle is two squares above the line of reflection.]() Tom and Katie are arguing about how to reflect the object in the line of reflection. Who reflects it correctly? ![Tom does this: his reflected triangle is sitting upright the same as the original object. The base is 3 squares below the line of reflection.]() ![Katie does this: her reflected triangle is upside down compared to the original object. The base of the reflected triangle is on the line of reflection.]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "544:A", "QuestionText": "![A rectangle divided into 3 equal horizontal sections. The middle section is white and the other 2 sections are blue. In the centre of the white section are five 5-pointed blue stars in the same formation as the 5 dots on a dice. All the stars are in exactly the same orientation, with one point pointing directly upwards.]() How many lines of symmetry does this shape have?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "576", "MisconceptionName": "Cannot identify a line of symmetry in a simple shape", "prompt": "Misconception:\nCannot identify a line of symmetry in a simple shape\n\nQuestion:\n![A rectangle divided into 3 equal horizontal sections. The middle section is white and the other 2 sections are blue. In the centre of the white section are five 5-pointed blue stars in the same formation as the 5 dots on a dice. All the stars are in exactly the same orientation, with one point pointing directly upwards.]() How many lines of symmetry does this shape have?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "544:C", "QuestionText": "![A rectangle divided into 3 equal horizontal sections. The middle section is white and the other 2 sections are blue. In the centre of the white section are five 5-pointed blue stars in the same formation as the 5 dots on a dice. All the stars are in exactly the same orientation, with one point pointing directly upwards.]() How many lines of symmetry does this shape have?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2210", "MisconceptionName": "Ignores colours or design on shape when looking for symmetry", "prompt": "Misconception:\nIgnores colours or design on shape when looking for symmetry\n\nQuestion:\n![A rectangle divided into 3 equal horizontal sections. The middle section is white and the other 2 sections are blue. In the centre of the white section are five 5-pointed blue stars in the same formation as the 5 dots on a dice. All the stars are in exactly the same orientation, with one point pointing directly upwards.]() How many lines of symmetry does this shape have?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "544:D", "QuestionText": "![A rectangle divided into 3 equal horizontal sections. The middle section is white and the other 2 sections are blue. In the centre of the white section are five 5-pointed blue stars in the same formation as the 5 dots on a dice. All the stars are in exactly the same orientation, with one point pointing directly upwards.]() How many lines of symmetry does this shape have?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "226", "MisconceptionName": "Thinks rectangles have line symmetry in the diagonals", "prompt": "Misconception:\nThinks rectangles have line symmetry in the diagonals\n\nQuestion:\n![A rectangle divided into 3 equal horizontal sections. The middle section is white and the other 2 sections are blue. In the centre of the white section are five 5-pointed blue stars in the same formation as the 5 dots on a dice. All the stars are in exactly the same orientation, with one point pointing directly upwards.]() How many lines of symmetry does this shape have?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "545:A", "QuestionText": "Which clock shows ten to twelve at night?", "AnswerAText": "10:12", "AnswerBText": "\\( 12: 50 \\)", "AnswerCText": "00:50", "AnswerDText": "\\( 23: 50 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "10:12", "MisconceptionId": "1902", "MisconceptionName": "Gets the minutes and hours the wrong way around", "prompt": "Misconception:\nGets the minutes and hours the wrong way around\n\nQuestion:\nWhich clock shows ten to twelve at night?\n\nOptions:\nA. 10:12\nB. \\( 12: 50 \\)\nC. 00:50\nD. \\( 23: 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "545:B", "QuestionText": "Which clock shows ten to twelve at night?", "AnswerAText": "10:12", "AnswerBText": "\\( 12: 50 \\)", "AnswerCText": "00:50", "AnswerDText": "\\( 23: 50 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 12: 50 \\)", "MisconceptionId": "685", "MisconceptionName": "Does not adjust the hour for “to” times", "prompt": "Misconception:\nDoes not adjust the hour for “to” times\n\nQuestion:\nWhich clock shows ten to twelve at night?\n\nOptions:\nA. 10:12\nB. \\( 12: 50 \\)\nC. 00:50\nD. \\( 23: 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "545:C", "QuestionText": "Which clock shows ten to twelve at night?", "AnswerAText": "10:12", "AnswerBText": "\\( 12: 50 \\)", "AnswerCText": "00:50", "AnswerDText": "\\( 23: 50 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "00:50", "MisconceptionId": "685", "MisconceptionName": "Does not adjust the hour for “to” times", "prompt": "Misconception:\nDoes not adjust the hour for “to” times\n\nQuestion:\nWhich clock shows ten to twelve at night?\n\nOptions:\nA. 10:12\nB. \\( 12: 50 \\)\nC. 00:50\nD. \\( 23: 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "546:B", "QuestionText": "Below is data from a Hockey team's matches over the course of a season, showing the number of goals scored. How many matches did the team play? ![\\begin{tabular}{|c|c|}\n\\hline Goals scored & Frequency \\\\\n\\hline \\( 0 \\) & \\( 6 \\) \\\\\n\\hline \\( 1 \\) & \\( 7 \\) \\\\\n\\hline \\( 2 \\) & \\( 4 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 21 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "2297", "MisconceptionName": "Believes total frequency in a table is found by counting rows", "prompt": "Misconception:\nBelieves total frequency in a table is found by counting rows\n\nQuestion:\nBelow is data from a Hockey team's matches over the course of a season, showing the number of goals scored. How many matches did the team play? ![\\begin{tabular}{|c|c|}\n\\hline Goals scored & Frequency \\\\\n\\hline \\( 0 \\) & \\( 6 \\) \\\\\n\\hline \\( 1 \\) & \\( 7 \\) \\\\\n\\hline \\( 2 \\) & \\( 4 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 21 \\)\nB. \\( 5 \\)\nC. \\( 28 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "546:C", "QuestionText": "Below is data from a Hockey team's matches over the course of a season, showing the number of goals scored. How many matches did the team play? ![\\begin{tabular}{|c|c|}\n\\hline Goals scored & Frequency \\\\\n\\hline \\( 0 \\) & \\( 6 \\) \\\\\n\\hline \\( 1 \\) & \\( 7 \\) \\\\\n\\hline \\( 2 \\) & \\( 4 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 21 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 28 \\)", "MisconceptionId": "507", "MisconceptionName": "Believes the total frequency is the overall total in a grouped table", "prompt": "Misconception:\nBelieves the total frequency is the overall total in a grouped table\n\nQuestion:\nBelow is data from a Hockey team's matches over the course of a season, showing the number of goals scored. How many matches did the team play? ![\\begin{tabular}{|c|c|}\n\\hline Goals scored & Frequency \\\\\n\\hline \\( 0 \\) & \\( 6 \\) \\\\\n\\hline \\( 1 \\) & \\( 7 \\) \\\\\n\\hline \\( 2 \\) & \\( 4 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 21 \\)\nB. \\( 5 \\)\nC. \\( 28 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "546:D", "QuestionText": "Below is data from a Hockey team's matches over the course of a season, showing the number of goals scored. How many matches did the team play? ![\\begin{tabular}{|c|c|}\n\\hline Goals scored & Frequency \\\\\n\\hline \\( 0 \\) & \\( 6 \\) \\\\\n\\hline \\( 1 \\) & \\( 7 \\) \\\\\n\\hline \\( 2 \\) & \\( 4 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 21 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "2343", "MisconceptionName": "Believes total frequency in a table is given by the sum of the categories given", "prompt": "Misconception:\nBelieves total frequency in a table is given by the sum of the categories given\n\nQuestion:\nBelow is data from a Hockey team's matches over the course of a season, showing the number of goals scored. How many matches did the team play? ![\\begin{tabular}{|c|c|}\n\\hline Goals scored & Frequency \\\\\n\\hline \\( 0 \\) & \\( 6 \\) \\\\\n\\hline \\( 1 \\) & \\( 7 \\) \\\\\n\\hline \\( 2 \\) & \\( 4 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 21 \\)\nB. \\( 5 \\)\nC. \\( 28 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "547:A", "QuestionText": "If\n\\(\nm^{2}+5 m-14 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( -14 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1606", "MisconceptionName": "Believes the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets", "prompt": "Misconception:\nBelieves the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets\n\nQuestion:\nIf\n\\(\nm^{2}+5 m-14 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( -5 \\)\nC. \\( 14 \\)\nD. \\( -14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "547:C", "QuestionText": "If\n\\(\nm^{2}+5 m-14 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( -14 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "2479", "MisconceptionName": "When factorising into double brackets, believes the product of the constants in the brackets is of the opposite sign to the constant in the expanded equation.", "prompt": "Misconception:\nWhen factorising into double brackets, believes the product of the constants in the brackets is of the opposite sign to the constant in the expanded equation.\n\nQuestion:\nIf\n\\(\nm^{2}+5 m-14 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( -5 \\)\nC. \\( 14 \\)\nD. \\( -14 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "548:A", "QuestionText": "What is \\( 60 \\mathrm{~m} \\) as a percentage of \\( 2 \\mathrm{~km} \\) ?", "AnswerAText": "\\( 333 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 3 \\% \\)", "AnswerDText": "\\( 60 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 333 \\% \\)", "MisconceptionId": "2191", "MisconceptionName": "When writing a number as a percentage of another number gets them the wrong way around", "prompt": "Misconception:\nWhen writing a number as a percentage of another number gets them the wrong way around\n\nQuestion:\nWhat is \\( 60 \\mathrm{~m} \\) as a percentage of \\( 2 \\mathrm{~km} \\) ?\n\nOptions:\nA. \\( 333 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 3 \\% \\)\nD. \\( 60 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "548:B", "QuestionText": "What is \\( 60 \\mathrm{~m} \\) as a percentage of \\( 2 \\mathrm{~km} \\) ?", "AnswerAText": "\\( 333 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 3 \\% \\)", "AnswerDText": "\\( 60 \\% \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 30 \\% \\)", "MisconceptionId": "2132", "MisconceptionName": "Thinks there are 100m and a km", "prompt": "Misconception:\nThinks there are 100m and a km\n\nQuestion:\nWhat is \\( 60 \\mathrm{~m} \\) as a percentage of \\( 2 \\mathrm{~km} \\) ?\n\nOptions:\nA. \\( 333 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 3 \\% \\)\nD. \\( 60 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "548:D", "QuestionText": "What is \\( 60 \\mathrm{~m} \\) as a percentage of \\( 2 \\mathrm{~km} \\) ?", "AnswerAText": "\\( 333 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 3 \\% \\)", "AnswerDText": "\\( 60 \\% \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 60 \\% \\)", "MisconceptionId": "2039", "MisconceptionName": "Thinks you need to just add a % sign to a number to make it a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a number to make it a percentage\n\nQuestion:\nWhat is \\( 60 \\mathrm{~m} \\) as a percentage of \\( 2 \\mathrm{~km} \\) ?\n\nOptions:\nA. \\( 333 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 3 \\% \\)\nD. \\( 60 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "549:A", "QuestionText": "![A group of 8 squares and 5 circles]() What is the ratio of squares to circles?", "AnswerAText": "\\( 5: 13 \\)", "AnswerBText": "\\( 8: 5 \\)", "AnswerCText": "\\( 8: 13 \\)", "AnswerDText": "\\( 5: 8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5: 13 \\)", "MisconceptionId": "1986", "MisconceptionName": "When writing ratio from diagram, writes total as one side", "prompt": "Misconception:\nWhen writing ratio from diagram, writes total as one side\n\nQuestion:\n![A group of 8 squares and 5 circles]() What is the ratio of squares to circles?\n\nOptions:\nA. \\( 5: 13 \\)\nB. \\( 8: 5 \\)\nC. \\( 8: 13 \\)\nD. \\( 5: 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "549:C", "QuestionText": "![A group of 8 squares and 5 circles]() What is the ratio of squares to circles?", "AnswerAText": "\\( 5: 13 \\)", "AnswerBText": "\\( 8: 5 \\)", "AnswerCText": "\\( 8: 13 \\)", "AnswerDText": "\\( 5: 8 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 8: 13 \\)", "MisconceptionId": "1986", "MisconceptionName": "When writing ratio from diagram, writes total as one side", "prompt": "Misconception:\nWhen writing ratio from diagram, writes total as one side\n\nQuestion:\n![A group of 8 squares and 5 circles]() What is the ratio of squares to circles?\n\nOptions:\nA. \\( 5: 13 \\)\nB. \\( 8: 5 \\)\nC. \\( 8: 13 \\)\nD. \\( 5: 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "549:D", "QuestionText": "![A group of 8 squares and 5 circles]() What is the ratio of squares to circles?", "AnswerAText": "\\( 5: 13 \\)", "AnswerBText": "\\( 8: 5 \\)", "AnswerCText": "\\( 8: 13 \\)", "AnswerDText": "\\( 5: 8 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 5: 8 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\n![A group of 8 squares and 5 circles]() What is the ratio of squares to circles?\n\nOptions:\nA. \\( 5: 13 \\)\nB. \\( 8: 5 \\)\nC. \\( 8: 13 \\)\nD. \\( 5: 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "550:A", "QuestionText": "Tom and Katie are discussing the order of operations\nTom says: \\( 3+2-1 \\equiv 3-1+2 \\)\nKatie says: \\( 3+2 \\times 1 \\equiv 2 \\times 1+3 \\)", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "328", "MisconceptionName": "Performs addition ahead of multiplication", "prompt": "Misconception:\nPerforms addition ahead of multiplication\n\nQuestion:\nTom and Katie are discussing the order of operations\nTom says: \\( 3+2-1 \\equiv 3-1+2 \\)\nKatie says: \\( 3+2 \\times 1 \\equiv 2 \\times 1+3 \\)\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "550:B", "QuestionText": "Tom and Katie are discussing the order of operations\nTom says: \\( 3+2-1 \\equiv 3-1+2 \\)\nKatie says: \\( 3+2 \\times 1 \\equiv 2 \\times 1+3 \\)", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nTom and Katie are discussing the order of operations\nTom says: \\( 3+2-1 \\equiv 3-1+2 \\)\nKatie says: \\( 3+2 \\times 1 \\equiv 2 \\times 1+3 \\)\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "551:A", "QuestionText": "Jo and Paul are arguing about the size of the marked angle.\nJo says it is \\( 120^{\\circ} \\)\nPaul says it is \\( 60^{\\circ} \\)\nWho is correct? ![Angle with a protractor over it showing 240 degrees]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1703", "MisconceptionName": "When using a 180 degree protractor to measure reflex angles gives the value of the acute or obtuse angle that is a complement to 360", "prompt": "Misconception:\nWhen using a 180 degree protractor to measure reflex angles gives the value of the acute or obtuse angle that is a complement to 360\n\nQuestion:\nJo and Paul are arguing about the size of the marked angle.\nJo says it is \\( 120^{\\circ} \\)\nPaul says it is \\( 60^{\\circ} \\)\nWho is correct? ![Angle with a protractor over it showing 240 degrees]()\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "551:B", "QuestionText": "Jo and Paul are arguing about the size of the marked angle.\nJo says it is \\( 120^{\\circ} \\)\nPaul says it is \\( 60^{\\circ} \\)\nWho is correct? ![Angle with a protractor over it showing 240 degrees]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "2535", "MisconceptionName": "Does not add on 180 degrees when using a protractor to measure a reflex angle", "prompt": "Misconception:\nDoes not add on 180 degrees when using a protractor to measure a reflex angle\n\nQuestion:\nJo and Paul are arguing about the size of the marked angle.\nJo says it is \\( 120^{\\circ} \\)\nPaul says it is \\( 60^{\\circ} \\)\nWho is correct? ![Angle with a protractor over it showing 240 degrees]()\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "552:A", "QuestionText": "One of these equations has exactly one solution.\nWhich is it?", "AnswerAText": "\\( t^{2}-16=0 \\)", "AnswerBText": "\\( t^{2}-16 t=0 \\)", "AnswerCText": "\\( t^{2}-8 t-16=0 \\)", "AnswerDText": "\\( t^{2}-8 t+16=0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( t^{2}-16=0 \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nOne of these equations has exactly one solution.\nWhich is it?\n\nOptions:\nA. \\( t^{2}-16=0 \\)\nB. \\( t^{2}-16 t=0 \\)\nC. \\( t^{2}-8 t-16=0 \\)\nD. \\( t^{2}-8 t+16=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "553:A", "QuestionText": "Barry has two fraction cards.\n\\( \\frac{3}{7} \\quad \\square\\)\nThe product of the cards is \\( \\frac{2}{5} \\) What is the other card?", "AnswerAText": "\\( \\frac{29}{35} \\)", "AnswerBText": "\\( \\frac{14}{15} \\)", "AnswerCText": "\\( \\frac{1}{35} \\)", "AnswerDText": "\\( \\frac{6}{35} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{29}{35} \\)", "MisconceptionId": "1128", "MisconceptionName": "Does not know how to interpret a fraction worded problem", "prompt": "Misconception:\nDoes not know how to interpret a fraction worded problem\n\nQuestion:\nBarry has two fraction cards.\n\\( \\frac{3}{7} \\quad \\square\\)\nThe product of the cards is \\( \\frac{2}{5} \\) What is the other card?\n\nOptions:\nA. \\( \\frac{29}{35} \\)\nB. \\( \\frac{14}{15} \\)\nC. \\( \\frac{1}{35} \\)\nD. \\( \\frac{6}{35} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "553:C", "QuestionText": "Barry has two fraction cards.\n\\( \\frac{3}{7} \\quad \\square\\)\nThe product of the cards is \\( \\frac{2}{5} \\) What is the other card?", "AnswerAText": "\\( \\frac{29}{35} \\)", "AnswerBText": "\\( \\frac{14}{15} \\)", "AnswerCText": "\\( \\frac{1}{35} \\)", "AnswerDText": "\\( \\frac{6}{35} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{35} \\)", "MisconceptionId": "1128", "MisconceptionName": "Does not know how to interpret a fraction worded problem", "prompt": "Misconception:\nDoes not know how to interpret a fraction worded problem\n\nQuestion:\nBarry has two fraction cards.\n\\( \\frac{3}{7} \\quad \\square\\)\nThe product of the cards is \\( \\frac{2}{5} \\) What is the other card?\n\nOptions:\nA. \\( \\frac{29}{35} \\)\nB. \\( \\frac{14}{15} \\)\nC. \\( \\frac{1}{35} \\)\nD. \\( \\frac{6}{35} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "553:D", "QuestionText": "Barry has two fraction cards.\n\\( \\frac{3}{7} \\quad \\square\\)\nThe product of the cards is \\( \\frac{2}{5} \\) What is the other card?", "AnswerAText": "\\( \\frac{29}{35} \\)", "AnswerBText": "\\( \\frac{14}{15} \\)", "AnswerCText": "\\( \\frac{1}{35} \\)", "AnswerDText": "\\( \\frac{6}{35} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{6}{35} \\)", "MisconceptionId": "1128", "MisconceptionName": "Does not know how to interpret a fraction worded problem", "prompt": "Misconception:\nDoes not know how to interpret a fraction worded problem\n\nQuestion:\nBarry has two fraction cards.\n\\( \\frac{3}{7} \\quad \\square\\)\nThe product of the cards is \\( \\frac{2}{5} \\) What is the other card?\n\nOptions:\nA. \\( \\frac{29}{35} \\)\nB. \\( \\frac{14}{15} \\)\nC. \\( \\frac{1}{35} \\)\nD. \\( \\frac{6}{35} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "554:A", "QuestionText": "If you were to write the equation of this line in the form \\( \\boldsymbol{y}=\\boldsymbol{m} \\boldsymbol{x}+\\boldsymbol{c} \\), what is the value of \\( \\boldsymbol{m} \\) ? ![Graph showing straight line with y intercept (0,0) and x intercept (0,0). Also goes through the point (6,-4)]()", "AnswerAText": "\\( -\\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{2} \\)", "AnswerCText": "\\( -\\frac{3}{2} \\)", "AnswerDText": "\\( -\\frac{2}{3} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -\\frac{1}{2} \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\nIf you were to write the equation of this line in the form \\( \\boldsymbol{y}=\\boldsymbol{m} \\boldsymbol{x}+\\boldsymbol{c} \\), what is the value of \\( \\boldsymbol{m} \\) ? ![Graph showing straight line with y intercept (0,0) and x intercept (0,0). Also goes through the point (6,-4)]()\n\nOptions:\nA. \\( -\\frac{1}{2} \\)\nB. \\( \\frac{1}{2} \\)\nC. \\( -\\frac{3}{2} \\)\nD. \\( -\\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "554:C", "QuestionText": "If you were to write the equation of this line in the form \\( \\boldsymbol{y}=\\boldsymbol{m} \\boldsymbol{x}+\\boldsymbol{c} \\), what is the value of \\( \\boldsymbol{m} \\) ? ![Graph showing straight line with y intercept (0,0) and x intercept (0,0). Also goes through the point (6,-4)]()", "AnswerAText": "\\( -\\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{2} \\)", "AnswerCText": "\\( -\\frac{3}{2} \\)", "AnswerDText": "\\( -\\frac{2}{3} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -\\frac{3}{2} \\)", "MisconceptionId": "1704", "MisconceptionName": "Believes gradient = change in x/change in y", "prompt": "Misconception:\nBelieves gradient = change in x/change in y\n\nQuestion:\nIf you were to write the equation of this line in the form \\( \\boldsymbol{y}=\\boldsymbol{m} \\boldsymbol{x}+\\boldsymbol{c} \\), what is the value of \\( \\boldsymbol{m} \\) ? ![Graph showing straight line with y intercept (0,0) and x intercept (0,0). Also goes through the point (6,-4)]()\n\nOptions:\nA. \\( -\\frac{1}{2} \\)\nB. \\( \\frac{1}{2} \\)\nC. \\( -\\frac{3}{2} \\)\nD. \\( -\\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "555:C", "QuestionText": "A square has an area \\( 36 \\mathrm{~mm}^{2} \\) What is the length of one side of the square?", "AnswerAText": "\\( 6 \\mathrm{~mm} \\)", "AnswerBText": "\\( 1296 \\mathrm{~mm} \\)", "AnswerCText": "\\( 18 \\mathrm{~mm} \\)", "AnswerDText": "\\( 9 \\mathrm{~mm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 18 \\mathrm{~mm} \\)", "MisconceptionId": "734", "MisconceptionName": "Confuses square rooting and halving the number", "prompt": "Misconception:\nConfuses square rooting and halving the number\n\nQuestion:\nA square has an area \\( 36 \\mathrm{~mm}^{2} \\) What is the length of one side of the square?\n\nOptions:\nA. \\( 6 \\mathrm{~mm} \\)\nB. \\( 1296 \\mathrm{~mm} \\)\nC. \\( 18 \\mathrm{~mm} \\)\nD. \\( 9 \\mathrm{~mm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "555:D", "QuestionText": "A square has an area \\( 36 \\mathrm{~mm}^{2} \\) What is the length of one side of the square?", "AnswerAText": "\\( 6 \\mathrm{~mm} \\)", "AnswerBText": "\\( 1296 \\mathrm{~mm} \\)", "AnswerCText": "\\( 18 \\mathrm{~mm} \\)", "AnswerDText": "\\( 9 \\mathrm{~mm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 9 \\mathrm{~mm} \\)", "MisconceptionId": "1678", "MisconceptionName": "Confuses perimeter and area", "prompt": "Misconception:\nConfuses perimeter and area\n\nQuestion:\nA square has an area \\( 36 \\mathrm{~mm}^{2} \\) What is the length of one side of the square?\n\nOptions:\nA. \\( 6 \\mathrm{~mm} \\)\nB. \\( 1296 \\mathrm{~mm} \\)\nC. \\( 18 \\mathrm{~mm} \\)\nD. \\( 9 \\mathrm{~mm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "556:A", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\n\nWhat operation should replace the star? ![A diagram showing the change from the equations 9y = to y = represented by a gold star]()", "AnswerAText": "\\( +9 \\)", "AnswerBText": "\\( \\times 9 \\)", "AnswerCText": "\\( \\div 9 \\)", "AnswerDText": "\\( -9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( +9 \\)", "MisconceptionId": "1134", "MisconceptionName": "When solving an equation, adds instead of dividing", "prompt": "Misconception:\nWhen solving an equation, adds instead of dividing\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\n\nWhat operation should replace the star? ![A diagram showing the change from the equations 9y = to y = represented by a gold star]()\n\nOptions:\nA. \\( +9 \\)\nB. \\( \\times 9 \\)\nC. \\( \\div 9 \\)\nD. \\( -9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "556:B", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\n\nWhat operation should replace the star? ![A diagram showing the change from the equations 9y = to y = represented by a gold star]()", "AnswerAText": "\\( +9 \\)", "AnswerBText": "\\( \\times 9 \\)", "AnswerCText": "\\( \\div 9 \\)", "AnswerDText": "\\( -9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\times 9 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\n\nWhat operation should replace the star? ![A diagram showing the change from the equations 9y = to y = represented by a gold star]()\n\nOptions:\nA. \\( +9 \\)\nB. \\( \\times 9 \\)\nC. \\( \\div 9 \\)\nD. \\( -9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "556:D", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\n\nWhat operation should replace the star? ![A diagram showing the change from the equations 9y = to y = represented by a gold star]()", "AnswerAText": "\\( +9 \\)", "AnswerBText": "\\( \\times 9 \\)", "AnswerCText": "\\( \\div 9 \\)", "AnswerDText": "\\( -9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -9 \\)", "MisconceptionId": "1190", "MisconceptionName": "When solving an equation, subtracts instead of dividing", "prompt": "Misconception:\nWhen solving an equation, subtracts instead of dividing\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\n\nWhat operation should replace the star? ![A diagram showing the change from the equations 9y = to y = represented by a gold star]()\n\nOptions:\nA. \\( +9 \\)\nB. \\( \\times 9 \\)\nC. \\( \\div 9 \\)\nD. \\( -9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "557:A", "QuestionText": "The bar chart shows the number of cups of tea and coffee sold in a café over \\( 4 \\) days.\n\nHow many cups of coffee were sold on Tuesday? ![A dual bar bar chart showing the number of cups of tea and coffee sold Monday to Thursday. The vertical scale showing the number of cups sold has 10 small boxes between 0 and 10.The bar for tea on Tuesday reaches 2 small boxes above 10. The bar for coffee on Tuesday reaches 5 small boxes above 40.]()", "AnswerAText": "\\( 50 \\)", "AnswerBText": "\\( 38 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\nThe bar chart shows the number of cups of tea and coffee sold in a café over \\( 4 \\) days.\n\nHow many cups of coffee were sold on Tuesday? ![A dual bar bar chart showing the number of cups of tea and coffee sold Monday to Thursday. The vertical scale showing the number of cups sold has 10 small boxes between 0 and 10.The bar for tea on Tuesday reaches 2 small boxes above 10. The bar for coffee on Tuesday reaches 5 small boxes above 40.]()\n\nOptions:\nA. \\( 50 \\)\nB. \\( 38 \\)\nC. \\( 12 \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "558:B", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}+t-2}{t-1} \\)", "AnswerAText": "\\( t+2 \\)", "AnswerBText": "\\( t-1 \\)", "AnswerCText": "\\( t-2 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( t-1 \\)", "MisconceptionId": "1755", "MisconceptionName": "Incorrectly factorises a quadratic", "prompt": "Misconception:\nIncorrectly factorises a quadratic\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}+t-2}{t-1} \\)\n\nOptions:\nA. \\( t+2 \\)\nB. \\( t-1 \\)\nC. \\( t-2 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "558:C", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}+t-2}{t-1} \\)", "AnswerAText": "\\( t+2 \\)", "AnswerBText": "\\( t-1 \\)", "AnswerCText": "\\( t-2 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( t-2 \\)", "MisconceptionId": "1755", "MisconceptionName": "Incorrectly factorises a quadratic", "prompt": "Misconception:\nIncorrectly factorises a quadratic\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}+t-2}{t-1} \\)\n\nOptions:\nA. \\( t+2 \\)\nB. \\( t-1 \\)\nC. \\( t-2 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "558:D", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}+t-2}{t-1} \\)", "AnswerAText": "\\( t+2 \\)", "AnswerBText": "\\( t-1 \\)", "AnswerCText": "\\( t-2 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "167", "MisconceptionName": "Does not recognise factorising a quadratic", "prompt": "Misconception:\nDoes not recognise factorising a quadratic\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}+t-2}{t-1} \\)\n\nOptions:\nA. \\( t+2 \\)\nB. \\( t-1 \\)\nC. \\( t-2 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "559:B", "QuestionText": "An equilateral shape must have...", "AnswerAText": "All sides equal", "AnswerBText": "All sides and all angles equal", "AnswerCText": "A right angle", "AnswerDText": "All angles equal", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "All sides and all angles equal", "MisconceptionId": "527", "MisconceptionName": "Does know know equilateral means the same as regular", "prompt": "Misconception:\nDoes know know equilateral means the same as regular\n\nQuestion:\nAn equilateral shape must have...\n\nOptions:\nA. All sides equal\nB. All sides and all angles equal\nC. A right angle\nD. All angles equal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "559:C", "QuestionText": "An equilateral shape must have...", "AnswerAText": "All sides equal", "AnswerBText": "All sides and all angles equal", "AnswerCText": "A right angle", "AnswerDText": "All angles equal", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "A right angle", "MisconceptionId": "527", "MisconceptionName": "Does know know equilateral means the same as regular", "prompt": "Misconception:\nDoes know know equilateral means the same as regular\n\nQuestion:\nAn equilateral shape must have...\n\nOptions:\nA. All sides equal\nB. All sides and all angles equal\nC. A right angle\nD. All angles equal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "559:D", "QuestionText": "An equilateral shape must have...", "AnswerAText": "All sides equal", "AnswerBText": "All sides and all angles equal", "AnswerCText": "A right angle", "AnswerDText": "All angles equal", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "All angles equal", "MisconceptionId": "527", "MisconceptionName": "Does know know equilateral means the same as regular", "prompt": "Misconception:\nDoes know know equilateral means the same as regular\n\nQuestion:\nAn equilateral shape must have...\n\nOptions:\nA. All sides equal\nB. All sides and all angles equal\nC. A right angle\nD. All angles equal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "560:A", "QuestionText": "Jess and Heena share some sweets in the ratio \\( 3\\;: 5 \\).\nJess gets \\( 15 \\) sweets.\nHow many sweets does Heena get?", "AnswerAText": "\\( 17 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 17 \\)", "MisconceptionId": "2356", "MisconceptionName": "Thinks a difference of one part in a ratio means the quantities will differ by one unit", "prompt": "Misconception:\nThinks a difference of one part in a ratio means the quantities will differ by one unit\n\nQuestion:\nJess and Heena share some sweets in the ratio \\( 3\\;: 5 \\).\nJess gets \\( 15 \\) sweets.\nHow many sweets does Heena get?\n\nOptions:\nA. \\( 17 \\)\nB. \\( 9 \\)\nC. \\( 5 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "561:B", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=f(x)+1\\)", "AnswerAText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n1\n\\end{array}\\right]\\)", "AnswerBText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)", "AnswerCText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)", "AnswerDText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)", "MisconceptionId": "2380", "MisconceptionName": "Believes f(x) - a translates the function up a units", "prompt": "Misconception:\nBelieves f(x) - a translates the function up a units\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=f(x)+1\\)\n\nOptions:\nA. Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n1\n\\end{array}\\right]\\)\nB. Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)\nC. Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)\nD. Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "561:C", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=f(x)+1\\)", "AnswerAText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n1\n\\end{array}\\right]\\)", "AnswerBText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)", "AnswerCText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)", "AnswerDText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)", "MisconceptionId": "1312", "MisconceptionName": "Believes f(x) + a translates the function right a units", "prompt": "Misconception:\nBelieves f(x) + a translates the function right a units\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=f(x)+1\\)\n\nOptions:\nA. Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n1\n\\end{array}\\right]\\)\nB. Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)\nC. Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)\nD. Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "561:D", "QuestionText": "What transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=f(x)+1\\)", "AnswerAText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n1\n\\end{array}\\right]\\)", "AnswerBText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)", "AnswerCText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)", "AnswerDText": "Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)", "MisconceptionId": "362", "MisconceptionName": "Believes f(x) - a translates the function right a units", "prompt": "Misconception:\nBelieves f(x) - a translates the function right a units\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=f(x)\\)\nto the graph of\n\\(y=f(x)+1\\)\n\nOptions:\nA. Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n1\n\\end{array}\\right]\\)\nB. Translation by vector\n\\(\\left[\\begin{array}{l}\n0 \\\\\n-1\n\\end{array}\\right]\\)\nC. Translation by vector\n\\(\\left[\\begin{array}{l}\n1 \\\\\n0\n\\end{array}\\right]\\)\nD. Translation by vector\n\\(\\left[\\begin{array}{l}\n-1 \\\\\n0\n\\end{array}\\right]\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "562:A", "QuestionText": "\\begin{tabular}{|l|}\n\\hline Exchange rates \\\\\n\\\\\n\\( £ 1=€ 1.17 \\) \\\\\n\\( £ 1=\\$ 1.31 \\)\n\\end{tabular} How much is \\( \\$ 5 \\) worth in pounds ( \\( £ \\) )?", "AnswerAText": "\\( 6.55 \\)", "AnswerBText": "\\( 4.27 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 3.82 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6.55 \\)", "MisconceptionId": "2433", "MisconceptionName": "Does not know how to calculate with exchange rates", "prompt": "Misconception:\nDoes not know how to calculate with exchange rates\n\nQuestion:\n\\begin{tabular}{|l|}\n\\hline Exchange rates \\\\\n\\\\\n\\( £ 1=€ 1.17 \\) \\\\\n\\( £ 1=\\$ 1.31 \\)\n\\end{tabular} How much is \\( \\$ 5 \\) worth in pounds ( \\( £ \\) )?\n\nOptions:\nA. \\( 6.55 \\)\nB. \\( 4.27 \\)\nC. \\( 5 \\)\nD. \\( 3.82 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "562:C", "QuestionText": "\\begin{tabular}{|l|}\n\\hline Exchange rates \\\\\n\\\\\n\\( £ 1=€ 1.17 \\) \\\\\n\\( £ 1=\\$ 1.31 \\)\n\\end{tabular} How much is \\( \\$ 5 \\) worth in pounds ( \\( £ \\) )?", "AnswerAText": "\\( 6.55 \\)", "AnswerBText": "\\( 4.27 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 3.82 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "2433", "MisconceptionName": "Does not know how to calculate with exchange rates", "prompt": "Misconception:\nDoes not know how to calculate with exchange rates\n\nQuestion:\n\\begin{tabular}{|l|}\n\\hline Exchange rates \\\\\n\\\\\n\\( £ 1=€ 1.17 \\) \\\\\n\\( £ 1=\\$ 1.31 \\)\n\\end{tabular} How much is \\( \\$ 5 \\) worth in pounds ( \\( £ \\) )?\n\nOptions:\nA. \\( 6.55 \\)\nB. \\( 4.27 \\)\nC. \\( 5 \\)\nD. \\( 3.82 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "563:B", "QuestionText": "Rearrange the following equation to make \\( r \\) the subject\n\\[\np=3 r-5\n\\]", "AnswerAText": "\\( r=\\frac{p+5}{3} \\)", "AnswerBText": "\\( r=p+5 \\div 3 \\)", "AnswerCText": "\\( r=\\frac{p-5}{3} \\)", "AnswerDText": "\\( r=p-5 \\div 3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( r=p+5 \\div 3 \\)", "MisconceptionId": "2586", "MisconceptionName": "Misunderstands order of operations in algebraic expressions", "prompt": "Misconception:\nMisunderstands order of operations in algebraic expressions\n\nQuestion:\nRearrange the following equation to make \\( r \\) the subject\n\\[\np=3 r-5\n\\]\n\nOptions:\nA. \\( r=\\frac{p+5}{3} \\)\nB. \\( r=p+5 \\div 3 \\)\nC. \\( r=\\frac{p-5}{3} \\)\nD. \\( r=p-5 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "563:C", "QuestionText": "Rearrange the following equation to make \\( r \\) the subject\n\\[\np=3 r-5\n\\]", "AnswerAText": "\\( r=\\frac{p+5}{3} \\)", "AnswerBText": "\\( r=p+5 \\div 3 \\)", "AnswerCText": "\\( r=\\frac{p-5}{3} \\)", "AnswerDText": "\\( r=p-5 \\div 3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( r=\\frac{p-5}{3} \\)", "MisconceptionId": "1971", "MisconceptionName": "Confuses the inverse operations of addition and subtraction when rearranging equations", "prompt": "Misconception:\nConfuses the inverse operations of addition and subtraction when rearranging equations\n\nQuestion:\nRearrange the following equation to make \\( r \\) the subject\n\\[\np=3 r-5\n\\]\n\nOptions:\nA. \\( r=\\frac{p+5}{3} \\)\nB. \\( r=p+5 \\div 3 \\)\nC. \\( r=\\frac{p-5}{3} \\)\nD. \\( r=p-5 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "564:A", "QuestionText": "Multiply out the brackets: \\( -5(m-7) \\)", "AnswerAText": "\\( 5 m+35 \\)", "AnswerBText": "\\( -5 m-35 \\)", "AnswerCText": "\\( -5 m+35 \\)", "AnswerDText": "\\( 5 m-35 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5 m+35 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nMultiply out the brackets: \\( -5(m-7) \\)\n\nOptions:\nA. \\( 5 m+35 \\)\nB. \\( -5 m-35 \\)\nC. \\( -5 m+35 \\)\nD. \\( 5 m-35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "564:B", "QuestionText": "Multiply out the brackets: \\( -5(m-7) \\)", "AnswerAText": "\\( 5 m+35 \\)", "AnswerBText": "\\( -5 m-35 \\)", "AnswerCText": "\\( -5 m+35 \\)", "AnswerDText": "\\( 5 m-35 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -5 m-35 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nMultiply out the brackets: \\( -5(m-7) \\)\n\nOptions:\nA. \\( 5 m+35 \\)\nB. \\( -5 m-35 \\)\nC. \\( -5 m+35 \\)\nD. \\( 5 m-35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "565:C", "QuestionText": "\\( (16)^{\\frac{5}{2}}=? \\)", "AnswerAText": "\\( 1024 \\)", "AnswerBText": "\\( \\frac{80}{32} \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "823", "MisconceptionName": "Assumes they multiply by the numerator of fractional index", "prompt": "Misconception:\nAssumes they multiply by the numerator of fractional index\n\nQuestion:\n\\( (16)^{\\frac{5}{2}}=? \\)\n\nOptions:\nA. \\( 1024 \\)\nB. \\( \\frac{80}{32} \\)\nC. \\( 20 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "565:D", "QuestionText": "\\( (16)^{\\frac{5}{2}}=? \\)", "AnswerAText": "\\( 1024 \\)", "AnswerBText": "\\( \\frac{80}{32} \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\n\\( (16)^{\\frac{5}{2}}=? \\)\n\nOptions:\nA. \\( 1024 \\)\nB. \\( \\frac{80}{32} \\)\nC. \\( 20 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "566:B", "QuestionText": "Tom and Katie are discussing rearranging \\( p=\\sqrt{5-q} \\) to make \\( q \\) the subject Tom says a correct first line of working could be: \\( p^{2}=5-q \\) Katie says a correct first line of working could be: \\( p+\\sqrt{q}=\\sqrt{5} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "483", "MisconceptionName": "Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression", "prompt": "Misconception:\nThinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression\n\nQuestion:\nTom and Katie are discussing rearranging \\( p=\\sqrt{5-q} \\) to make \\( q \\) the subject Tom says a correct first line of working could be: \\( p^{2}=5-q \\) Katie says a correct first line of working could be: \\( p+\\sqrt{q}=\\sqrt{5} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "566:C", "QuestionText": "Tom and Katie are discussing rearranging \\( p=\\sqrt{5-q} \\) to make \\( q \\) the subject Tom says a correct first line of working could be: \\( p^{2}=5-q \\) Katie says a correct first line of working could be: \\( p+\\sqrt{q}=\\sqrt{5} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "483", "MisconceptionName": "Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression", "prompt": "Misconception:\nThinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression\n\nQuestion:\nTom and Katie are discussing rearranging \\( p=\\sqrt{5-q} \\) to make \\( q \\) the subject Tom says a correct first line of working could be: \\( p^{2}=5-q \\) Katie says a correct first line of working could be: \\( p+\\sqrt{q}=\\sqrt{5} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "567:C", "QuestionText": "James is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the x in the first bracket and the -2 in the second bracket.]()", "AnswerAText": "\\( x+2 \\)", "AnswerBText": "\\( -2 x \\)", "AnswerCText": "\\( x-2 \\)", "AnswerDText": "\\( +2 x \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( x-2 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nJames is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the x in the first bracket and the -2 in the second bracket.]()\n\nOptions:\nA. \\( x+2 \\)\nB. \\( -2 x \\)\nC. \\( x-2 \\)\nD. \\( +2 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "567:D", "QuestionText": "James is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the x in the first bracket and the -2 in the second bracket.]()", "AnswerAText": "\\( x+2 \\)", "AnswerBText": "\\( -2 x \\)", "AnswerCText": "\\( x-2 \\)", "AnswerDText": "\\( +2 x \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( +2 x \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nJames is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the x in the first bracket and the -2 in the second bracket.]()\n\nOptions:\nA. \\( x+2 \\)\nB. \\( -2 x \\)\nC. \\( x-2 \\)\nD. \\( +2 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "568:D", "QuestionText": "\\( \\frac{1}{7} \\) of \\( 56= \\)", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 49 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 49 \\)", "MisconceptionId": "2154", "MisconceptionName": "Thinks finding a fraction of an amount means subtracting from that amount", "prompt": "Misconception:\nThinks finding a fraction of an amount means subtracting from that amount\n\nQuestion:\n\\( \\frac{1}{7} \\) of \\( 56= \\)\n\nOptions:\nA. \\( 7 \\)\nB. \\( 8 \\)\nC. \\( 9 \\)\nD. \\( 49 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "569:B", "QuestionText": "Calculate the missing angle: ![Two vertical lines marked with arrows are crossed by one diagonal line. Two angles are marked; they are both on the upper side of the diagonal line and to the right of the vertical lines. One is marked '70', the other '?'. ]()", "AnswerAText": "\\( 70^{\\circ} \\)", "AnswerBText": "\\( 110^{\\circ} \\)", "AnswerCText": "\\( 290^{\\circ} \\)", "AnswerDText": "\\( 220^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 110^{\\circ} \\)", "MisconceptionId": "236", "MisconceptionName": "Thinks corresponding angles sum to 180 degrees", "prompt": "Misconception:\nThinks corresponding angles sum to 180 degrees\n\nQuestion:\nCalculate the missing angle: ![Two vertical lines marked with arrows are crossed by one diagonal line. Two angles are marked; they are both on the upper side of the diagonal line and to the right of the vertical lines. One is marked '70', the other '?'. ]()\n\nOptions:\nA. \\( 70^{\\circ} \\)\nB. \\( 110^{\\circ} \\)\nC. \\( 290^{\\circ} \\)\nD. \\( 220^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "569:C", "QuestionText": "Calculate the missing angle: ![Two vertical lines marked with arrows are crossed by one diagonal line. Two angles are marked; they are both on the upper side of the diagonal line and to the right of the vertical lines. One is marked '70', the other '?'. ]()", "AnswerAText": "\\( 70^{\\circ} \\)", "AnswerBText": "\\( 110^{\\circ} \\)", "AnswerCText": "\\( 290^{\\circ} \\)", "AnswerDText": "\\( 220^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 290^{\\circ} \\)", "MisconceptionId": "48", "MisconceptionName": "Thinks corresponding angles sum to 360 degrees", "prompt": "Misconception:\nThinks corresponding angles sum to 360 degrees\n\nQuestion:\nCalculate the missing angle: ![Two vertical lines marked with arrows are crossed by one diagonal line. Two angles are marked; they are both on the upper side of the diagonal line and to the right of the vertical lines. One is marked '70', the other '?'. ]()\n\nOptions:\nA. \\( 70^{\\circ} \\)\nB. \\( 110^{\\circ} \\)\nC. \\( 290^{\\circ} \\)\nD. \\( 220^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "570:A", "QuestionText": "What number should replace \\(\\color{gold}\\bigstar \\) in the Venn diagram? ![A Venn diagram with two circles. The left hand one is labelled 'prime factors of \\star\\', the right hand circle is labelled 'prime factors of 60'. In the left hand circle, there is an 11, in the overlap there is a 2 and a 3, and in the right hand circle there is a 2 and a heart. ]()", "AnswerAText": "\\( 11 \\)", "AnswerBText": "\\( 66 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 132 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "262", "MisconceptionName": "Believes the intersection in a prime factor venn diagram does not contribute to the size of the number represented by a circle", "prompt": "Misconception:\nBelieves the intersection in a prime factor venn diagram does not contribute to the size of the number represented by a circle\n\nQuestion:\nWhat number should replace \\(\\color{gold}\\bigstar \\) in the Venn diagram? ![A Venn diagram with two circles. The left hand one is labelled 'prime factors of \\star\\', the right hand circle is labelled 'prime factors of 60'. In the left hand circle, there is an 11, in the overlap there is a 2 and a 3, and in the right hand circle there is a 2 and a heart. ]()\n\nOptions:\nA. \\( 11 \\)\nB. \\( 66 \\)\nC. \\( 16 \\)\nD. \\( 132 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "570:C", "QuestionText": "What number should replace \\(\\color{gold}\\bigstar \\) in the Venn diagram? ![A Venn diagram with two circles. The left hand one is labelled 'prime factors of \\star\\', the right hand circle is labelled 'prime factors of 60'. In the left hand circle, there is an 11, in the overlap there is a 2 and a 3, and in the right hand circle there is a 2 and a heart. ]()", "AnswerAText": "\\( 11 \\)", "AnswerBText": "\\( 66 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 132 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "1079", "MisconceptionName": "Believes factors add to give a number", "prompt": "Misconception:\nBelieves factors add to give a number\n\nQuestion:\nWhat number should replace \\(\\color{gold}\\bigstar \\) in the Venn diagram? ![A Venn diagram with two circles. The left hand one is labelled 'prime factors of \\star\\', the right hand circle is labelled 'prime factors of 60'. In the left hand circle, there is an 11, in the overlap there is a 2 and a 3, and in the right hand circle there is a 2 and a heart. ]()\n\nOptions:\nA. \\( 11 \\)\nB. \\( 66 \\)\nC. \\( 16 \\)\nD. \\( 132 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "570:D", "QuestionText": "What number should replace \\(\\color{gold}\\bigstar \\) in the Venn diagram? ![A Venn diagram with two circles. The left hand one is labelled 'prime factors of \\star\\', the right hand circle is labelled 'prime factors of 60'. In the left hand circle, there is an 11, in the overlap there is a 2 and a 3, and in the right hand circle there is a 2 and a heart. ]()", "AnswerAText": "\\( 11 \\)", "AnswerBText": "\\( 66 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 132 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 132 \\)", "MisconceptionId": "2003", "MisconceptionName": "Believes multiply all numbers in a prime factor venn diagram gives the value of one sets number", "prompt": "Misconception:\nBelieves multiply all numbers in a prime factor venn diagram gives the value of one sets number\n\nQuestion:\nWhat number should replace \\(\\color{gold}\\bigstar \\) in the Venn diagram? ![A Venn diagram with two circles. The left hand one is labelled 'prime factors of \\star\\', the right hand circle is labelled 'prime factors of 60'. In the left hand circle, there is an 11, in the overlap there is a 2 and a 3, and in the right hand circle there is a 2 and a heart. ]()\n\nOptions:\nA. \\( 11 \\)\nB. \\( 66 \\)\nC. \\( 16 \\)\nD. \\( 132 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "571:A", "QuestionText": "What is \\( 646 \\) rounded to the nearest \\( 20 \\) ?", "AnswerAText": "\\( 650 \\)", "AnswerBText": "\\( 620 \\)", "AnswerCText": "\\( 640 \\)", "AnswerDText": "\\( 600 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 650 \\)", "MisconceptionId": "1861", "MisconceptionName": "Rounds to nearest 50 not 20", "prompt": "Misconception:\nRounds to nearest 50 not 20\n\nQuestion:\nWhat is \\( 646 \\) rounded to the nearest \\( 20 \\) ?\n\nOptions:\nA. \\( 650 \\)\nB. \\( 620 \\)\nC. \\( 640 \\)\nD. \\( 600 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "571:D", "QuestionText": "What is \\( 646 \\) rounded to the nearest \\( 20 \\) ?", "AnswerAText": "\\( 650 \\)", "AnswerBText": "\\( 620 \\)", "AnswerCText": "\\( 640 \\)", "AnswerDText": "\\( 600 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 600 \\)", "MisconceptionId": "1163", "MisconceptionName": "Does not understand you can round to numbers other than powers of 10", "prompt": "Misconception:\nDoes not understand you can round to numbers other than powers of 10\n\nQuestion:\nWhat is \\( 646 \\) rounded to the nearest \\( 20 \\) ?\n\nOptions:\nA. \\( 650 \\)\nB. \\( 620 \\)\nC. \\( 640 \\)\nD. \\( 600 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "572:B", "QuestionText": "What is \\( 623 \\) rounded to the nearest \\( 50 \\) ?", "AnswerAText": "\\( 600 \\)", "AnswerBText": "\\( 700 \\)", "AnswerCText": "\\( 620 \\)", "AnswerDText": "\\( 650 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 700 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 623 \\) rounded to the nearest \\( 50 \\) ?\n\nOptions:\nA. \\( 600 \\)\nB. \\( 700 \\)\nC. \\( 620 \\)\nD. \\( 650 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "572:C", "QuestionText": "What is \\( 623 \\) rounded to the nearest \\( 50 \\) ?", "AnswerAText": "\\( 600 \\)", "AnswerBText": "\\( 700 \\)", "AnswerCText": "\\( 620 \\)", "AnswerDText": "\\( 650 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 620 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( 623 \\) rounded to the nearest \\( 50 \\) ?\n\nOptions:\nA. \\( 600 \\)\nB. \\( 700 \\)\nC. \\( 620 \\)\nD. \\( 650 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "572:D", "QuestionText": "What is \\( 623 \\) rounded to the nearest \\( 50 \\) ?", "AnswerAText": "\\( 600 \\)", "AnswerBText": "\\( 700 \\)", "AnswerCText": "\\( 620 \\)", "AnswerDText": "\\( 650 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 650 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nWhat is \\( 623 \\) rounded to the nearest \\( 50 \\) ?\n\nOptions:\nA. \\( 600 \\)\nB. \\( 700 \\)\nC. \\( 620 \\)\nD. \\( 650 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "573:D", "QuestionText": "Which of the following lines is perpendicular to\n\\(y=5 \\text { ? }\\)", "AnswerAText": "\\( x=-27 \\)", "AnswerBText": "\\( y=-5 \\)", "AnswerCText": "\\( y=\\frac{1}{5} \\)", "AnswerDText": "\\( y=-\\frac{1}{5} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=-\\frac{1}{5} \\)", "MisconceptionId": "2214", "MisconceptionName": "Thinks that in the equation y=a, a is the gradient", "prompt": "Misconception:\nThinks that in the equation y=a, a is the gradient\n\nQuestion:\nWhich of the following lines is perpendicular to\n\\(y=5 \\text { ? }\\)\n\nOptions:\nA. \\( x=-27 \\)\nB. \\( y=-5 \\)\nC. \\( y=\\frac{1}{5} \\)\nD. \\( y=-\\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "574:B", "QuestionText": "Which diagram is the net for a square based pyramid?", "AnswerAText": "![Net showing a square and four triangles]()", "AnswerBText": "![Net showing a square and four rectangles]()", "AnswerCText": "![Net showing two squares and four rectangles]()", "AnswerDText": "![Net showing three squares and two triangles]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![Net showing a square and four rectangles]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich diagram is the net for a square based pyramid?\n\nOptions:\nA. ![Net showing a square and four triangles]()\nB. ![Net showing a square and four rectangles]()\nC. ![Net showing two squares and four rectangles]()\nD. ![Net showing three squares and two triangles]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "574:C", "QuestionText": "Which diagram is the net for a square based pyramid?", "AnswerAText": "![Net showing a square and four triangles]()", "AnswerBText": "![Net showing a square and four rectangles]()", "AnswerCText": "![Net showing two squares and four rectangles]()", "AnswerDText": "![Net showing three squares and two triangles]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![Net showing two squares and four rectangles]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich diagram is the net for a square based pyramid?\n\nOptions:\nA. ![Net showing a square and four triangles]()\nB. ![Net showing a square and four rectangles]()\nC. ![Net showing two squares and four rectangles]()\nD. ![Net showing three squares and two triangles]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "574:D", "QuestionText": "Which diagram is the net for a square based pyramid?", "AnswerAText": "![Net showing a square and four triangles]()", "AnswerBText": "![Net showing a square and four rectangles]()", "AnswerCText": "![Net showing two squares and four rectangles]()", "AnswerDText": "![Net showing three squares and two triangles]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![Net showing three squares and two triangles]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich diagram is the net for a square based pyramid?\n\nOptions:\nA. ![Net showing a square and four triangles]()\nB. ![Net showing a square and four rectangles]()\nC. ![Net showing two squares and four rectangles]()\nD. ![Net showing three squares and two triangles]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "575:A", "QuestionText": "\\(\n\\frac{3}{4}-\\frac{1}{12}=\\frac{2}{\\bigstar}\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 48 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\n\\(\n\\frac{3}{4}-\\frac{1}{12}=\\frac{2}{\\bigstar}\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 48 \\)\nC. \\( 8 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "575:B", "QuestionText": "\\(\n\\frac{3}{4}-\\frac{1}{12}=\\frac{2}{\\bigstar}\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 48 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 48 \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\n\\(\n\\frac{3}{4}-\\frac{1}{12}=\\frac{2}{\\bigstar}\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 48 \\)\nC. \\( 8 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "576:A", "QuestionText": "\\[\n34590.8549\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?", "AnswerAText": "\\( 34590.8 \\)", "AnswerBText": "\\( 30000 \\)", "AnswerCText": "\\( 34591.9 \\)", "AnswerDText": "\\( 34590.9 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 34590.8 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\n\\[\n34590.8549\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?\n\nOptions:\nA. \\( 34590.8 \\)\nB. \\( 30000 \\)\nC. \\( 34591.9 \\)\nD. \\( 34590.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "576:B", "QuestionText": "\\[\n34590.8549\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?", "AnswerAText": "\\( 34590.8 \\)", "AnswerBText": "\\( 30000 \\)", "AnswerCText": "\\( 34591.9 \\)", "AnswerDText": "\\( 34590.9 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 30000 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\n\\[\n34590.8549\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?\n\nOptions:\nA. \\( 34590.8 \\)\nB. \\( 30000 \\)\nC. \\( 34591.9 \\)\nD. \\( 34590.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "576:C", "QuestionText": "\\[\n34590.8549\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?", "AnswerAText": "\\( 34590.8 \\)", "AnswerBText": "\\( 30000 \\)", "AnswerCText": "\\( 34591.9 \\)", "AnswerDText": "\\( 34590.9 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 34591.9 \\)", "MisconceptionId": "1675", "MisconceptionName": "Changes wrong place value column when rounding", "prompt": "Misconception:\nChanges wrong place value column when rounding\n\nQuestion:\n\\[\n34590.8549\n\\]\nWhat is this number rounded to \\( 1 \\) decimal place?\n\nOptions:\nA. \\( 34590.8 \\)\nB. \\( 30000 \\)\nC. \\( 34591.9 \\)\nD. \\( 34590.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "577:A", "QuestionText": "Which of these two numbers are rational?\n\\(\n\\pi \\text { and } \\frac{1}{\\pi}\n\\)", "AnswerAText": "\\( \\pi \\)", "AnswerBText": "\\( \\frac{1}{\\pi} \\)", "AnswerCText": "Both", "AnswerDText": "Neither", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\pi \\)", "MisconceptionId": "2537", "MisconceptionName": "Does not know the definition of a rational number", "prompt": "Misconception:\nDoes not know the definition of a rational number\n\nQuestion:\nWhich of these two numbers are rational?\n\\(\n\\pi \\text { and } \\frac{1}{\\pi}\n\\)\n\nOptions:\nA. \\( \\pi \\)\nB. \\( \\frac{1}{\\pi} \\)\nC. Both\nD. Neither\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "577:B", "QuestionText": "Which of these two numbers are rational?\n\\(\n\\pi \\text { and } \\frac{1}{\\pi}\n\\)", "AnswerAText": "\\( \\pi \\)", "AnswerBText": "\\( \\frac{1}{\\pi} \\)", "AnswerCText": "Both", "AnswerDText": "Neither", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{\\pi} \\)", "MisconceptionId": "2537", "MisconceptionName": "Does not know the definition of a rational number", "prompt": "Misconception:\nDoes not know the definition of a rational number\n\nQuestion:\nWhich of these two numbers are rational?\n\\(\n\\pi \\text { and } \\frac{1}{\\pi}\n\\)\n\nOptions:\nA. \\( \\pi \\)\nB. \\( \\frac{1}{\\pi} \\)\nC. Both\nD. Neither\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "577:C", "QuestionText": "Which of these two numbers are rational?\n\\(\n\\pi \\text { and } \\frac{1}{\\pi}\n\\)", "AnswerAText": "\\( \\pi \\)", "AnswerBText": "\\( \\frac{1}{\\pi} \\)", "AnswerCText": "Both", "AnswerDText": "Neither", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both", "MisconceptionId": "2537", "MisconceptionName": "Does not know the definition of a rational number", "prompt": "Misconception:\nDoes not know the definition of a rational number\n\nQuestion:\nWhich of these two numbers are rational?\n\\(\n\\pi \\text { and } \\frac{1}{\\pi}\n\\)\n\nOptions:\nA. \\( \\pi \\)\nB. \\( \\frac{1}{\\pi} \\)\nC. Both\nD. Neither\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "578:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+2 p+3\n\\)", "AnswerAText": "\\( (p+2)(p+1) \\)", "AnswerBText": "\\( (p+3)(p+1) \\)", "AnswerCText": "\\( (p+3)(p-1) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (p+2)(p+1) \\)", "MisconceptionId": "2256", "MisconceptionName": "Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets", "prompt": "Misconception:\nBelieves the constant in an expanded quadratic comes from adding the two numbers in the brackets\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+2 p+3\n\\)\n\nOptions:\nA. \\( (p+2)(p+1) \\)\nB. \\( (p+3)(p+1) \\)\nC. \\( (p+3)(p-1) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "578:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+2 p+3\n\\)", "AnswerAText": "\\( (p+2)(p+1) \\)", "AnswerBText": "\\( (p+3)(p+1) \\)", "AnswerCText": "\\( (p+3)(p-1) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (p+3)(p+1) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+2 p+3\n\\)\n\nOptions:\nA. \\( (p+2)(p+1) \\)\nB. \\( (p+3)(p+1) \\)\nC. \\( (p+3)(p-1) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "578:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+2 p+3\n\\)", "AnswerAText": "\\( (p+2)(p+1) \\)", "AnswerBText": "\\( (p+3)(p+1) \\)", "AnswerCText": "\\( (p+3)(p-1) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (p+3)(p-1) \\)", "MisconceptionId": "418", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+2 p+3\n\\)\n\nOptions:\nA. \\( (p+2)(p+1) \\)\nB. \\( (p+3)(p+1) \\)\nC. \\( (p+3)(p-1) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "579:D", "QuestionText": "The cost of journeys from two taxi companies is shown on the diagram.\n\nAfter how many miles is Company P more expensive than Company Q? ![A graph showing Cost (£) on the y axis and Distance (miles) on the x axis. Y axis from 0 to 30, each square goes up by 5,  and x axis from 0 to 6, each square goes up by 1. A blue line slopes upwards from left to right, from (0, 10). It is labelled 'Company Q'. A red line slopes upwards from left to right, from (0,0). It is labelled 'Company P'. Both lines go through (5, 20)]()", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThe cost of journeys from two taxi companies is shown on the diagram.\n\nAfter how many miles is Company P more expensive than Company Q? ![A graph showing Cost (£) on the y axis and Distance (miles) on the x axis. Y axis from 0 to 30, each square goes up by 5,  and x axis from 0 to 6, each square goes up by 1. A blue line slopes upwards from left to right, from (0, 10). It is labelled 'Company Q'. A red line slopes upwards from left to right, from (0,0). It is labelled 'Company P'. Both lines go through (5, 20)]()\n\nOptions:\nA. \\( 10 \\)\nB. \\( 6 \\)\nC. \\( 5 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "580:A", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 59 \\times 4 \\) mentally\nTom doubles \\( 59 \\) and then doubles the answer\nKatie does \\( 60 \\times 4 \\) and then subtracts \\( 4 \\) from the answer\nWho would get the correct answer?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1066", "MisconceptionName": "Does not think that the compensation strategy for the multiplication of 2 numbers is valid.", "prompt": "Misconception:\nDoes not think that the compensation strategy for the multiplication of 2 numbers is valid.\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 59 \\times 4 \\) mentally\nTom doubles \\( 59 \\) and then doubles the answer\nKatie does \\( 60 \\times 4 \\) and then subtracts \\( 4 \\) from the answer\nWho would get the correct answer?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "580:B", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 59 \\times 4 \\) mentally\nTom doubles \\( 59 \\) and then doubles the answer\nKatie does \\( 60 \\times 4 \\) and then subtracts \\( 4 \\) from the answer\nWho would get the correct answer?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1534", "MisconceptionName": "Thinks that doubling and then doubling again is not the same as multiplying by 4", "prompt": "Misconception:\nThinks that doubling and then doubling again is not the same as multiplying by 4\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 59 \\times 4 \\) mentally\nTom doubles \\( 59 \\) and then doubles the answer\nKatie does \\( 60 \\times 4 \\) and then subtracts \\( 4 \\) from the answer\nWho would get the correct answer?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "581:A", "QuestionText": "\\[\n1,8,27,64, \\ldots\n\\]\n\nWhat is the name given to this sequence of numbers?", "AnswerAText": "The square numbers", "AnswerBText": "The odd numbers", "AnswerCText": "The cube numbers", "AnswerDText": "The triangular numbers", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "The square numbers", "MisconceptionId": "478", "MisconceptionName": "Does not know what a square number is", "prompt": "Misconception:\nDoes not know what a square number is\n\nQuestion:\n\\[\n1,8,27,64, \\ldots\n\\]\n\nWhat is the name given to this sequence of numbers?\n\nOptions:\nA. The square numbers\nB. The odd numbers\nC. The cube numbers\nD. The triangular numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "581:B", "QuestionText": "\\[\n1,8,27,64, \\ldots\n\\]\n\nWhat is the name given to this sequence of numbers?", "AnswerAText": "The square numbers", "AnswerBText": "The odd numbers", "AnswerCText": "The cube numbers", "AnswerDText": "The triangular numbers", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "The odd numbers", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\n\\[\n1,8,27,64, \\ldots\n\\]\n\nWhat is the name given to this sequence of numbers?\n\nOptions:\nA. The square numbers\nB. The odd numbers\nC. The cube numbers\nD. The triangular numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "581:D", "QuestionText": "\\[\n1,8,27,64, \\ldots\n\\]\n\nWhat is the name given to this sequence of numbers?", "AnswerAText": "The square numbers", "AnswerBText": "The odd numbers", "AnswerCText": "The cube numbers", "AnswerDText": "The triangular numbers", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "The triangular numbers", "MisconceptionId": "2489", "MisconceptionName": "Thinks cube numbers are triangular numbers", "prompt": "Misconception:\nThinks cube numbers are triangular numbers\n\nQuestion:\n\\[\n1,8,27,64, \\ldots\n\\]\n\nWhat is the name given to this sequence of numbers?\n\nOptions:\nA. The square numbers\nB. The odd numbers\nC. The cube numbers\nD. The triangular numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "582:B", "QuestionText": "When Aaron completes the square, what should replace the triangle?\n\\(\n3 g^{2}-18 g-7 \\equiv 3(g-3)^{2} \\triangle\n\\)", "AnswerAText": "\\( \\triangle=-34 \\)", "AnswerBText": "\\( \\triangle=-16 \\)", "AnswerCText": "\\( \\triangle=-25 \\)", "AnswerDText": "\\( \\triangle=-88 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\triangle=-16 \\)", "MisconceptionId": "2131", "MisconceptionName": "When multiplying out 2 or more brackets, does not multiply all the combinations of terms", "prompt": "Misconception:\nWhen multiplying out 2 or more brackets, does not multiply all the combinations of terms\n\nQuestion:\nWhen Aaron completes the square, what should replace the triangle?\n\\(\n3 g^{2}-18 g-7 \\equiv 3(g-3)^{2} \\triangle\n\\)\n\nOptions:\nA. \\( \\triangle=-34 \\)\nB. \\( \\triangle=-16 \\)\nC. \\( \\triangle=-25 \\)\nD. \\( \\triangle=-88 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "582:C", "QuestionText": "When Aaron completes the square, what should replace the triangle?\n\\(\n3 g^{2}-18 g-7 \\equiv 3(g-3)^{2} \\triangle\n\\)", "AnswerAText": "\\( \\triangle=-34 \\)", "AnswerBText": "\\( \\triangle=-16 \\)", "AnswerCText": "\\( \\triangle=-25 \\)", "AnswerDText": "\\( \\triangle=-88 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\triangle=-25 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhen Aaron completes the square, what should replace the triangle?\n\\(\n3 g^{2}-18 g-7 \\equiv 3(g-3)^{2} \\triangle\n\\)\n\nOptions:\nA. \\( \\triangle=-34 \\)\nB. \\( \\triangle=-16 \\)\nC. \\( \\triangle=-25 \\)\nD. \\( \\triangle=-88 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "582:D", "QuestionText": "When Aaron completes the square, what should replace the triangle?\n\\(\n3 g^{2}-18 g-7 \\equiv 3(g-3)^{2} \\triangle\n\\)", "AnswerAText": "\\( \\triangle=-34 \\)", "AnswerBText": "\\( \\triangle=-16 \\)", "AnswerCText": "\\( \\triangle=-25 \\)", "AnswerDText": "\\( \\triangle=-88 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\triangle=-88 \\)", "MisconceptionId": "2114", "MisconceptionName": "When completing the square, believes a coefficient of x^2 does not affect the value of the constant inside the bracket", "prompt": "Misconception:\nWhen completing the square, believes a coefficient of x^2 does not affect the value of the constant inside the bracket\n\nQuestion:\nWhen Aaron completes the square, what should replace the triangle?\n\\(\n3 g^{2}-18 g-7 \\equiv 3(g-3)^{2} \\triangle\n\\)\n\nOptions:\nA. \\( \\triangle=-34 \\)\nB. \\( \\triangle=-16 \\)\nC. \\( \\triangle=-25 \\)\nD. \\( \\triangle=-88 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "583:B", "QuestionText": "\\( 4 m \\) is the same as ___ \\( mm \\)", "AnswerAText": "\\( 4000 \\)", "AnswerBText": "\\( 40000 \\)", "AnswerCText": "\\( 40 \\)", "AnswerDText": "\\( 400 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 40000 \\)", "MisconceptionId": "1870", "MisconceptionName": "Thinks there are 10000mm in a metre", "prompt": "Misconception:\nThinks there are 10000mm in a metre\n\nQuestion:\n\\( 4 m \\) is the same as ___ \\( mm \\)\n\nOptions:\nA. \\( 4000 \\)\nB. \\( 40000 \\)\nC. \\( 40 \\)\nD. \\( 400 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "584:A", "QuestionText": "John is labelling the lengths of the sides of this shape. ![A hexagon with one side, length 3 squares, labelled 6cm. The side labelled with the gold star is 1 square in length.]() What should replace the star?", "AnswerAText": "\\( 1 \\mathrm{~cm} \\)", "AnswerBText": "\\( 2 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 0.5 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1 \\mathrm{~cm} \\)", "MisconceptionId": "229", "MisconceptionName": "Does not account for scale on diagram", "prompt": "Misconception:\nDoes not account for scale on diagram\n\nQuestion:\nJohn is labelling the lengths of the sides of this shape. ![A hexagon with one side, length 3 squares, labelled 6cm. The side labelled with the gold star is 1 square in length.]() What should replace the star?\n\nOptions:\nA. \\( 1 \\mathrm{~cm} \\)\nB. \\( 2 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 0.5 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "584:D", "QuestionText": "John is labelling the lengths of the sides of this shape. ![A hexagon with one side, length 3 squares, labelled 6cm. The side labelled with the gold star is 1 square in length.]() What should replace the star?", "AnswerAText": "\\( 1 \\mathrm{~cm} \\)", "AnswerBText": "\\( 2 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 0.5 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.5 \\mathrm{~cm} \\)", "MisconceptionId": "2226", "MisconceptionName": "Incorrect use of scale on a diagram", "prompt": "Misconception:\nIncorrect use of scale on a diagram\n\nQuestion:\nJohn is labelling the lengths of the sides of this shape. ![A hexagon with one side, length 3 squares, labelled 6cm. The side labelled with the gold star is 1 square in length.]() What should replace the star?\n\nOptions:\nA. \\( 1 \\mathrm{~cm} \\)\nB. \\( 2 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 0.5 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "585:B", "QuestionText": "What is a correct solution for the following pair of simultaneous equations:\n\\[4x+y=7\\]\n\\[3x+2y=4\\]", "AnswerAText": "\\( \\begin{array}{l}x=2 \\\\ y=-1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nWhat is a correct solution for the following pair of simultaneous equations:\n\\[4x+y=7\\]\n\\[3x+2y=4\\]\n\nOptions:\nA. \\( \\begin{array}{l}x=2 \\\\ y=-1\\end{array} \\)\nB. \\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)\nC. \\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)\nD. \\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "585:C", "QuestionText": "What is a correct solution for the following pair of simultaneous equations:\n\\[4x+y=7\\]\n\\[3x+2y=4\\]", "AnswerAText": "\\( \\begin{array}{l}x=2 \\\\ y=-1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nWhat is a correct solution for the following pair of simultaneous equations:\n\\[4x+y=7\\]\n\\[3x+2y=4\\]\n\nOptions:\nA. \\( \\begin{array}{l}x=2 \\\\ y=-1\\end{array} \\)\nB. \\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)\nC. \\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)\nD. \\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "585:D", "QuestionText": "What is a correct solution for the following pair of simultaneous equations:\n\\[4x+y=7\\]\n\\[3x+2y=4\\]", "AnswerAText": "\\( \\begin{array}{l}x=2 \\\\ y=-1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nWhat is a correct solution for the following pair of simultaneous equations:\n\\[4x+y=7\\]\n\\[3x+2y=4\\]\n\nOptions:\nA. \\( \\begin{array}{l}x=2 \\\\ y=-1\\end{array} \\)\nB. \\( \\begin{array}{l}x=3 \\\\ y=-5\\end{array} \\)\nC. \\( \\begin{array}{l}x=0.6 \\\\ y=4.6\\end{array} \\)\nD. \\( \\begin{array}{l}x=10 \\\\ y=-33\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "586:A", "QuestionText": "Simplify \\( \\sqrt{48} \\) as much as possible", "AnswerAText": "\\( 16 \\sqrt{3} \\)", "AnswerBText": "\\( 4 \\sqrt{12} \\)", "AnswerCText": "\\( 4 \\sqrt{3} \\)", "AnswerDText": "\\( 2 \\sqrt{12} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 16 \\sqrt{3} \\)", "MisconceptionId": "2384", "MisconceptionName": "When simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd", "prompt": "Misconception:\nWhen simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd\n\nQuestion:\nSimplify \\( \\sqrt{48} \\) as much as possible\n\nOptions:\nA. \\( 16 \\sqrt{3} \\)\nB. \\( 4 \\sqrt{12} \\)\nC. \\( 4 \\sqrt{3} \\)\nD. \\( 2 \\sqrt{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "586:D", "QuestionText": "Simplify \\( \\sqrt{48} \\) as much as possible", "AnswerAText": "\\( 16 \\sqrt{3} \\)", "AnswerBText": "\\( 4 \\sqrt{12} \\)", "AnswerCText": "\\( 4 \\sqrt{3} \\)", "AnswerDText": "\\( 2 \\sqrt{12} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2 \\sqrt{12} \\)", "MisconceptionId": "2020", "MisconceptionName": "When simplifying surds, does not use the largest square number to simplify", "prompt": "Misconception:\nWhen simplifying surds, does not use the largest square number to simplify\n\nQuestion:\nSimplify \\( \\sqrt{48} \\) as much as possible\n\nOptions:\nA. \\( 16 \\sqrt{3} \\)\nB. \\( 4 \\sqrt{12} \\)\nC. \\( 4 \\sqrt{3} \\)\nD. \\( 2 \\sqrt{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "587:A", "QuestionText": "Problem P: \\( 6 \\div 3+5= \\)\nProblem Q: \\( 6 \\div 3 \\times 5= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)", "AnswerBText": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)", "AnswerCText": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)", "AnswerDText": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 6 \\div 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)", "MisconceptionId": "706", "MisconceptionName": "Carries out operations from right to left regardless of priority order", "prompt": "Misconception:\nCarries out operations from right to left regardless of priority order\n\nQuestion:\nProblem P: \\( 6 \\div 3+5= \\)\nProblem Q: \\( 6 \\div 3 \\times 5= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)\nB. Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)\nC. Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)\nD. Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 6 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "587:B", "QuestionText": "Problem P: \\( 6 \\div 3+5= \\)\nProblem Q: \\( 6 \\div 3 \\times 5= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)", "AnswerBText": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)", "AnswerCText": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)", "AnswerDText": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 6 \\div 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)", "MisconceptionId": "15", "MisconceptionName": "Confuses the order of operations, believes addition comes before division", "prompt": "Misconception:\nConfuses the order of operations, believes addition comes before division\n\nQuestion:\nProblem P: \\( 6 \\div 3+5= \\)\nProblem Q: \\( 6 \\div 3 \\times 5= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)\nB. Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)\nC. Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)\nD. Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 6 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "587:C", "QuestionText": "Problem P: \\( 6 \\div 3+5= \\)\nProblem Q: \\( 6 \\div 3 \\times 5= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)", "AnswerBText": "Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)", "AnswerCText": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)", "AnswerDText": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 6 \\div 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\nProblem P: \\( 6 \\div 3+5= \\)\nProblem Q: \\( 6 \\div 3 \\times 5= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 3+5 \\)\nProblem Q: \\( 3 \\times 5 \\)\nB. Problem P: \\( 3+5 \\)\nProblem Q: \\( 6 \\div 3 \\)\nC. Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 3 \\times 5 \\)\nD. Problem P: \\( 6 \\div 3 \\)\nProblem Q: \\( 6 \\div 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "588:B", "QuestionText": "\\( 0.2 \\) hours \\( = _______ \\) minutes", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 0.2 \\) hours \\( = _______ \\) minutes\n\nOptions:\nA. \\( 12 \\)\nB. \\( 20 \\)\nC. \\( 2 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "588:C", "QuestionText": "\\( 0.2 \\) hours \\( = _______ \\) minutes", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "767", "MisconceptionName": "Thinks there are 10 minutes in an hour", "prompt": "Misconception:\nThinks there are 10 minutes in an hour\n\nQuestion:\n\\( 0.2 \\) hours \\( = _______ \\) minutes\n\nOptions:\nA. \\( 12 \\)\nB. \\( 20 \\)\nC. \\( 2 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "589:B", "QuestionText": "What is the size of angle \\( s \\) ? ![4 angles on an irregular quadrilateral these are labelled s, 2s, 2s, and 3s]()", "AnswerAText": "\\( 45^{\\circ} \\)", "AnswerBText": "\\( 51.4^{\\circ} \\)", "AnswerCText": "\\( 60^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 51.4^{\\circ} \\)", "MisconceptionId": "528", "MisconceptionName": "Does not think that a variable with no coefficient has a coefficient of 1.", "prompt": "Misconception:\nDoes not think that a variable with no coefficient has a coefficient of 1.\n\nQuestion:\nWhat is the size of angle \\( s \\) ? ![4 angles on an irregular quadrilateral these are labelled s, 2s, 2s, and 3s]()\n\nOptions:\nA. \\( 45^{\\circ} \\)\nB. \\( 51.4^{\\circ} \\)\nC. \\( 60^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "590:A", "QuestionText": "What is the name of the mathematical instrument used to construct circles?", "AnswerAText": "Callipers", "AnswerBText": "Compass", "AnswerCText": "Protractor", "AnswerDText": "Slide rule", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Callipers", "MisconceptionId": "295", "MisconceptionName": "Does not know the word and/or does not know the function of a compass", "prompt": "Misconception:\nDoes not know the word and/or does not know the function of a compass\n\nQuestion:\nWhat is the name of the mathematical instrument used to construct circles?\n\nOptions:\nA. Callipers\nB. Compass\nC. Protractor\nD. Slide rule\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "590:C", "QuestionText": "What is the name of the mathematical instrument used to construct circles?", "AnswerAText": "Callipers", "AnswerBText": "Compass", "AnswerCText": "Protractor", "AnswerDText": "Slide rule", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Protractor", "MisconceptionId": "295", "MisconceptionName": "Does not know the word and/or does not know the function of a compass", "prompt": "Misconception:\nDoes not know the word and/or does not know the function of a compass\n\nQuestion:\nWhat is the name of the mathematical instrument used to construct circles?\n\nOptions:\nA. Callipers\nB. Compass\nC. Protractor\nD. Slide rule\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "590:D", "QuestionText": "What is the name of the mathematical instrument used to construct circles?", "AnswerAText": "Callipers", "AnswerBText": "Compass", "AnswerCText": "Protractor", "AnswerDText": "Slide rule", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Slide rule", "MisconceptionId": "295", "MisconceptionName": "Does not know the word and/or does not know the function of a compass", "prompt": "Misconception:\nDoes not know the word and/or does not know the function of a compass\n\nQuestion:\nWhat is the name of the mathematical instrument used to construct circles?\n\nOptions:\nA. Callipers\nB. Compass\nC. Protractor\nD. Slide rule\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "591:B", "QuestionText": "Which calculation would give you the area of the face of this cuboid labelled \\( Q \\) ('the top')? ![A cuboid with dimensions 6cm by 3cm by 4 cm. The top face Q is marked. It is a rectangle with dimensions 6cm by 3cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "MisconceptionId": "910", "MisconceptionName": "Cannot identify the correct side lengths to use when asked to find the area of a face", "prompt": "Misconception:\nCannot identify the correct side lengths to use when asked to find the area of a face\n\nQuestion:\nWhich calculation would give you the area of the face of this cuboid labelled \\( Q \\) ('the top')? ![A cuboid with dimensions 6cm by 3cm by 4 cm. The top face Q is marked. It is a rectangle with dimensions 6cm by 3cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "591:C", "QuestionText": "Which calculation would give you the area of the face of this cuboid labelled \\( Q \\) ('the top')? ![A cuboid with dimensions 6cm by 3cm by 4 cm. The top face Q is marked. It is a rectangle with dimensions 6cm by 3cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)", "MisconceptionId": "910", "MisconceptionName": "Cannot identify the correct side lengths to use when asked to find the area of a face", "prompt": "Misconception:\nCannot identify the correct side lengths to use when asked to find the area of a face\n\nQuestion:\nWhich calculation would give you the area of the face of this cuboid labelled \\( Q \\) ('the top')? ![A cuboid with dimensions 6cm by 3cm by 4 cm. The top face Q is marked. It is a rectangle with dimensions 6cm by 3cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "591:D", "QuestionText": "Which calculation would give you the area of the face of this cuboid labelled \\( Q \\) ('the top')? ![A cuboid with dimensions 6cm by 3cm by 4 cm. The top face Q is marked. It is a rectangle with dimensions 6cm by 3cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)", "MisconceptionId": "648", "MisconceptionName": "Finds volume when asked for surface area", "prompt": "Misconception:\nFinds volume when asked for surface area\n\nQuestion:\nWhich calculation would give you the area of the face of this cuboid labelled \\( Q \\) ('the top')? ![A cuboid with dimensions 6cm by 3cm by 4 cm. The top face Q is marked. It is a rectangle with dimensions 6cm by 3cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 3 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "592:A", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The outer scale goes from 0 to 360, clockwise. The angle is a reflex angle that is between the red line that is at 0 (outer scale) and 180 (inner scale) on the protractor and goes clockwise round to the red line that is half way between 200 and 210 (outer scale) and halfway between 340 and 330 (inner scale).]()", "AnswerAText": "\\( 345^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 335^{\\circ} \\)", "AnswerDText": "\\( 205^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 345^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The outer scale goes from 0 to 360, clockwise. The angle is a reflex angle that is between the red line that is at 0 (outer scale) and 180 (inner scale) on the protractor and goes clockwise round to the red line that is half way between 200 and 210 (outer scale) and halfway between 340 and 330 (inner scale).]()\n\nOptions:\nA. \\( 345^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 335^{\\circ} \\)\nD. \\( 205^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "592:B", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The outer scale goes from 0 to 360, clockwise. The angle is a reflex angle that is between the red line that is at 0 (outer scale) and 180 (inner scale) on the protractor and goes clockwise round to the red line that is half way between 200 and 210 (outer scale) and halfway between 340 and 330 (inner scale).]()", "AnswerAText": "\\( 345^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 335^{\\circ} \\)", "AnswerDText": "\\( 205^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 215^{\\circ} \\)", "MisconceptionId": "1250", "MisconceptionName": "Correct scale but wrong value on protractor reading.", "prompt": "Misconception:\nCorrect scale but wrong value on protractor reading.\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The outer scale goes from 0 to 360, clockwise. The angle is a reflex angle that is between the red line that is at 0 (outer scale) and 180 (inner scale) on the protractor and goes clockwise round to the red line that is half way between 200 and 210 (outer scale) and halfway between 340 and 330 (inner scale).]()\n\nOptions:\nA. \\( 345^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 335^{\\circ} \\)\nD. \\( 205^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "592:C", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The outer scale goes from 0 to 360, clockwise. The angle is a reflex angle that is between the red line that is at 0 (outer scale) and 180 (inner scale) on the protractor and goes clockwise round to the red line that is half way between 200 and 210 (outer scale) and halfway between 340 and 330 (inner scale).]()", "AnswerAText": "\\( 345^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 335^{\\circ} \\)", "AnswerDText": "\\( 205^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 335^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The outer scale goes from 0 to 360, clockwise. The angle is a reflex angle that is between the red line that is at 0 (outer scale) and 180 (inner scale) on the protractor and goes clockwise round to the red line that is half way between 200 and 210 (outer scale) and halfway between 340 and 330 (inner scale).]()\n\nOptions:\nA. \\( 345^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 335^{\\circ} \\)\nD. \\( 205^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "593:B", "QuestionText": "The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=-x drawn and a triangle. The triangle has coordinates: (-2,3) (-2,6) and (0,5). The point P is the coordinate (0,5)]()", "AnswerAText": "\\( (-5,0) \\)", "AnswerBText": "\\( (-4,-1) \\)", "AnswerCText": "\\( (-2,2) \\)", "AnswerDText": "\\( (-4,5) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (-4,-1) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=-x drawn and a triangle. The triangle has coordinates: (-2,3) (-2,6) and (0,5). The point P is the coordinate (0,5)]()\n\nOptions:\nA. \\( (-5,0) \\)\nB. \\( (-4,-1) \\)\nC. \\( (-2,2) \\)\nD. \\( (-4,5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "593:C", "QuestionText": "The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=-x drawn and a triangle. The triangle has coordinates: (-2,3) (-2,6) and (0,5). The point P is the coordinate (0,5)]()", "AnswerAText": "\\( (-5,0) \\)", "AnswerBText": "\\( (-4,-1) \\)", "AnswerCText": "\\( (-2,2) \\)", "AnswerDText": "\\( (-4,5) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (-2,2) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=-x drawn and a triangle. The triangle has coordinates: (-2,3) (-2,6) and (0,5). The point P is the coordinate (0,5)]()\n\nOptions:\nA. \\( (-5,0) \\)\nB. \\( (-4,-1) \\)\nC. \\( (-2,2) \\)\nD. \\( (-4,5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "593:D", "QuestionText": "The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=-x drawn and a triangle. The triangle has coordinates: (-2,3) (-2,6) and (0,5). The point P is the coordinate (0,5)]()", "AnswerAText": "\\( (-5,0) \\)", "AnswerBText": "\\( (-4,-1) \\)", "AnswerCText": "\\( (-2,2) \\)", "AnswerDText": "\\( (-4,5) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (-4,5) \\)", "MisconceptionId": "797", "MisconceptionName": "Reflects horizontally or vertically instead of across a diagonal line of symmetry", "prompt": "Misconception:\nReflects horizontally or vertically instead of across a diagonal line of symmetry\n\nQuestion:\nThe triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=-x drawn and a triangle. The triangle has coordinates: (-2,3) (-2,6) and (0,5). The point P is the coordinate (0,5)]()\n\nOptions:\nA. \\( (-5,0) \\)\nB. \\( (-4,-1) \\)\nC. \\( (-2,2) \\)\nD. \\( (-4,5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "594:A", "QuestionText": "What number should replace the star? \\begin{tabular}{|c|c|c|c|c|}\n\\hline & \\( 4 \\) & \\( 2 \\) & \\(5\\) & \\(4\\)\\\\\n\\hline+ & \\( 2 \\) & \\(\\bigstar\\)  & \\(7\\) & \\(1\\) \\\\\n\\hline \\(\\space\\) & \\(6\\) & \\(3\\) & \\(2\\) & \\(5\\)\n\\end{tabular}", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat number should replace the star? \\begin{tabular}{|c|c|c|c|c|}\n\\hline & \\( 4 \\) & \\( 2 \\) & \\(5\\) & \\(4\\)\\\\\n\\hline+ & \\( 2 \\) & \\(\\bigstar\\)  & \\(7\\) & \\(1\\) \\\\\n\\hline \\(\\space\\) & \\(6\\) & \\(3\\) & \\(2\\) & \\(5\\)\n\\end{tabular}\n\nOptions:\nA. \\( 6 \\)\nB. \\( 5 \\)\nC. \\( 1 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "594:C", "QuestionText": "What number should replace the star? \\begin{tabular}{|c|c|c|c|c|}\n\\hline & \\( 4 \\) & \\( 2 \\) & \\(5\\) & \\(4\\)\\\\\n\\hline+ & \\( 2 \\) & \\(\\bigstar\\)  & \\(7\\) & \\(1\\) \\\\\n\\hline \\(\\space\\) & \\(6\\) & \\(3\\) & \\(2\\) & \\(5\\)\n\\end{tabular}", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat number should replace the star? \\begin{tabular}{|c|c|c|c|c|}\n\\hline & \\( 4 \\) & \\( 2 \\) & \\(5\\) & \\(4\\)\\\\\n\\hline+ & \\( 2 \\) & \\(\\bigstar\\)  & \\(7\\) & \\(1\\) \\\\\n\\hline \\(\\space\\) & \\(6\\) & \\(3\\) & \\(2\\) & \\(5\\)\n\\end{tabular}\n\nOptions:\nA. \\( 6 \\)\nB. \\( 5 \\)\nC. \\( 1 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "595:A", "QuestionText": "Find \\( 20 \\% \\) of \\( 80 \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 96 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2112", "MisconceptionName": "Does not understand how to find percentages of an amount", "prompt": "Misconception:\nDoes not understand how to find percentages of an amount\n\nQuestion:\nFind \\( 20 \\% \\) of \\( 80 \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 20 \\)\nC. \\( 96 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "595:B", "QuestionText": "Find \\( 20 \\% \\) of \\( 80 \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 96 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2039", "MisconceptionName": "Thinks you need to just add a % sign to a number to make it a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a number to make it a percentage\n\nQuestion:\nFind \\( 20 \\% \\) of \\( 80 \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 20 \\)\nC. \\( 96 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "595:C", "QuestionText": "Find \\( 20 \\% \\) of \\( 80 \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 96 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 96 \\)", "MisconceptionId": "247", "MisconceptionName": "Found the percentage but added it to 100%", "prompt": "Misconception:\nFound the percentage but added it to 100%\n\nQuestion:\nFind \\( 20 \\% \\) of \\( 80 \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 20 \\)\nC. \\( 96 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "596:A", "QuestionText": "Write the following as simply as possible: \\( \\frac{q^{2}+q-12}{q^{2}-2 q-3} \\)", "AnswerAText": "\\( \\frac{q-4}{q-1} \\)", "AnswerBText": "\\( \\frac{q+4}{q+1} \\)", "AnswerCText": "\\( \\frac{q-4}{-2 q-1} \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{q-4}{q-1} \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWrite the following as simply as possible: \\( \\frac{q^{2}+q-12}{q^{2}-2 q-3} \\)\n\nOptions:\nA. \\( \\frac{q-4}{q-1} \\)\nB. \\( \\frac{q+4}{q+1} \\)\nC. \\( \\frac{q-4}{-2 q-1} \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "596:C", "QuestionText": "Write the following as simply as possible: \\( \\frac{q^{2}+q-12}{q^{2}-2 q-3} \\)", "AnswerAText": "\\( \\frac{q-4}{q-1} \\)", "AnswerBText": "\\( \\frac{q+4}{q+1} \\)", "AnswerCText": "\\( \\frac{q-4}{-2 q-1} \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{q-4}{-2 q-1} \\)", "MisconceptionId": "143", "MisconceptionName": "Thinks that when you cancel identical terms from the numerator and denominator, they just disappear", "prompt": "Misconception:\nThinks that when you cancel identical terms from the numerator and denominator, they just disappear\n\nQuestion:\nWrite the following as simply as possible: \\( \\frac{q^{2}+q-12}{q^{2}-2 q-3} \\)\n\nOptions:\nA. \\( \\frac{q-4}{q-1} \\)\nB. \\( \\frac{q+4}{q+1} \\)\nC. \\( \\frac{q-4}{-2 q-1} \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "597:A", "QuestionText": "Calculate\n\\(\n\\frac{1}{6} \\div 3\n\\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( \\frac{1}{18} \\)", "AnswerCText": "\\( 18 \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1152", "MisconceptionName": "When dividing fractions, does the reciprocal of the first fraction instead of the second", "prompt": "Misconception:\nWhen dividing fractions, does the reciprocal of the first fraction instead of the second\n\nQuestion:\nCalculate\n\\(\n\\frac{1}{6} \\div 3\n\\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( \\frac{1}{18} \\)\nC. \\( 18 \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "597:C", "QuestionText": "Calculate\n\\(\n\\frac{1}{6} \\div 3\n\\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( \\frac{1}{18} \\)", "AnswerCText": "\\( 18 \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nCalculate\n\\(\n\\frac{1}{6} \\div 3\n\\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( \\frac{1}{18} \\)\nC. \\( 18 \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "597:D", "QuestionText": "Calculate\n\\(\n\\frac{1}{6} \\div 3\n\\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( \\frac{1}{18} \\)", "AnswerCText": "\\( 18 \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{2} \\)", "MisconceptionId": "1156", "MisconceptionName": "When dividing a fraction by an integer, divides the denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, divides the denominator by the integer\n\nQuestion:\nCalculate\n\\(\n\\frac{1}{6} \\div 3\n\\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( \\frac{1}{18} \\)\nC. \\( 18 \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "598:A", "QuestionText": "Write \\( 0.15 \\) as a percentage.", "AnswerAText": "\\( 0.15 \\% \\)", "AnswerBText": "\\( \\frac{15}{100} \\)", "AnswerCText": "\\( 1.5 \\% \\)", "AnswerDText": "\\( 15 \\% \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.15 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nWrite \\( 0.15 \\) as a percentage.\n\nOptions:\nA. \\( 0.15 \\% \\)\nB. \\( \\frac{15}{100} \\)\nC. \\( 1.5 \\% \\)\nD. \\( 15 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "598:C", "QuestionText": "Write \\( 0.15 \\) as a percentage.", "AnswerAText": "\\( 0.15 \\% \\)", "AnswerBText": "\\( \\frac{15}{100} \\)", "AnswerCText": "\\( 1.5 \\% \\)", "AnswerDText": "\\( 15 \\% \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1.5 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\nWrite \\( 0.15 \\) as a percentage.\n\nOptions:\nA. \\( 0.15 \\% \\)\nB. \\( \\frac{15}{100} \\)\nC. \\( 1.5 \\% \\)\nD. \\( 15 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "599:A", "QuestionText": "Which inequality is represented by the diagram? ![A number line with a filled in circle above 1with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "AnswerAText": "\\( x>1 \\)", "AnswerBText": "\\( x \\geq 1 \\)", "AnswerCText": "\\( x<1 \\)", "AnswerDText": "\\( x \\leq 1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( x>1 \\)", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich inequality is represented by the diagram? ![A number line with a filled in circle above 1with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()\n\nOptions:\nA. \\( x>1 \\)\nB. \\( x \\geq 1 \\)\nC. \\( x<1 \\)\nD. \\( x \\leq 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "599:D", "QuestionText": "Which inequality is represented by the diagram? ![A number line with a filled in circle above 1with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()", "AnswerAText": "\\( x>1 \\)", "AnswerBText": "\\( x \\geq 1 \\)", "AnswerCText": "\\( x<1 \\)", "AnswerDText": "\\( x \\leq 1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( x \\leq 1 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich inequality is represented by the diagram? ![A number line with a filled in circle above 1with an arrow coming out of it over the numbers 2, 3, 4, 5 etc.]()\n\nOptions:\nA. \\( x>1 \\)\nB. \\( x \\geq 1 \\)\nC. \\( x<1 \\)\nD. \\( x \\leq 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "600:A", "QuestionText": "Chris orders \\( 2 \\) cups of tea and a cake, and his bill comes to £1.40\n\nAmy orders \\( 4 \\) cups of tea and a cake, and her bill comes to £2.20.\n\nHow much does one cup of tea cost?", "AnswerAText": "\\( 80 p \\)", "AnswerBText": "\\( 60 p \\)", "AnswerCText": "\\( 40 p \\)", "AnswerDText": "\\( 55 p \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 80 p \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\nChris orders \\( 2 \\) cups of tea and a cake, and his bill comes to £1.40\n\nAmy orders \\( 4 \\) cups of tea and a cake, and her bill comes to £2.20.\n\nHow much does one cup of tea cost?\n\nOptions:\nA. \\( 80 p \\)\nB. \\( 60 p \\)\nC. \\( 40 p \\)\nD. \\( 55 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "600:D", "QuestionText": "Chris orders \\( 2 \\) cups of tea and a cake, and his bill comes to £1.40\n\nAmy orders \\( 4 \\) cups of tea and a cake, and her bill comes to £2.20.\n\nHow much does one cup of tea cost?", "AnswerAText": "\\( 80 p \\)", "AnswerBText": "\\( 60 p \\)", "AnswerCText": "\\( 40 p \\)", "AnswerDText": "\\( 55 p \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 55 p \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nChris orders \\( 2 \\) cups of tea and a cake, and his bill comes to £1.40\n\nAmy orders \\( 4 \\) cups of tea and a cake, and her bill comes to £2.20.\n\nHow much does one cup of tea cost?\n\nOptions:\nA. \\( 80 p \\)\nB. \\( 60 p \\)\nC. \\( 40 p \\)\nD. \\( 55 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "601:A", "QuestionText": "The straight line across this circle is called a ....? ![A circle with a line across from edge to edge, passing through the centre]()", "AnswerAText": "Diagram", "AnswerBText": "Diameter", "AnswerCText": "Diagonal", "AnswerDText": "Diamond", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Diagram", "MisconceptionId": "1746", "MisconceptionName": "Does not know the term 'diameter'", "prompt": "Misconception:\nDoes not know the term 'diameter'\n\nQuestion:\nThe straight line across this circle is called a ....? ![A circle with a line across from edge to edge, passing through the centre]()\n\nOptions:\nA. Diagram\nB. Diameter\nC. Diagonal\nD. Diamond\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "601:C", "QuestionText": "The straight line across this circle is called a ....? ![A circle with a line across from edge to edge, passing through the centre]()", "AnswerAText": "Diagram", "AnswerBText": "Diameter", "AnswerCText": "Diagonal", "AnswerDText": "Diamond", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Diagonal", "MisconceptionId": "1746", "MisconceptionName": "Does not know the term 'diameter'", "prompt": "Misconception:\nDoes not know the term 'diameter'\n\nQuestion:\nThe straight line across this circle is called a ....? ![A circle with a line across from edge to edge, passing through the centre]()\n\nOptions:\nA. Diagram\nB. Diameter\nC. Diagonal\nD. Diamond\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "601:D", "QuestionText": "The straight line across this circle is called a ....? ![A circle with a line across from edge to edge, passing through the centre]()", "AnswerAText": "Diagram", "AnswerBText": "Diameter", "AnswerCText": "Diagonal", "AnswerDText": "Diamond", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Diamond", "MisconceptionId": "1746", "MisconceptionName": "Does not know the term 'diameter'", "prompt": "Misconception:\nDoes not know the term 'diameter'\n\nQuestion:\nThe straight line across this circle is called a ....? ![A circle with a line across from edge to edge, passing through the centre]()\n\nOptions:\nA. Diagram\nB. Diameter\nC. Diagonal\nD. Diamond\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "602:A", "QuestionText": "\\( \\frac{3}{5} \\) of \\( 30= \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1057", "MisconceptionName": "Finds the unit fraction when asked to find a non-unit fraction of an amount", "prompt": "Misconception:\nFinds the unit fraction when asked to find a non-unit fraction of an amount\n\nQuestion:\n\\( \\frac{3}{5} \\) of \\( 30= \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 50 \\)\nC. \\( 12 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "602:B", "QuestionText": "\\( \\frac{3}{5} \\) of \\( 30= \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "2199", "MisconceptionName": "Divides by the numerator and multiplies by the denominator when finding a fraction of an amount", "prompt": "Misconception:\nDivides by the numerator and multiplies by the denominator when finding a fraction of an amount\n\nQuestion:\n\\( \\frac{3}{5} \\) of \\( 30= \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 50 \\)\nC. \\( 12 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "603:A", "QuestionText": "Bob recorded the number of cars he sold in one week.\nHow many cars did he sell altogether? \\begin{tabular}{|c|c|}\n\\hline Colour & Frequency \\\\\n\\hline Blue & \\( 3 \\) \\\\\n\\hline Black & \\( 2 \\) \\\\\n\\hline Silver & \\( 4 \\) \\\\\n\\hline Red & \\( 1 \\) \\\\\n\\hline Other & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 13 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1993", "MisconceptionName": "Believes total in a grouped table is found by counting rows", "prompt": "Misconception:\nBelieves total in a grouped table is found by counting rows\n\nQuestion:\nBob recorded the number of cars he sold in one week.\nHow many cars did he sell altogether? \\begin{tabular}{|c|c|}\n\\hline Colour & Frequency \\\\\n\\hline Blue & \\( 3 \\) \\\\\n\\hline Black & \\( 2 \\) \\\\\n\\hline Silver & \\( 4 \\) \\\\\n\\hline Red & \\( 1 \\) \\\\\n\\hline Other & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 5 \\)\nB. \\( 12 \\)\nC. \\( 10 \\)\nD. \\( 13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "603:C", "QuestionText": "Bob recorded the number of cars he sold in one week.\nHow many cars did he sell altogether? \\begin{tabular}{|c|c|}\n\\hline Colour & Frequency \\\\\n\\hline Blue & \\( 3 \\) \\\\\n\\hline Black & \\( 2 \\) \\\\\n\\hline Silver & \\( 4 \\) \\\\\n\\hline Red & \\( 1 \\) \\\\\n\\hline Other & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 13 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "2111", "MisconceptionName": "Believes you do not include an \"other\" category when finding a total frequency", "prompt": "Misconception:\nBelieves you do not include an \"other\" category when finding a total frequency\n\nQuestion:\nBob recorded the number of cars he sold in one week.\nHow many cars did he sell altogether? \\begin{tabular}{|c|c|}\n\\hline Colour & Frequency \\\\\n\\hline Blue & \\( 3 \\) \\\\\n\\hline Black & \\( 2 \\) \\\\\n\\hline Silver & \\( 4 \\) \\\\\n\\hline Red & \\( 1 \\) \\\\\n\\hline Other & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 5 \\)\nB. \\( 12 \\)\nC. \\( 10 \\)\nD. \\( 13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "604:B", "QuestionText": "\\( 0.4^{2}= \\)", "AnswerAText": "\\( 0.08 \\)", "AnswerBText": "\\( 0.8 \\)", "AnswerCText": "\\( 1.6 \\)", "AnswerDText": "\\( 0.16 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.8 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 0.4^{2}= \\)\n\nOptions:\nA. \\( 0.08 \\)\nB. \\( 0.8 \\)\nC. \\( 1.6 \\)\nD. \\( 0.16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "604:C", "QuestionText": "\\( 0.4^{2}= \\)", "AnswerAText": "\\( 0.08 \\)", "AnswerBText": "\\( 0.8 \\)", "AnswerCText": "\\( 1.6 \\)", "AnswerDText": "\\( 0.16 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1.6 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.4^{2}= \\)\n\nOptions:\nA. \\( 0.08 \\)\nB. \\( 0.8 \\)\nC. \\( 1.6 \\)\nD. \\( 0.16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "605:A", "QuestionText": "The bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Teas were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Teas bar lower section is 1 tick below 50 on the vertical scale, and the whole bar's height is 2 ticks above 100 on the vertical scale.\n]()", "AnswerAText": "\\( 62 \\)", "AnswerBText": "\\( 80 \\)", "AnswerCText": "\\( 120 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 62 \\)", "MisconceptionId": "134", "MisconceptionName": "Misreads scale", "prompt": "Misconception:\nMisreads scale\n\nQuestion:\nThe bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Teas were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Teas bar lower section is 1 tick below 50 on the vertical scale, and the whole bar's height is 2 ticks above 100 on the vertical scale.\n]()\n\nOptions:\nA. \\( 62 \\)\nB. \\( 80 \\)\nC. \\( 120 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "605:C", "QuestionText": "The bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Teas were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Teas bar lower section is 1 tick below 50 on the vertical scale, and the whole bar's height is 2 ticks above 100 on the vertical scale.\n]()", "AnswerAText": "\\( 62 \\)", "AnswerBText": "\\( 80 \\)", "AnswerCText": "\\( 120 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 120 \\)", "MisconceptionId": "70", "MisconceptionName": "When reading a composite bar chart, just reads total height of bar", "prompt": "Misconception:\nWhen reading a composite bar chart, just reads total height of bar\n\nQuestion:\nThe bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Teas were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Teas bar lower section is 1 tick below 50 on the vertical scale, and the whole bar's height is 2 ticks above 100 on the vertical scale.\n]()\n\nOptions:\nA. \\( 62 \\)\nB. \\( 80 \\)\nC. \\( 120 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "606:A", "QuestionText": "Which of the following is the square root of \\( 81 \\) ?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 162 \\)", "AnswerDText": "\\( 6561 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1850", "MisconceptionName": "Mixes up square rooting and fourth rooting", "prompt": "Misconception:\nMixes up square rooting and fourth rooting\n\nQuestion:\nWhich of the following is the square root of \\( 81 \\) ?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 9 \\)\nC. \\( 162 \\)\nD. \\( 6561 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "606:C", "QuestionText": "Which of the following is the square root of \\( 81 \\) ?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 162 \\)", "AnswerDText": "\\( 6561 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 162 \\)", "MisconceptionId": "2017", "MisconceptionName": "Mixes up square rooting and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up square rooting and multiplying by 2 or doubling\n\nQuestion:\nWhich of the following is the square root of \\( 81 \\) ?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 9 \\)\nC. \\( 162 \\)\nD. \\( 6561 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "606:D", "QuestionText": "Which of the following is the square root of \\( 81 \\) ?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 162 \\)", "AnswerDText": "\\( 6561 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6561 \\)", "MisconceptionId": "1012", "MisconceptionName": "Squares when asked to find the square root", "prompt": "Misconception:\nSquares when asked to find the square root\n\nQuestion:\nWhich of the following is the square root of \\( 81 \\) ?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 9 \\)\nC. \\( 162 \\)\nD. \\( 6561 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "607:A", "QuestionText": "Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 40 \\% \\) you divide by \\( 100 \\) and multiply by \\( 4 \\). \nKatie says to find \\( 40 \\% \\) you divide by \\( 5 \\) and multiply by \\( 2 \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "308", "MisconceptionName": "Believes that dividing by 100 gives 10%", "prompt": "Misconception:\nBelieves that dividing by 100 gives 10%\n\nQuestion:\nTom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 40 \\% \\) you divide by \\( 100 \\) and multiply by \\( 4 \\). \nKatie says to find \\( 40 \\% \\) you divide by \\( 5 \\) and multiply by \\( 2 \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "607:C", "QuestionText": "Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 40 \\% \\) you divide by \\( 100 \\) and multiply by \\( 4 \\). \nKatie says to find \\( 40 \\% \\) you divide by \\( 5 \\) and multiply by \\( 2 \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "308", "MisconceptionName": "Believes that dividing by 100 gives 10%", "prompt": "Misconception:\nBelieves that dividing by 100 gives 10%\n\nQuestion:\nTom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 40 \\% \\) you divide by \\( 100 \\) and multiply by \\( 4 \\). \nKatie says to find \\( 40 \\% \\) you divide by \\( 5 \\) and multiply by \\( 2 \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "607:D", "QuestionText": "Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 40 \\% \\) you divide by \\( 100 \\) and multiply by \\( 4 \\). \nKatie says to find \\( 40 \\% \\) you divide by \\( 5 \\) and multiply by \\( 2 \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "376", "MisconceptionName": "Unable to equate a division and multiplication to a single division", "prompt": "Misconception:\nUnable to equate a division and multiplication to a single division\n\nQuestion:\nTom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 40 \\% \\) you divide by \\( 100 \\) and multiply by \\( 4 \\). \nKatie says to find \\( 40 \\% \\) you divide by \\( 5 \\) and multiply by \\( 2 \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "608:A", "QuestionText": "Tom and Katie are discussing Fibonacci sequences.\n\nTom says this is a Fibonacci sequence: \\( 1,1,2,3,5,8, \\ldots \\)\n\nKatie says this is a Fibonacci sequence: \\( 1,2,3,5,8,13, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "976", "MisconceptionName": "Thinks a Fibonacci sequence must start with 1, 1", "prompt": "Misconception:\nThinks a Fibonacci sequence must start with 1, 1\n\nQuestion:\nTom and Katie are discussing Fibonacci sequences.\n\nTom says this is a Fibonacci sequence: \\( 1,1,2,3,5,8, \\ldots \\)\n\nKatie says this is a Fibonacci sequence: \\( 1,2,3,5,8,13, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "608:B", "QuestionText": "Tom and Katie are discussing Fibonacci sequences.\n\nTom says this is a Fibonacci sequence: \\( 1,1,2,3,5,8, \\ldots \\)\n\nKatie says this is a Fibonacci sequence: \\( 1,2,3,5,8,13, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "89", "MisconceptionName": "Thinks it can't be called a sequence with a repeated number at the start", "prompt": "Misconception:\nThinks it can't be called a sequence with a repeated number at the start\n\nQuestion:\nTom and Katie are discussing Fibonacci sequences.\n\nTom says this is a Fibonacci sequence: \\( 1,1,2,3,5,8, \\ldots \\)\n\nKatie says this is a Fibonacci sequence: \\( 1,2,3,5,8,13, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "608:D", "QuestionText": "Tom and Katie are discussing Fibonacci sequences.\n\nTom says this is a Fibonacci sequence: \\( 1,1,2,3,5,8, \\ldots \\)\n\nKatie says this is a Fibonacci sequence: \\( 1,2,3,5,8,13, \\ldots \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2228", "MisconceptionName": "Does not know what a Fibonacci sequence is", "prompt": "Misconception:\nDoes not know what a Fibonacci sequence is\n\nQuestion:\nTom and Katie are discussing Fibonacci sequences.\n\nTom says this is a Fibonacci sequence: \\( 1,1,2,3,5,8, \\ldots \\)\n\nKatie says this is a Fibonacci sequence: \\( 1,2,3,5,8,13, \\ldots \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "609:A", "QuestionText": "To work out how many hours in a year you could do...", "AnswerAText": "\\( 365 \\times 7 \\)", "AnswerBText": "\\( 365 \\times 60 \\)", "AnswerCText": "\\( 365 \\times 12 \\)", "AnswerDText": "\\( 365 \\times 24 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 365 \\times 7 \\)", "MisconceptionId": "2081", "MisconceptionName": "Thinks there are 7 hours in 1 day", "prompt": "Misconception:\nThinks there are 7 hours in 1 day\n\nQuestion:\nTo work out how many hours in a year you could do...\n\nOptions:\nA. \\( 365 \\times 7 \\)\nB. \\( 365 \\times 60 \\)\nC. \\( 365 \\times 12 \\)\nD. \\( 365 \\times 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "609:B", "QuestionText": "To work out how many hours in a year you could do...", "AnswerAText": "\\( 365 \\times 7 \\)", "AnswerBText": "\\( 365 \\times 60 \\)", "AnswerCText": "\\( 365 \\times 12 \\)", "AnswerDText": "\\( 365 \\times 24 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 365 \\times 60 \\)", "MisconceptionId": "2401", "MisconceptionName": "Answers as if there are 60 hours in a day", "prompt": "Misconception:\nAnswers as if there are 60 hours in a day\n\nQuestion:\nTo work out how many hours in a year you could do...\n\nOptions:\nA. \\( 365 \\times 7 \\)\nB. \\( 365 \\times 60 \\)\nC. \\( 365 \\times 12 \\)\nD. \\( 365 \\times 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "609:C", "QuestionText": "To work out how many hours in a year you could do...", "AnswerAText": "\\( 365 \\times 7 \\)", "AnswerBText": "\\( 365 \\times 60 \\)", "AnswerCText": "\\( 365 \\times 12 \\)", "AnswerDText": "\\( 365 \\times 24 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 365 \\times 12 \\)", "MisconceptionId": "443", "MisconceptionName": "Thinks there are 12 hours in 1 day", "prompt": "Misconception:\nThinks there are 12 hours in 1 day\n\nQuestion:\nTo work out how many hours in a year you could do...\n\nOptions:\nA. \\( 365 \\times 7 \\)\nB. \\( 365 \\times 60 \\)\nC. \\( 365 \\times 12 \\)\nD. \\( 365 \\times 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "610:C", "QuestionText": "One of these equations has no real solutions\nWhich is it?", "AnswerAText": "\\( (w+5)^{2}+25=0 \\)", "AnswerBText": "\\( (w+5)^{2}-25=0 \\)", "AnswerCText": "\\( (w+5)^{2}-5=0 \\)", "AnswerDText": "\\( (w+5)^{2}=0 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (w+5)^{2}-5=0 \\)", "MisconceptionId": "922", "MisconceptionName": "Believes we can only take the square root of a perfect square", "prompt": "Misconception:\nBelieves we can only take the square root of a perfect square\n\nQuestion:\nOne of these equations has no real solutions\nWhich is it?\n\nOptions:\nA. \\( (w+5)^{2}+25=0 \\)\nB. \\( (w+5)^{2}-25=0 \\)\nC. \\( (w+5)^{2}-5=0 \\)\nD. \\( (w+5)^{2}=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "610:D", "QuestionText": "One of these equations has no real solutions\nWhich is it?", "AnswerAText": "\\( (w+5)^{2}+25=0 \\)", "AnswerBText": "\\( (w+5)^{2}-25=0 \\)", "AnswerCText": "\\( (w+5)^{2}-5=0 \\)", "AnswerDText": "\\( (w+5)^{2}=0 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (w+5)^{2}=0 \\)", "MisconceptionId": "1494", "MisconceptionName": "Believes 0 is not a real solution to an equation", "prompt": "Misconception:\nBelieves 0 is not a real solution to an equation\n\nQuestion:\nOne of these equations has no real solutions\nWhich is it?\n\nOptions:\nA. \\( (w+5)^{2}+25=0 \\)\nB. \\( (w+5)^{2}-25=0 \\)\nC. \\( (w+5)^{2}-5=0 \\)\nD. \\( (w+5)^{2}=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "611:B", "QuestionText": "\\( \\frac{2}{7} \\times 3=3 \\div K \\times L \\)", "AnswerAText": "\\( \\begin{array}{l}K=7 \\\\ L=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}K=2 \\\\ L=7\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}K=7 \\\\ L=7\\end{array} \\)", "AnswerDText": "Not possible", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}K=2 \\\\ L=7\\end{array} \\)", "MisconceptionId": "78", "MisconceptionName": "When multiplying a fraction by an integer, multiplies the denominator instead of the numerator", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies the denominator instead of the numerator\n\nQuestion:\n\\( \\frac{2}{7} \\times 3=3 \\div K \\times L \\)\n\nOptions:\nA. \\( \\begin{array}{l}K=7 \\\\ L=2\\end{array} \\)\nB. \\( \\begin{array}{l}K=2 \\\\ L=7\\end{array} \\)\nC. \\( \\begin{array}{l}K=7 \\\\ L=7\\end{array} \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "611:D", "QuestionText": "\\( \\frac{2}{7} \\times 3=3 \\div K \\times L \\)", "AnswerAText": "\\( \\begin{array}{l}K=7 \\\\ L=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}K=2 \\\\ L=7\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}K=7 \\\\ L=7\\end{array} \\)", "AnswerDText": "Not possible", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not possible", "MisconceptionId": "1207", "MisconceptionName": "Does not realize we can write a division as a fraction", "prompt": "Misconception:\nDoes not realize we can write a division as a fraction\n\nQuestion:\n\\( \\frac{2}{7} \\times 3=3 \\div K \\times L \\)\n\nOptions:\nA. \\( \\begin{array}{l}K=7 \\\\ L=2\\end{array} \\)\nB. \\( \\begin{array}{l}K=2 \\\\ L=7\\end{array} \\)\nC. \\( \\begin{array}{l}K=7 \\\\ L=7\\end{array} \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "612:A", "QuestionText": "What should replace the star? \\( \\bigstar \\div 0.3=1.5 \\)", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.45 \\)", "AnswerCText": "\\( 1.8 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.5 \\)", "MisconceptionId": "1181", "MisconceptionName": "When solving an equation thinks they divide when in fact they need to multiply", "prompt": "Misconception:\nWhen solving an equation thinks they divide when in fact they need to multiply\n\nQuestion:\nWhat should replace the star? \\( \\bigstar \\div 0.3=1.5 \\)\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.45 \\)\nC. \\( 1.8 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "612:C", "QuestionText": "What should replace the star? \\( \\bigstar \\div 0.3=1.5 \\)", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.45 \\)", "AnswerCText": "\\( 1.8 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1.8 \\)", "MisconceptionId": "1024", "MisconceptionName": "When solving an equation thinks they add when in fact they need to multiply", "prompt": "Misconception:\nWhen solving an equation thinks they add when in fact they need to multiply\n\nQuestion:\nWhat should replace the star? \\( \\bigstar \\div 0.3=1.5 \\)\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.45 \\)\nC. \\( 1.8 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "612:D", "QuestionText": "What should replace the star? \\( \\bigstar \\div 0.3=1.5 \\)", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.45 \\)", "AnswerCText": "\\( 1.8 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "1181", "MisconceptionName": "When solving an equation thinks they divide when in fact they need to multiply", "prompt": "Misconception:\nWhen solving an equation thinks they divide when in fact they need to multiply\n\nQuestion:\nWhat should replace the star? \\( \\bigstar \\div 0.3=1.5 \\)\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.45 \\)\nC. \\( 1.8 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "613:A", "QuestionText": "For every \\( 2 \\) marbles Karen has, Marty has \\( 3 \\).\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.", "AnswerAText": "\\( 3\\; : 2 \\)", "AnswerBText": "\\( 2\\; : 3\\; : 5 \\)", "AnswerCText": "\\( 2\\; : 5 \\)", "AnswerDText": "\\( 2\\; : 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3\\; : 2 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nFor every \\( 2 \\) marbles Karen has, Marty has \\( 3 \\).\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.\n\nOptions:\nA. \\( 3\\; : 2 \\)\nB. \\( 2\\; : 3\\; : 5 \\)\nC. \\( 2\\; : 5 \\)\nD. \\( 2\\; : 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "613:B", "QuestionText": "For every \\( 2 \\) marbles Karen has, Marty has \\( 3 \\).\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.", "AnswerAText": "\\( 3\\; : 2 \\)", "AnswerBText": "\\( 2\\; : 3\\; : 5 \\)", "AnswerCText": "\\( 2\\; : 5 \\)", "AnswerDText": "\\( 2\\; : 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2\\; : 3\\; : 5 \\)", "MisconceptionId": "942", "MisconceptionName": "Thinks you need to include the total as well as the individual parts when asked to write a ratio", "prompt": "Misconception:\nThinks you need to include the total as well as the individual parts when asked to write a ratio\n\nQuestion:\nFor every \\( 2 \\) marbles Karen has, Marty has \\( 3 \\).\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.\n\nOptions:\nA. \\( 3\\; : 2 \\)\nB. \\( 2\\; : 3\\; : 5 \\)\nC. \\( 2\\; : 5 \\)\nD. \\( 2\\; : 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "613:C", "QuestionText": "For every \\( 2 \\) marbles Karen has, Marty has \\( 3 \\).\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.", "AnswerAText": "\\( 3\\; : 2 \\)", "AnswerBText": "\\( 2\\; : 3\\; : 5 \\)", "AnswerCText": "\\( 2\\; : 5 \\)", "AnswerDText": "\\( 2\\; : 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2\\; : 5 \\)", "MisconceptionId": "2208", "MisconceptionName": "When writing ratio, writes total as one side", "prompt": "Misconception:\nWhen writing ratio, writes total as one side\n\nQuestion:\nFor every \\( 2 \\) marbles Karen has, Marty has \\( 3 \\).\nWrite the number of marbles Karen and Marty have as a ratio, with Karen's part first.\n\nOptions:\nA. \\( 3\\; : 2 \\)\nB. \\( 2\\; : 3\\; : 5 \\)\nC. \\( 2\\; : 5 \\)\nD. \\( 2\\; : 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "614:C", "QuestionText": "Use the graph to approximate the solution to \\( x^{2}<5 \\) ![A set of axes with the quadratic graph y=x^2 drawn on.]()", "AnswerAText": "\\( x<25 \\)", "AnswerBText": "\\( -2.2<x<2.2 \\)", "AnswerCText": "\\( x<-2.2, x>2.2 \\)", "AnswerDText": "\\( x \\geq 0 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( x<-2.2, x>2.2 \\)", "MisconceptionId": "2043", "MisconceptionName": "Selects y>a solutions instead of y<a solutions for a quadratic inequality", "prompt": "Misconception:\nSelects y>a solutions instead of y<a solutions for a quadratic inequality\n\nQuestion:\nUse the graph to approximate the solution to \\( x^{2}<5 \\) ![A set of axes with the quadratic graph y=x^2 drawn on.]()\n\nOptions:\nA. \\( x<25 \\)\nB. \\( -2.2<x<2.2 \\)\nC. \\( x<-2.2, x>2.2 \\)\nD. \\( x \\geq 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "615:A", "QuestionText": "The ratio of cars to vans in a car park is \\( 5: 3 \\)\n\nIf there are \\( 80 \\) cars, how many vehicles (cars and vans) are there in total?", "AnswerAText": "\\( 83 \\)", "AnswerBText": "\\( 48 \\)", "AnswerCText": "\\( 128 \\)", "AnswerDText": "\\( 110 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 83 \\)", "MisconceptionId": "806", "MisconceptionName": "Thinks the number in the ratio is the total", "prompt": "Misconception:\nThinks the number in the ratio is the total\n\nQuestion:\nThe ratio of cars to vans in a car park is \\( 5: 3 \\)\n\nIf there are \\( 80 \\) cars, how many vehicles (cars and vans) are there in total?\n\nOptions:\nA. \\( 83 \\)\nB. \\( 48 \\)\nC. \\( 128 \\)\nD. \\( 110 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "616:A", "QuestionText": "Without drawing any more terms, how many circles do you predict will be in the \\( 5 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 18 \\)", "AnswerCText": "\\( 24 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWithout drawing any more terms, how many circles do you predict will be in the \\( 5 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 18 \\)\nC. \\( 24 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "616:B", "QuestionText": "Without drawing any more terms, how many circles do you predict will be in the \\( 5 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 18 \\)", "AnswerCText": "\\( 24 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "52", "MisconceptionName": "When asked for a specific term in a sequence gives the term before", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term before\n\nQuestion:\nWithout drawing any more terms, how many circles do you predict will be in the \\( 5 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 18 \\)\nC. \\( 24 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "616:C", "QuestionText": "Without drawing any more terms, how many circles do you predict will be in the \\( 5 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 18 \\)", "AnswerCText": "\\( 24 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWithout drawing any more terms, how many circles do you predict will be in the \\( 5 \\) th term of this sequence? ![A diagram showing the first 3 patterns in a sequence. Pattern 1 is a rectangle with a total of 6 circles surrounding it. Pattern 2 is 2 rectangles with a total of 10 circles surrounding it. Pattern 3 is 3 rectangles with a total of 14 circles surrounding it.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 18 \\)\nC. \\( 24 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "617:A", "QuestionText": "What should replace the question mark? ![A bar split into 8 equal parts. 3 of the parts are shaded, and the total length of these 3 parts is labelled 3/4. The total length of 6 parts is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{6}{8} \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( \\frac{6}{3} \\)", "AnswerDText": "\\( \\frac{6}{4} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{6}{8} \\)", "MisconceptionId": "1976", "MisconceptionName": "When multiplying a fraction by an integer, multiplies both numerator and denominator by the integer", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies both numerator and denominator by the integer\n\nQuestion:\nWhat should replace the question mark? ![A bar split into 8 equal parts. 3 of the parts are shaded, and the total length of these 3 parts is labelled 3/4. The total length of 6 parts is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{6}{8} \\)\nB. \\( 6 \\)\nC. \\( \\frac{6}{3} \\)\nD. \\( \\frac{6}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "617:B", "QuestionText": "What should replace the question mark? ![A bar split into 8 equal parts. 3 of the parts are shaded, and the total length of these 3 parts is labelled 3/4. The total length of 6 parts is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{6}{8} \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( \\frac{6}{3} \\)", "AnswerDText": "\\( \\frac{6}{4} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1237", "MisconceptionName": "Believes that 1 part of a bar model will always have a value of 1", "prompt": "Misconception:\nBelieves that 1 part of a bar model will always have a value of 1\n\nQuestion:\nWhat should replace the question mark? ![A bar split into 8 equal parts. 3 of the parts are shaded, and the total length of these 3 parts is labelled 3/4. The total length of 6 parts is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{6}{8} \\)\nB. \\( 6 \\)\nC. \\( \\frac{6}{3} \\)\nD. \\( \\frac{6}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "618:B", "QuestionText": "What is \\( \\frac{13}{40} \\) written as a percentage?", "AnswerAText": "\\( 32.5 \\% \\)", "AnswerBText": "\\( 13 \\% \\)", "AnswerCText": "\\( 26 \\% \\)", "AnswerDText": "\\( 52 \\% \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 13 \\% \\)", "MisconceptionId": "800", "MisconceptionName": "Thinks you just add a % sign to the numerator to make a fraction into a percentage", "prompt": "Misconception:\nThinks you just add a % sign to the numerator to make a fraction into a percentage\n\nQuestion:\nWhat is \\( \\frac{13}{40} \\) written as a percentage?\n\nOptions:\nA. \\( 32.5 \\% \\)\nB. \\( 13 \\% \\)\nC. \\( 26 \\% \\)\nD. \\( 52 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "618:C", "QuestionText": "What is \\( \\frac{13}{40} \\) written as a percentage?", "AnswerAText": "\\( 32.5 \\% \\)", "AnswerBText": "\\( 13 \\% \\)", "AnswerCText": "\\( 26 \\% \\)", "AnswerDText": "\\( 52 \\% \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 26 \\% \\)", "MisconceptionId": "2361", "MisconceptionName": "Believes a fraction out of a number other than 100 represents a percentage", "prompt": "Misconception:\nBelieves a fraction out of a number other than 100 represents a percentage\n\nQuestion:\nWhat is \\( \\frac{13}{40} \\) written as a percentage?\n\nOptions:\nA. \\( 32.5 \\% \\)\nB. \\( 13 \\% \\)\nC. \\( 26 \\% \\)\nD. \\( 52 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "618:D", "QuestionText": "What is \\( \\frac{13}{40} \\) written as a percentage?", "AnswerAText": "\\( 32.5 \\% \\)", "AnswerBText": "\\( 13 \\% \\)", "AnswerCText": "\\( 26 \\% \\)", "AnswerDText": "\\( 52 \\% \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 52 \\% \\)", "MisconceptionId": "2361", "MisconceptionName": "Believes a fraction out of a number other than 100 represents a percentage", "prompt": "Misconception:\nBelieves a fraction out of a number other than 100 represents a percentage\n\nQuestion:\nWhat is \\( \\frac{13}{40} \\) written as a percentage?\n\nOptions:\nA. \\( 32.5 \\% \\)\nB. \\( 13 \\% \\)\nC. \\( 26 \\% \\)\nD. \\( 52 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "619:A", "QuestionText": "A Zumba teacher wants to split her group of \\( 60 \\) clients into equal sized classes.\nTo do this she needs to know the _________ of \\( 60 \\)\nWhich word best fills in the gap?", "AnswerAText": "Remainders", "AnswerBText": "Fractions", "AnswerCText": "Multiples", "AnswerDText": "Factors", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Remainders", "MisconceptionId": "2292", "MisconceptionName": "Does not understand that factors are divisors which split the number into equal groups", "prompt": "Misconception:\nDoes not understand that factors are divisors which split the number into equal groups\n\nQuestion:\nA Zumba teacher wants to split her group of \\( 60 \\) clients into equal sized classes.\nTo do this she needs to know the _________ of \\( 60 \\)\nWhich word best fills in the gap?\n\nOptions:\nA. Remainders\nB. Fractions\nC. Multiples\nD. Factors\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "619:B", "QuestionText": "A Zumba teacher wants to split her group of \\( 60 \\) clients into equal sized classes.\nTo do this she needs to know the _________ of \\( 60 \\)\nWhich word best fills in the gap?", "AnswerAText": "Remainders", "AnswerBText": "Fractions", "AnswerCText": "Multiples", "AnswerDText": "Factors", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Fractions", "MisconceptionId": "2292", "MisconceptionName": "Does not understand that factors are divisors which split the number into equal groups", "prompt": "Misconception:\nDoes not understand that factors are divisors which split the number into equal groups\n\nQuestion:\nA Zumba teacher wants to split her group of \\( 60 \\) clients into equal sized classes.\nTo do this she needs to know the _________ of \\( 60 \\)\nWhich word best fills in the gap?\n\nOptions:\nA. Remainders\nB. Fractions\nC. Multiples\nD. Factors\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "619:C", "QuestionText": "A Zumba teacher wants to split her group of \\( 60 \\) clients into equal sized classes.\nTo do this she needs to know the _________ of \\( 60 \\)\nWhich word best fills in the gap?", "AnswerAText": "Remainders", "AnswerBText": "Fractions", "AnswerCText": "Multiples", "AnswerDText": "Factors", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Multiples", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nA Zumba teacher wants to split her group of \\( 60 \\) clients into equal sized classes.\nTo do this she needs to know the _________ of \\( 60 \\)\nWhich word best fills in the gap?\n\nOptions:\nA. Remainders\nB. Fractions\nC. Multiples\nD. Factors\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "620:B", "QuestionText": "This triangle is reflected in the line \\( x= \\) 4. What will the coordinate of the point marked \\( \\mathrm{C} \\) on the reflected shape be? ![A positive quadrant graph showing a triangle ABC plotted]()", "AnswerAText": "\\( (3,5) \\)", "AnswerBText": "\\( (6,3) \\)", "AnswerCText": "\\( (4,5) \\)", "AnswerDText": "\\( (2,5) \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (6,3) \\)", "MisconceptionId": "642", "MisconceptionName": "Thinks x = ? is a horizontal line through ?", "prompt": "Misconception:\nThinks x = ? is a horizontal line through ?\n\nQuestion:\nThis triangle is reflected in the line \\( x= \\) 4. What will the coordinate of the point marked \\( \\mathrm{C} \\) on the reflected shape be? ![A positive quadrant graph showing a triangle ABC plotted]()\n\nOptions:\nA. \\( (3,5) \\)\nB. \\( (6,3) \\)\nC. \\( (4,5) \\)\nD. \\( (2,5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "621:B", "QuestionText": "A coach takes \\( 3 \\) hours \\( 50 \\) minutes to complete a journey from Manchester to London.\n\nIf the coach leaves Manchester at 09:25, what time does it arrive in London?", "AnswerAText": "\\( 13: 25 \\)", "AnswerBText": "\\( 12: 75 \\)", "AnswerCText": "01:15", "AnswerDText": "\\( 13: 15 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 12: 75 \\)", "MisconceptionId": "1013", "MisconceptionName": "Answers as if there are 100 minutes in an hour", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour\n\nQuestion:\nA coach takes \\( 3 \\) hours \\( 50 \\) minutes to complete a journey from Manchester to London.\n\nIf the coach leaves Manchester at 09:25, what time does it arrive in London?\n\nOptions:\nA. \\( 13: 25 \\)\nB. \\( 12: 75 \\)\nC. 01:15\nD. \\( 13: 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "621:C", "QuestionText": "A coach takes \\( 3 \\) hours \\( 50 \\) minutes to complete a journey from Manchester to London.\n\nIf the coach leaves Manchester at 09:25, what time does it arrive in London?", "AnswerAText": "\\( 13: 25 \\)", "AnswerBText": "\\( 12: 75 \\)", "AnswerCText": "01:15", "AnswerDText": "\\( 13: 15 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "01:15", "MisconceptionId": "581", "MisconceptionName": "Writes times in the afternoon as if they are morning on a 24 hour clock", "prompt": "Misconception:\nWrites times in the afternoon as if they are morning on a 24 hour clock\n\nQuestion:\nA coach takes \\( 3 \\) hours \\( 50 \\) minutes to complete a journey from Manchester to London.\n\nIf the coach leaves Manchester at 09:25, what time does it arrive in London?\n\nOptions:\nA. \\( 13: 25 \\)\nB. \\( 12: 75 \\)\nC. 01:15\nD. \\( 13: 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "622:A", "QuestionText": "Which calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 3 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()", "AnswerAText": "\\( \\frac{3}{6} \\times \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{1}{4} \\div \\frac{1}{3} \\)", "AnswerCText": "\\( \\frac{3}{6} \\div 3 \\)", "AnswerDText": "\\( \\frac{1}{4} \\times \\frac{1}{3} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{3}{6} \\times \\frac{1}{3} \\)", "MisconceptionId": "2373", "MisconceptionName": "Does not understand parts must be equal in a fraction diagram", "prompt": "Misconception:\nDoes not understand parts must be equal in a fraction diagram\n\nQuestion:\nWhich calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 3 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()\n\nOptions:\nA. \\( \\frac{3}{6} \\times \\frac{1}{3} \\)\nB. \\( \\frac{1}{4} \\div \\frac{1}{3} \\)\nC. \\( \\frac{3}{6} \\div 3 \\)\nD. \\( \\frac{1}{4} \\times \\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "622:B", "QuestionText": "Which calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 3 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()", "AnswerAText": "\\( \\frac{3}{6} \\times \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{1}{4} \\div \\frac{1}{3} \\)", "AnswerCText": "\\( \\frac{3}{6} \\div 3 \\)", "AnswerDText": "\\( \\frac{1}{4} \\times \\frac{1}{3} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{4} \\div \\frac{1}{3} \\)", "MisconceptionId": "2542", "MisconceptionName": "Believes that dividing by a decimal is the same as dividing by its reciprocal", "prompt": "Misconception:\nBelieves that dividing by a decimal is the same as dividing by its reciprocal\n\nQuestion:\nWhich calculation gives the fraction that replaces the question mark? ![A horizontal bar divided into 4 equal sections with vertical lines. The left hand section of these is coloured green and is further divided into 3 equal sections with vertical dotted lines. A curly bracket shows that the width of one of these green sections is denoted by a question mark.]()\n\nOptions:\nA. \\( \\frac{3}{6} \\times \\frac{1}{3} \\)\nB. \\( \\frac{1}{4} \\div \\frac{1}{3} \\)\nC. \\( \\frac{3}{6} \\div 3 \\)\nD. \\( \\frac{1}{4} \\times \\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "623:A", "QuestionText": "Cally wants to use the function machine below to solve this problem:\n\nI think of a number, subtract 2, triple it, and the answer is \\( 12 \\).\n\nWhich of the following should replace the star? ![A function machine with the input box blank. The first function box blank. The second function box has a purple star in and the output box is blank.]()", "AnswerAText": "\\( x \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( \\times 3 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x \\)", "MisconceptionId": "931", "MisconceptionName": "Does not understand where to place inputs/ operations/ outputs when drawing a function machine", "prompt": "Misconception:\nDoes not understand where to place inputs/ operations/ outputs when drawing a function machine\n\nQuestion:\nCally wants to use the function machine below to solve this problem:\n\nI think of a number, subtract 2, triple it, and the answer is \\( 12 \\).\n\nWhich of the following should replace the star? ![A function machine with the input box blank. The first function box blank. The second function box has a purple star in and the output box is blank.]()\n\nOptions:\nA. \\( x \\)\nB. \\( -2 \\)\nC. \\( \\times 3 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "623:B", "QuestionText": "Cally wants to use the function machine below to solve this problem:\n\nI think of a number, subtract 2, triple it, and the answer is \\( 12 \\).\n\nWhich of the following should replace the star? ![A function machine with the input box blank. The first function box blank. The second function box has a purple star in and the output box is blank.]()", "AnswerAText": "\\( x \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( \\times 3 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nCally wants to use the function machine below to solve this problem:\n\nI think of a number, subtract 2, triple it, and the answer is \\( 12 \\).\n\nWhich of the following should replace the star? ![A function machine with the input box blank. The first function box blank. The second function box has a purple star in and the output box is blank.]()\n\nOptions:\nA. \\( x \\)\nB. \\( -2 \\)\nC. \\( \\times 3 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "623:D", "QuestionText": "Cally wants to use the function machine below to solve this problem:\n\nI think of a number, subtract 2, triple it, and the answer is \\( 12 \\).\n\nWhich of the following should replace the star? ![A function machine with the input box blank. The first function box blank. The second function box has a purple star in and the output box is blank.]()", "AnswerAText": "\\( x \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( \\times 3 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "931", "MisconceptionName": "Does not understand where to place inputs/ operations/ outputs when drawing a function machine", "prompt": "Misconception:\nDoes not understand where to place inputs/ operations/ outputs when drawing a function machine\n\nQuestion:\nCally wants to use the function machine below to solve this problem:\n\nI think of a number, subtract 2, triple it, and the answer is \\( 12 \\).\n\nWhich of the following should replace the star? ![A function machine with the input box blank. The first function box blank. The second function box has a purple star in and the output box is blank.]()\n\nOptions:\nA. \\( x \\)\nB. \\( -2 \\)\nC. \\( \\times 3 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "624:A", "QuestionText": "A \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n467+\\square=1253\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1138", "MisconceptionName": "Subtracts the smallest digit from the largest digit", "prompt": "Misconception:\nSubtracts the smallest digit from the largest digit\n\nQuestion:\nA \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n467+\\square=1253\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 6 \\)\nC. \\( 0 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "624:C", "QuestionText": "A \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n467+\\square=1253\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\nA \\( 3 \\) digit number belongs in this box to make the calculation true\n\\(\n467+\\square=1253\n\\)\nWhat is the \\( 3^{\\text {rd }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 6 \\)\nC. \\( 0 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "625:A", "QuestionText": "\\( 4 \\% \\) as a fraction is....", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( \\frac{4}{10} \\)", "AnswerCText": "\\( \\frac{1}{25} \\)", "AnswerDText": "\\( \\frac{1}{4} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{5} \\)", "MisconceptionId": "619", "MisconceptionName": "Divided by 10 rather than 100", "prompt": "Misconception:\nDivided by 10 rather than 100\n\nQuestion:\n\\( 4 \\% \\) as a fraction is....\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( \\frac{4}{10} \\)\nC. \\( \\frac{1}{25} \\)\nD. \\( \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "625:B", "QuestionText": "\\( 4 \\% \\) as a fraction is....", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( \\frac{4}{10} \\)", "AnswerCText": "\\( \\frac{1}{25} \\)", "AnswerDText": "\\( \\frac{1}{4} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{4}{10} \\)", "MisconceptionId": "619", "MisconceptionName": "Divided by 10 rather than 100", "prompt": "Misconception:\nDivided by 10 rather than 100\n\nQuestion:\n\\( 4 \\% \\) as a fraction is....\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( \\frac{4}{10} \\)\nC. \\( \\frac{1}{25} \\)\nD. \\( \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "625:D", "QuestionText": "\\( 4 \\% \\) as a fraction is....", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( \\frac{4}{10} \\)", "AnswerCText": "\\( \\frac{1}{25} \\)", "AnswerDText": "\\( \\frac{1}{4} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\n\\( 4 \\% \\) as a fraction is....\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( \\frac{4}{10} \\)\nC. \\( \\frac{1}{25} \\)\nD. \\( \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "626:A", "QuestionText": "A shape is made up a square and regular pentagon.\nThe area of the square is \\( 144 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![Pentagon and square joined along one edge]()", "AnswerAText": "\\( 108 \\mathrm{~cm} \\)", "AnswerBText": "\\( 84 \\mathrm{~cm} \\)", "AnswerCText": "\\( 252 \\mathrm{~cm} \\)", "AnswerDText": "\\( 12 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 108 \\mathrm{~cm} \\)", "MisconceptionId": "2302", "MisconceptionName": "Believes lines inside the shape are included when finding perimeter", "prompt": "Misconception:\nBelieves lines inside the shape are included when finding perimeter\n\nQuestion:\nA shape is made up a square and regular pentagon.\nThe area of the square is \\( 144 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![Pentagon and square joined along one edge]()\n\nOptions:\nA. \\( 108 \\mathrm{~cm} \\)\nB. \\( 84 \\mathrm{~cm} \\)\nC. \\( 252 \\mathrm{~cm} \\)\nD. \\( 12 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "626:C", "QuestionText": "A shape is made up a square and regular pentagon.\nThe area of the square is \\( 144 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![Pentagon and square joined along one edge]()", "AnswerAText": "\\( 108 \\mathrm{~cm} \\)", "AnswerBText": "\\( 84 \\mathrm{~cm} \\)", "AnswerCText": "\\( 252 \\mathrm{~cm} \\)", "AnswerDText": "\\( 12 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 252 \\mathrm{~cm} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nA shape is made up a square and regular pentagon.\nThe area of the square is \\( 144 \\mathrm{~cm}^{2} \\).\n\nWhat is the perimeter of the compound shape? ![Pentagon and square joined along one edge]()\n\nOptions:\nA. \\( 108 \\mathrm{~cm} \\)\nB. \\( 84 \\mathrm{~cm} \\)\nC. \\( 252 \\mathrm{~cm} \\)\nD. \\( 12 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "627:A", "QuestionText": "What is the value of\n\\( a b \\)\nwhen \\( a=9 \\) and \\( b=-0.5 \\) ?", "AnswerAText": "\\( -45 \\)", "AnswerBText": "\\( -9.05 \\)", "AnswerCText": "\\( -4.5 \\)", "AnswerDText": "\\( 8.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -45 \\)", "MisconceptionId": "189", "MisconceptionName": "When multiplying decimals, ignores place value and just multiplies the digits", "prompt": "Misconception:\nWhen multiplying decimals, ignores place value and just multiplies the digits\n\nQuestion:\nWhat is the value of\n\\( a b \\)\nwhen \\( a=9 \\) and \\( b=-0.5 \\) ?\n\nOptions:\nA. \\( -45 \\)\nB. \\( -9.05 \\)\nC. \\( -4.5 \\)\nD. \\( 8.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "627:D", "QuestionText": "What is the value of\n\\( a b \\)\nwhen \\( a=9 \\) and \\( b=-0.5 \\) ?", "AnswerAText": "\\( -45 \\)", "AnswerBText": "\\( -9.05 \\)", "AnswerCText": "\\( -4.5 \\)", "AnswerDText": "\\( 8.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 8.5 \\)", "MisconceptionId": "1900", "MisconceptionName": "Thinks two variables next to each other represent addition", "prompt": "Misconception:\nThinks two variables next to each other represent addition\n\nQuestion:\nWhat is the value of\n\\( a b \\)\nwhen \\( a=9 \\) and \\( b=-0.5 \\) ?\n\nOptions:\nA. \\( -45 \\)\nB. \\( -9.05 \\)\nC. \\( -4.5 \\)\nD. \\( 8.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "628:A", "QuestionText": "Here is a number card\n\n \\( \\frac{1}{3} \\) of \\( \\mathrm{A} \\) is \\( 12 \\)\n\n What is \\( \\frac{1}{2} \\) of \\( A \\) ?\n ![\\( A \\)]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1847", "MisconceptionName": "Confuses the part and the whole in fraction of an amount problems", "prompt": "Misconception:\nConfuses the part and the whole in fraction of an amount problems\n\nQuestion:\nHere is a number card\n\n \\( \\frac{1}{3} \\) of \\( \\mathrm{A} \\) is \\( 12 \\)\n\n What is \\( \\frac{1}{2} \\) of \\( A \\) ?\n ![\\( A \\)]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 8 \\)\nC. \\( 36 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "628:B", "QuestionText": "Here is a number card\n\n \\( \\frac{1}{3} \\) of \\( \\mathrm{A} \\) is \\( 12 \\)\n\n What is \\( \\frac{1}{2} \\) of \\( A \\) ?\n ![\\( A \\)]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1847", "MisconceptionName": "Confuses the part and the whole in fraction of an amount problems", "prompt": "Misconception:\nConfuses the part and the whole in fraction of an amount problems\n\nQuestion:\nHere is a number card\n\n \\( \\frac{1}{3} \\) of \\( \\mathrm{A} \\) is \\( 12 \\)\n\n What is \\( \\frac{1}{2} \\) of \\( A \\) ?\n ![\\( A \\)]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 8 \\)\nC. \\( 36 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "628:C", "QuestionText": "Here is a number card\n\n \\( \\frac{1}{3} \\) of \\( \\mathrm{A} \\) is \\( 12 \\)\n\n What is \\( \\frac{1}{2} \\) of \\( A \\) ?\n ![\\( A \\)]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "791", "MisconceptionName": "In a worded problem, does not complete all calculations", "prompt": "Misconception:\nIn a worded problem, does not complete all calculations\n\nQuestion:\nHere is a number card\n\n \\( \\frac{1}{3} \\) of \\( \\mathrm{A} \\) is \\( 12 \\)\n\n What is \\( \\frac{1}{2} \\) of \\( A \\) ?\n ![\\( A \\)]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 8 \\)\nC. \\( 36 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "629:D", "QuestionText": "Tom and Katie are arguing about percentages.\nTom says \\( 45 \\%>0.059 \\)\nKatie says \\( 45 \\%>\\frac{16}{31} \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1622", "MisconceptionName": "Divides by 1000 instead of 100 when converting a percentage to a decimal", "prompt": "Misconception:\nDivides by 1000 instead of 100 when converting a percentage to a decimal\n\nQuestion:\nTom and Katie are arguing about percentages.\nTom says \\( 45 \\%>0.059 \\)\nKatie says \\( 45 \\%>\\frac{16}{31} \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "630:A", "QuestionText": "What is the area of the triangle? ![Triangle with base the square root of 144 cm and height 6cm.]()", "AnswerAText": "\\( 144 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 72 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 36 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 5184 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 144 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "808", "MisconceptionName": "Thinks they double rather than halve when finding the area of a triangle", "prompt": "Misconception:\nThinks they double rather than halve when finding the area of a triangle\n\nQuestion:\nWhat is the area of the triangle? ![Triangle with base the square root of 144 cm and height 6cm.]()\n\nOptions:\nA. \\( 144 \\mathrm{~cm}^{2} \\)\nB. \\( 72 \\mathrm{~cm}^{2} \\)\nC. \\( 36 \\mathrm{~cm}^{2} \\)\nD. \\( 5184 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "630:B", "QuestionText": "What is the area of the triangle? ![Triangle with base the square root of 144 cm and height 6cm.]()", "AnswerAText": "\\( 144 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 72 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 36 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 5184 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 72 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "653", "MisconceptionName": "Does not have when calculating the area of a triangle", "prompt": "Misconception:\nDoes not have when calculating the area of a triangle\n\nQuestion:\nWhat is the area of the triangle? ![Triangle with base the square root of 144 cm and height 6cm.]()\n\nOptions:\nA. \\( 144 \\mathrm{~cm}^{2} \\)\nB. \\( 72 \\mathrm{~cm}^{2} \\)\nC. \\( 36 \\mathrm{~cm}^{2} \\)\nD. \\( 5184 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "631:A", "QuestionText": "Jo and Paul are arguing about powers.\n\nJo says there is no value of \\( m \\) that means \\( 3^{m} \\) is even.\n\nPaul says there is no value of \\( n \\) that means \\( 4^{n} \\) ends in \\( 0 \\).\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nJo and Paul are arguing about powers.\n\nJo says there is no value of \\( m \\) that means \\( 3^{m} \\) is even.\n\nPaul says there is no value of \\( n \\) that means \\( 4^{n} \\) ends in \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "631:B", "QuestionText": "Jo and Paul are arguing about powers.\n\nJo says there is no value of \\( m \\) that means \\( 3^{m} \\) is even.\n\nPaul says there is no value of \\( n \\) that means \\( 4^{n} \\) ends in \\( 0 \\).\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nJo and Paul are arguing about powers.\n\nJo says there is no value of \\( m \\) that means \\( 3^{m} \\) is even.\n\nPaul says there is no value of \\( n \\) that means \\( 4^{n} \\) ends in \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "631:D", "QuestionText": "Jo and Paul are arguing about powers.\n\nJo says there is no value of \\( m \\) that means \\( 3^{m} \\) is even.\n\nPaul says there is no value of \\( n \\) that means \\( 4^{n} \\) ends in \\( 0 \\).\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nJo and Paul are arguing about powers.\n\nJo says there is no value of \\( m \\) that means \\( 3^{m} \\) is even.\n\nPaul says there is no value of \\( n \\) that means \\( 4^{n} \\) ends in \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "632:A", "QuestionText": "Lethna pays at one rate for the first \\( 100 \\) units of electricity she uses. She pays at a different rate for all the other units of electricity she uses.\n\nHow much must she pay for using a total of \\( 800 \\) units of electricity? ![A graph showing how the cost changes for different numbers of units. The first 100 units cost £0.25 per unit. Then the rate changes to £0.10 per unit.]()", "AnswerAText": "\\( £ 110 \\)", "AnswerBText": "\\( £ 95 \\)", "AnswerCText": "\\( £ 200 \\)", "AnswerDText": "\\( £ 140 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( £ 110 \\)", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nLethna pays at one rate for the first \\( 100 \\) units of electricity she uses. She pays at a different rate for all the other units of electricity she uses.\n\nHow much must she pay for using a total of \\( 800 \\) units of electricity? ![A graph showing how the cost changes for different numbers of units. The first 100 units cost £0.25 per unit. Then the rate changes to £0.10 per unit.]()\n\nOptions:\nA. \\( £ 110 \\)\nB. \\( £ 95 \\)\nC. \\( £ 200 \\)\nD. \\( £ 140 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "633:A", "QuestionText": "A student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d+3)^{2}-25=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d+3)^{2}=25\n\\)", "AnswerAText": "\\( d+3=5 \\)", "AnswerBText": "\\( d+3=12.5 \\)", "AnswerCText": "\\( d^{2}=22 \\)", "AnswerDText": "\\( d+3= \\pm 5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( d+3=5 \\)", "MisconceptionId": "132", "MisconceptionName": "Only considers the positive solution when calculating a square root", "prompt": "Misconception:\nOnly considers the positive solution when calculating a square root\n\nQuestion:\nA student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d+3)^{2}-25=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d+3)^{2}=25\n\\)\n\nOptions:\nA. \\( d+3=5 \\)\nB. \\( d+3=12.5 \\)\nC. \\( d^{2}=22 \\)\nD. \\( d+3= \\pm 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "633:B", "QuestionText": "A student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d+3)^{2}-25=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d+3)^{2}=25\n\\)", "AnswerAText": "\\( d+3=5 \\)", "AnswerBText": "\\( d+3=12.5 \\)", "AnswerCText": "\\( d^{2}=22 \\)", "AnswerDText": "\\( d+3= \\pm 5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( d+3=12.5 \\)", "MisconceptionId": "2539", "MisconceptionName": "Believes the inverse of square rooting is halving", "prompt": "Misconception:\nBelieves the inverse of square rooting is halving\n\nQuestion:\nA student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d+3)^{2}-25=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d+3)^{2}=25\n\\)\n\nOptions:\nA. \\( d+3=5 \\)\nB. \\( d+3=12.5 \\)\nC. \\( d^{2}=22 \\)\nD. \\( d+3= \\pm 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "633:C", "QuestionText": "A student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d+3)^{2}-25=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d+3)^{2}=25\n\\)", "AnswerAText": "\\( d+3=5 \\)", "AnswerBText": "\\( d+3=12.5 \\)", "AnswerCText": "\\( d^{2}=22 \\)", "AnswerDText": "\\( d+3= \\pm 5 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( d^{2}=22 \\)", "MisconceptionId": "969", "MisconceptionName": "Believes you can subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can subtract from inside brackets without expanding when solving an equation\n\nQuestion:\nA student wishes to solve the equation below.\n\nWhich of the following is a correct next step?\n\\(\n(d+3)^{2}-25=0\n\\)\n\nStep \\( 1 \\)\n\\(\n(d+3)^{2}=25\n\\)\n\nOptions:\nA. \\( d+3=5 \\)\nB. \\( d+3=12.5 \\)\nC. \\( d^{2}=22 \\)\nD. \\( d+3= \\pm 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "634:C", "QuestionText": "Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the star? \\(  \\bigstar  \\pm \\sqrt{ ? - ?  } \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nMo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the star? \\(  \\bigstar  \\pm \\sqrt{ ? - ?  } \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( -3 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "635:B", "QuestionText": "An exam question asks students to estimate the size of the bearing on the right\nTom writes his answer as: \\( 110\\degree\\)\nKatie writes her answer as: \\( 190\\degree\\)\n\nWho would get all the marks for this question in the exam? ![An obtuse angle drawn in a clockwise direction from a vertical north line.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nAn exam question asks students to estimate the size of the bearing on the right\nTom writes his answer as: \\( 110\\degree\\)\nKatie writes her answer as: \\( 190\\degree\\)\n\nWho would get all the marks for this question in the exam? ![An obtuse angle drawn in a clockwise direction from a vertical north line.]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "635:C", "QuestionText": "An exam question asks students to estimate the size of the bearing on the right\nTom writes his answer as: \\( 110\\degree\\)\nKatie writes her answer as: \\( 190\\degree\\)\n\nWho would get all the marks for this question in the exam? ![An obtuse angle drawn in a clockwise direction from a vertical north line.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nAn exam question asks students to estimate the size of the bearing on the right\nTom writes his answer as: \\( 110\\degree\\)\nKatie writes her answer as: \\( 190\\degree\\)\n\nWho would get all the marks for this question in the exam? ![An obtuse angle drawn in a clockwise direction from a vertical north line.]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "635:D", "QuestionText": "An exam question asks students to estimate the size of the bearing on the right\nTom writes his answer as: \\( 110\\degree\\)\nKatie writes her answer as: \\( 190\\degree\\)\n\nWho would get all the marks for this question in the exam? ![An obtuse angle drawn in a clockwise direction from a vertical north line.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nAn exam question asks students to estimate the size of the bearing on the right\nTom writes his answer as: \\( 110\\degree\\)\nKatie writes her answer as: \\( 190\\degree\\)\n\nWho would get all the marks for this question in the exam? ![An obtuse angle drawn in a clockwise direction from a vertical north line.]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "636:C", "QuestionText": "Tom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{6 0 5 . 7 6} \\) rounded to \\( 1 \\) significant figure is \\( \\mathbf{6 0 0} \\)\n\nKatie says \\( \\mathbf{6 0 5 . 7 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{6 0 0} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1402", "MisconceptionName": "Rounds down instead of up when next digit is 5", "prompt": "Misconception:\nRounds down instead of up when next digit is 5\n\nQuestion:\nTom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{6 0 5 . 7 6} \\) rounded to \\( 1 \\) significant figure is \\( \\mathbf{6 0 0} \\)\n\nKatie says \\( \\mathbf{6 0 5 . 7 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{6 0 0} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "637:A", "QuestionText": "\\( 0.15 \\times 0.2= \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0.03 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.003 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1708", "MisconceptionName": "Does not understand place value within a number", "prompt": "Misconception:\nDoes not understand place value within a number\n\nQuestion:\n\\( 0.15 \\times 0.2= \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0.03 \\)\nC. \\( 0.3 \\)\nD. \\( 0.003 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "637:C", "QuestionText": "\\( 0.15 \\times 0.2= \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0.03 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.003 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1708", "MisconceptionName": "Does not understand place value within a number", "prompt": "Misconception:\nDoes not understand place value within a number\n\nQuestion:\n\\( 0.15 \\times 0.2= \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0.03 \\)\nC. \\( 0.3 \\)\nD. \\( 0.003 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "637:D", "QuestionText": "\\( 0.15 \\times 0.2= \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0.03 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.003 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.003 \\)", "MisconceptionId": "1708", "MisconceptionName": "Does not understand place value within a number", "prompt": "Misconception:\nDoes not understand place value within a number\n\nQuestion:\n\\( 0.15 \\times 0.2= \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0.03 \\)\nC. \\( 0.3 \\)\nD. \\( 0.003 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "638:B", "QuestionText": "Which of the following diagrams represents \\( x \\leq 1 \\) ?", "AnswerAText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the right coming off it.]()", "AnswerBText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()", "AnswerCText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the left coming off it.]()", "AnswerDText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following diagrams represents \\( x \\leq 1 \\) ?\n\nOptions:\nA. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the right coming off it.]()\nB. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()\nC. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the left coming off it.]()\nD. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "638:C", "QuestionText": "Which of the following diagrams represents \\( x \\leq 1 \\) ?", "AnswerAText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the right coming off it.]()", "AnswerBText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()", "AnswerCText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the left coming off it.]()", "AnswerDText": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the left coming off it.]()", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich of the following diagrams represents \\( x \\leq 1 \\) ?\n\nOptions:\nA. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the right coming off it.]()\nB. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()\nC. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is an empty circle above 1, with an arrow pointing to the left coming off it.]()\nD. ![A number line with integers from -5 to 5 marked on, with x as the axis label. There is a filled in circle above 1, with an arrow pointing to the right coming off it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "639:A", "QuestionText": "What number belongs in the box to make the calculation correct? \\( 263+\\square=900 \\)", "AnswerAText": "\\( 1163 \\)", "AnswerBText": "\\( 747 \\)", "AnswerCText": "\\( 637 \\)", "AnswerDText": "\\( 647 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1163 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat number belongs in the box to make the calculation correct? \\( 263+\\square=900 \\)\n\nOptions:\nA. \\( 1163 \\)\nB. \\( 747 \\)\nC. \\( 637 \\)\nD. \\( 647 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "639:B", "QuestionText": "What number belongs in the box to make the calculation correct? \\( 263+\\square=900 \\)", "AnswerAText": "\\( 1163 \\)", "AnswerBText": "\\( 747 \\)", "AnswerCText": "\\( 637 \\)", "AnswerDText": "\\( 647 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 747 \\)", "MisconceptionId": "467", "MisconceptionName": "Treats zero as a ten when subtracting", "prompt": "Misconception:\nTreats zero as a ten when subtracting\n\nQuestion:\nWhat number belongs in the box to make the calculation correct? \\( 263+\\square=900 \\)\n\nOptions:\nA. \\( 1163 \\)\nB. \\( 747 \\)\nC. \\( 637 \\)\nD. \\( 647 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "640:B", "QuestionText": "What is the size of angle \\( k \\) ? ![A triangle with one angle of 40 degrees. One angle of 32 degrees and the third angle is labelled k. ]()", "AnswerAText": "\\( 72\\degree\\)", "AnswerBText": "\\( 90\\degree\\)", "AnswerCText": "\\( 108\\degree\\)", "AnswerDText": "\\( 118\\degree\\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 90\\degree\\)", "MisconceptionId": "1192", "MisconceptionName": "Believes all triangles have a right angle", "prompt": "Misconception:\nBelieves all triangles have a right angle\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![A triangle with one angle of 40 degrees. One angle of 32 degrees and the third angle is labelled k. ]()\n\nOptions:\nA. \\( 72\\degree\\)\nB. \\( 90\\degree\\)\nC. \\( 108\\degree\\)\nD. \\( 118\\degree\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "640:D", "QuestionText": "What is the size of angle \\( k \\) ? ![A triangle with one angle of 40 degrees. One angle of 32 degrees and the third angle is labelled k. ]()", "AnswerAText": "\\( 72\\degree\\)", "AnswerBText": "\\( 90\\degree\\)", "AnswerCText": "\\( 108\\degree\\)", "AnswerDText": "\\( 118\\degree\\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 118\\degree\\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![A triangle with one angle of 40 degrees. One angle of 32 degrees and the third angle is labelled k. ]()\n\nOptions:\nA. \\( 72\\degree\\)\nB. \\( 90\\degree\\)\nC. \\( 108\\degree\\)\nD. \\( 118\\degree\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "641:A", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 4 \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nKatie says \\( y \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 4 \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nKatie says \\( y \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "641:B", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 4 \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nKatie says \\( y \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 4 \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nKatie says \\( y \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "641:C", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 4 \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nKatie says \\( y \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 4 \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nKatie says \\( y \\) is a common factor of \\( 6 x \\) and \\( 9 y^{2} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "642:B", "QuestionText": "When factorised, \\( 9 x^{2}-16 \\) will become...", "AnswerAText": "\\( (3 x+4)(3 x-4) \\)", "AnswerBText": "\\( 9 x(x-16) \\)", "AnswerCText": "\\( 3 x(3 x-16-) \\)", "AnswerDText": "\\( (3 x+4)(3 x+4) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 9 x(x-16) \\)", "MisconceptionId": "2549", "MisconceptionName": "Believes only the first term needs to be divided when factorising an expression", "prompt": "Misconception:\nBelieves only the first term needs to be divided when factorising an expression\n\nQuestion:\nWhen factorised, \\( 9 x^{2}-16 \\) will become...\n\nOptions:\nA. \\( (3 x+4)(3 x-4) \\)\nB. \\( 9 x(x-16) \\)\nC. \\( 3 x(3 x-16-) \\)\nD. \\( (3 x+4)(3 x+4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "642:C", "QuestionText": "When factorised, \\( 9 x^{2}-16 \\) will become...", "AnswerAText": "\\( (3 x+4)(3 x-4) \\)", "AnswerBText": "\\( 9 x(x-16) \\)", "AnswerCText": "\\( 3 x(3 x-16-) \\)", "AnswerDText": "\\( (3 x+4)(3 x+4) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 x(3 x-16-) \\)", "MisconceptionId": "2549", "MisconceptionName": "Believes only the first term needs to be divided when factorising an expression", "prompt": "Misconception:\nBelieves only the first term needs to be divided when factorising an expression\n\nQuestion:\nWhen factorised, \\( 9 x^{2}-16 \\) will become...\n\nOptions:\nA. \\( (3 x+4)(3 x-4) \\)\nB. \\( 9 x(x-16) \\)\nC. \\( 3 x(3 x-16-) \\)\nD. \\( (3 x+4)(3 x+4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "642:D", "QuestionText": "When factorised, \\( 9 x^{2}-16 \\) will become...", "AnswerAText": "\\( (3 x+4)(3 x-4) \\)", "AnswerBText": "\\( 9 x(x-16) \\)", "AnswerCText": "\\( 3 x(3 x-16-) \\)", "AnswerDText": "\\( (3 x+4)(3 x+4) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (3 x+4)(3 x+4) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nWhen factorised, \\( 9 x^{2}-16 \\) will become...\n\nOptions:\nA. \\( (3 x+4)(3 x-4) \\)\nB. \\( 9 x(x-16) \\)\nC. \\( 3 x(3 x-16-) \\)\nD. \\( (3 x+4)(3 x+4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "643:B", "QuestionText": "\\( \\frac{(-3) \\times(-2)}{(-0.2)}= \\)", "AnswerAText": "\\( -30 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "1619", "MisconceptionName": "When dividing a decimal by a whole number, ignores decimal point and just divides the digits", "prompt": "Misconception:\nWhen dividing a decimal by a whole number, ignores decimal point and just divides the digits\n\nQuestion:\n\\( \\frac{(-3) \\times(-2)}{(-0.2)}= \\)\n\nOptions:\nA. \\( -30 \\)\nB. \\( -3 \\)\nC. \\( 30 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "643:C", "QuestionText": "\\( \\frac{(-3) \\times(-2)}{(-0.2)}= \\)", "AnswerAText": "\\( -30 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1558", "MisconceptionName": "Believes dividing a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves dividing a positive by a negative gives a positive answer\n\nQuestion:\n\\( \\frac{(-3) \\times(-2)}{(-0.2)}= \\)\n\nOptions:\nA. \\( -30 \\)\nB. \\( -3 \\)\nC. \\( 30 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "644:B", "QuestionText": "Molly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the -1 in the first bracket and the -4 in the second bracket.]()", "AnswerAText": "\\( +4 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( +5 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nMolly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the -1 in the first bracket and the -4 in the second bracket.]()\n\nOptions:\nA. \\( +4 \\)\nB. \\( -4 \\)\nC. \\( +5 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "644:D", "QuestionText": "Molly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the -1 in the first bracket and the -4 in the second bracket.]()", "AnswerAText": "\\( +4 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( +5 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nMolly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the -1 in the first bracket and the -4 in the second bracket.]()\n\nOptions:\nA. \\( +4 \\)\nB. \\( -4 \\)\nC. \\( +5 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "645:A", "QuestionText": "What is the size of angle \\( w \\) ? ![An isosceles triangle with one of the base angles labelled with a w and the angle vertically opposite the vertex angle labelled with 27 degrees]()", "AnswerAText": "\\( 27^{\\degree} \\)", "AnswerBText": "\\( 51^{\\degree} \\)", "AnswerCText": "\\( 54^{\\degree} \\)", "AnswerDText": "\\( 76.5^{\\degree} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 27^{\\degree} \\)", "MisconceptionId": "415", "MisconceptionName": "Incorrectly identifies angles as vertically opposite", "prompt": "Misconception:\nIncorrectly identifies angles as vertically opposite\n\nQuestion:\nWhat is the size of angle \\( w \\) ? ![An isosceles triangle with one of the base angles labelled with a w and the angle vertically opposite the vertex angle labelled with 27 degrees]()\n\nOptions:\nA. \\( 27^{\\degree} \\)\nB. \\( 51^{\\degree} \\)\nC. \\( 54^{\\degree} \\)\nD. \\( 76.5^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "645:C", "QuestionText": "What is the size of angle \\( w \\) ? ![An isosceles triangle with one of the base angles labelled with a w and the angle vertically opposite the vertex angle labelled with 27 degrees]()", "AnswerAText": "\\( 27^{\\degree} \\)", "AnswerBText": "\\( 51^{\\degree} \\)", "AnswerCText": "\\( 54^{\\degree} \\)", "AnswerDText": "\\( 76.5^{\\degree} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 54^{\\degree} \\)", "MisconceptionId": "1791", "MisconceptionName": "Does not know that vertically opposite angles are equal", "prompt": "Misconception:\nDoes not know that vertically opposite angles are equal\n\nQuestion:\nWhat is the size of angle \\( w \\) ? ![An isosceles triangle with one of the base angles labelled with a w and the angle vertically opposite the vertex angle labelled with 27 degrees]()\n\nOptions:\nA. \\( 27^{\\degree} \\)\nB. \\( 51^{\\degree} \\)\nC. \\( 54^{\\degree} \\)\nD. \\( 76.5^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "646:B", "QuestionText": "What is \\( \\mathbf{1 8 7 . 2 5 9} \\) rounded to two significant figures?", "AnswerAText": "\\( 190 \\)", "AnswerBText": "\\( 180 \\)", "AnswerCText": "\\( 187.26 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 180 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{1 8 7 . 2 5 9} \\) rounded to two significant figures?\n\nOptions:\nA. \\( 190 \\)\nB. \\( 180 \\)\nC. \\( 187.26 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "646:C", "QuestionText": "What is \\( \\mathbf{1 8 7 . 2 5 9} \\) rounded to two significant figures?", "AnswerAText": "\\( 190 \\)", "AnswerBText": "\\( 180 \\)", "AnswerCText": "\\( 187.26 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 187.26 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nWhat is \\( \\mathbf{1 8 7 . 2 5 9} \\) rounded to two significant figures?\n\nOptions:\nA. \\( 190 \\)\nB. \\( 180 \\)\nC. \\( 187.26 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "647:A", "QuestionText": "\\(9 \\times \\sqrt{3}\\)\n\nSimplify, if possible.", "AnswerAText": "\\( \\sqrt{12} \\)", "AnswerBText": "\\( \\sqrt{27} \\)", "AnswerCText": "\\( 9 \\sqrt{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\sqrt{12} \\)", "MisconceptionId": "19", "MisconceptionName": "When multiplying a surd by an integer, adds the integer to the number under the surd", "prompt": "Misconception:\nWhen multiplying a surd by an integer, adds the integer to the number under the surd\n\nQuestion:\n\\(9 \\times \\sqrt{3}\\)\n\nSimplify, if possible.\n\nOptions:\nA. \\( \\sqrt{12} \\)\nB. \\( \\sqrt{27} \\)\nC. \\( 9 \\sqrt{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "647:B", "QuestionText": "\\(9 \\times \\sqrt{3}\\)\n\nSimplify, if possible.", "AnswerAText": "\\( \\sqrt{12} \\)", "AnswerBText": "\\( \\sqrt{27} \\)", "AnswerCText": "\\( 9 \\sqrt{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{27} \\)", "MisconceptionId": "2082", "MisconceptionName": "When multiplying a surd by an integer, multiplies the integer with the number under the surd", "prompt": "Misconception:\nWhen multiplying a surd by an integer, multiplies the integer with the number under the surd\n\nQuestion:\n\\(9 \\times \\sqrt{3}\\)\n\nSimplify, if possible.\n\nOptions:\nA. \\( \\sqrt{12} \\)\nB. \\( \\sqrt{27} \\)\nC. \\( 9 \\sqrt{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "647:D", "QuestionText": "\\(9 \\times \\sqrt{3}\\)\n\nSimplify, if possible.", "AnswerAText": "\\( \\sqrt{12} \\)", "AnswerBText": "\\( \\sqrt{27} \\)", "AnswerCText": "\\( 9 \\sqrt{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Cannot be simplified", "MisconceptionId": "754", "MisconceptionName": "Does not recognise that an integer multiplied by a surd can be simplified", "prompt": "Misconception:\nDoes not recognise that an integer multiplied by a surd can be simplified\n\nQuestion:\n\\(9 \\times \\sqrt{3}\\)\n\nSimplify, if possible.\n\nOptions:\nA. \\( \\sqrt{12} \\)\nB. \\( \\sqrt{27} \\)\nC. \\( 9 \\sqrt{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "648:A", "QuestionText": "Expand and simplify:\n\\(\n(3 y-4)^{2}\n\\)", "AnswerAText": "\\( 9 y^{2}-16 \\)", "AnswerBText": "\\( 9 y^{2}+16 \\)", "AnswerCText": "\\( 9 y^{2}-24 y+16 \\)", "AnswerDText": "\\( (3 y-4)(3 y-4) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 9 y^{2}-16 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nExpand and simplify:\n\\(\n(3 y-4)^{2}\n\\)\n\nOptions:\nA. \\( 9 y^{2}-16 \\)\nB. \\( 9 y^{2}+16 \\)\nC. \\( 9 y^{2}-24 y+16 \\)\nD. \\( (3 y-4)(3 y-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "648:B", "QuestionText": "Expand and simplify:\n\\(\n(3 y-4)^{2}\n\\)", "AnswerAText": "\\( 9 y^{2}-16 \\)", "AnswerBText": "\\( 9 y^{2}+16 \\)", "AnswerCText": "\\( 9 y^{2}-24 y+16 \\)", "AnswerDText": "\\( (3 y-4)(3 y-4) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 9 y^{2}+16 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nExpand and simplify:\n\\(\n(3 y-4)^{2}\n\\)\n\nOptions:\nA. \\( 9 y^{2}-16 \\)\nB. \\( 9 y^{2}+16 \\)\nC. \\( 9 y^{2}-24 y+16 \\)\nD. \\( (3 y-4)(3 y-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "648:D", "QuestionText": "Expand and simplify:\n\\(\n(3 y-4)^{2}\n\\)", "AnswerAText": "\\( 9 y^{2}-16 \\)", "AnswerBText": "\\( 9 y^{2}+16 \\)", "AnswerCText": "\\( 9 y^{2}-24 y+16 \\)", "AnswerDText": "\\( (3 y-4)(3 y-4) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (3 y-4)(3 y-4) \\)", "MisconceptionId": "894", "MisconceptionName": "Believes expanding a squared expression means writing it as a set of double brackets", "prompt": "Misconception:\nBelieves expanding a squared expression means writing it as a set of double brackets\n\nQuestion:\nExpand and simplify:\n\\(\n(3 y-4)^{2}\n\\)\n\nOptions:\nA. \\( 9 y^{2}-16 \\)\nB. \\( 9 y^{2}+16 \\)\nC. \\( 9 y^{2}-24 y+16 \\)\nD. \\( (3 y-4)(3 y-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "649:A", "QuestionText": "Tom and Katie are discussing multiplying decimals.\n\nTom says \\( 5 \\times 3.9=3 \\times 5.9 \\)\n\nKatie says \\( 5 \\times 3.9=3.9 \\times 5 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2051", "MisconceptionName": "Does not correctly apply the commutative property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the commutative property of multiplication\n\nQuestion:\nTom and Katie are discussing multiplying decimals.\n\nTom says \\( 5 \\times 3.9=3 \\times 5.9 \\)\n\nKatie says \\( 5 \\times 3.9=3.9 \\times 5 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "649:C", "QuestionText": "Tom and Katie are discussing multiplying decimals.\n\nTom says \\( 5 \\times 3.9=3 \\times 5.9 \\)\n\nKatie says \\( 5 \\times 3.9=3.9 \\times 5 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2051", "MisconceptionName": "Does not correctly apply the commutative property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the commutative property of multiplication\n\nQuestion:\nTom and Katie are discussing multiplying decimals.\n\nTom says \\( 5 \\times 3.9=3 \\times 5.9 \\)\n\nKatie says \\( 5 \\times 3.9=3.9 \\times 5 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "649:D", "QuestionText": "Tom and Katie are discussing multiplying decimals.\n\nTom says \\( 5 \\times 3.9=3 \\times 5.9 \\)\n\nKatie says \\( 5 \\times 3.9=3.9 \\times 5 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "638", "MisconceptionName": "Believes multiplication is not commutative", "prompt": "Misconception:\nBelieves multiplication is not commutative\n\nQuestion:\nTom and Katie are discussing multiplying decimals.\n\nTom says \\( 5 \\times 3.9=3 \\times 5.9 \\)\n\nKatie says \\( 5 \\times 3.9=3.9 \\times 5 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "650:A", "QuestionText": "Which description describes an isosceles triangle?", "AnswerAText": "A triangle with one right angle.", "AnswerBText": "A triangle with two sides of equal length and two equal angles.", "AnswerCText": "A triangle with three sides of equal length and three equal angles.", "AnswerDText": "A triangle with no sides of equal length and no equal angles.", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "A triangle with one right angle.", "MisconceptionId": "1970", "MisconceptionName": "Confuses isosceles and right angle triangles", "prompt": "Misconception:\nConfuses isosceles and right angle triangles\n\nQuestion:\nWhich description describes an isosceles triangle?\n\nOptions:\nA. A triangle with one right angle.\nB. A triangle with two sides of equal length and two equal angles.\nC. A triangle with three sides of equal length and three equal angles.\nD. A triangle with no sides of equal length and no equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "650:C", "QuestionText": "Which description describes an isosceles triangle?", "AnswerAText": "A triangle with one right angle.", "AnswerBText": "A triangle with two sides of equal length and two equal angles.", "AnswerCText": "A triangle with three sides of equal length and three equal angles.", "AnswerDText": "A triangle with no sides of equal length and no equal angles.", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "A triangle with three sides of equal length and three equal angles.", "MisconceptionId": "1176", "MisconceptionName": "Confuses isosceles and equilateral triangles", "prompt": "Misconception:\nConfuses isosceles and equilateral triangles\n\nQuestion:\nWhich description describes an isosceles triangle?\n\nOptions:\nA. A triangle with one right angle.\nB. A triangle with two sides of equal length and two equal angles.\nC. A triangle with three sides of equal length and three equal angles.\nD. A triangle with no sides of equal length and no equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "650:D", "QuestionText": "Which description describes an isosceles triangle?", "AnswerAText": "A triangle with one right angle.", "AnswerBText": "A triangle with two sides of equal length and two equal angles.", "AnswerCText": "A triangle with three sides of equal length and three equal angles.", "AnswerDText": "A triangle with no sides of equal length and no equal angles.", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "A triangle with no sides of equal length and no equal angles.", "MisconceptionId": "2423", "MisconceptionName": "Confuses isosceles and scalene triangles", "prompt": "Misconception:\nConfuses isosceles and scalene triangles\n\nQuestion:\nWhich description describes an isosceles triangle?\n\nOptions:\nA. A triangle with one right angle.\nB. A triangle with two sides of equal length and two equal angles.\nC. A triangle with three sides of equal length and three equal angles.\nD. A triangle with no sides of equal length and no equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "651:A", "QuestionText": "Tom and Katie are arguing about the result of this Function Machine:\nTom says the output is: \\( 3 n-12 \\)\nKatie says the output is: \\( 3(n-4) \\)\nWho is correct? ![A function machine with input n and operations subtract 4, multiply by 3]()", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "102", "MisconceptionName": "Does not think a factorised expression is equivalent to its multiplied out form", "prompt": "Misconception:\nDoes not think a factorised expression is equivalent to its multiplied out form\n\nQuestion:\nTom and Katie are arguing about the result of this Function Machine:\nTom says the output is: \\( 3 n-12 \\)\nKatie says the output is: \\( 3(n-4) \\)\nWho is correct? ![A function machine with input n and operations subtract 4, multiply by 3]()\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "651:B", "QuestionText": "Tom and Katie are arguing about the result of this Function Machine:\nTom says the output is: \\( 3 n-12 \\)\nKatie says the output is: \\( 3(n-4) \\)\nWho is correct? ![A function machine with input n and operations subtract 4, multiply by 3]()", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "102", "MisconceptionName": "Does not think a factorised expression is equivalent to its multiplied out form", "prompt": "Misconception:\nDoes not think a factorised expression is equivalent to its multiplied out form\n\nQuestion:\nTom and Katie are arguing about the result of this Function Machine:\nTom says the output is: \\( 3 n-12 \\)\nKatie says the output is: \\( 3(n-4) \\)\nWho is correct? ![A function machine with input n and operations subtract 4, multiply by 3]()\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "652:A", "QuestionText": "Which of the following term-to-term rule describes this sequence?\n\\[\n4, \\quad 10, \\quad 28, \\quad 82, \\quad \\ldots\n\\]", "AnswerAText": "To get the next term you add \\( 6 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you double the previous term and add \\( 2 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "To get the next term you add \\( 6 \\) to the previous term", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence?\n\\[\n4, \\quad 10, \\quad 28, \\quad 82, \\quad \\ldots\n\\]\n\nOptions:\nA. To get the next term you add \\( 6 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you double the previous term and add \\( 2 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "652:C", "QuestionText": "Which of the following term-to-term rule describes this sequence?\n\\[\n4, \\quad 10, \\quad 28, \\quad 82, \\quad \\ldots\n\\]", "AnswerAText": "To get the next term you add \\( 6 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you double the previous term and add \\( 2 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "To get the next term you double the previous term and add \\( 2 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence?\n\\[\n4, \\quad 10, \\quad 28, \\quad 82, \\quad \\ldots\n\\]\n\nOptions:\nA. To get the next term you add \\( 6 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you double the previous term and add \\( 2 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "653:A", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 0.00809 \\)", "AnswerAText": "\\( 0.01 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 0.008 \\)", "AnswerDText": "\\( 0.009 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.01 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 0.00809 \\)\n\nOptions:\nA. \\( 0.01 \\)\nB. \\( 0 \\)\nC. \\( 0.008 \\)\nD. \\( 0.009 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "653:B", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 0.00809 \\)", "AnswerAText": "\\( 0.01 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 0.008 \\)", "AnswerDText": "\\( 0.009 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1876", "MisconceptionName": "Counts leading zero as a significant figure", "prompt": "Misconception:\nCounts leading zero as a significant figure\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 0.00809 \\)\n\nOptions:\nA. \\( 0.01 \\)\nB. \\( 0 \\)\nC. \\( 0.008 \\)\nD. \\( 0.009 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "653:D", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 0.00809 \\)", "AnswerAText": "\\( 0.01 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 0.008 \\)", "AnswerDText": "\\( 0.009 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.009 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 0.00809 \\)\n\nOptions:\nA. \\( 0.01 \\)\nB. \\( 0 \\)\nC. \\( 0.008 \\)\nD. \\( 0.009 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "654:D", "QuestionText": "Simplify the following, if possible: \\( \\frac{m^{2}-2 m-3}{m-3} \\)", "AnswerAText": "\\( m+1 \\)", "AnswerBText": "\\( m-2 \\)", "AnswerCText": "\\( m-1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "167", "MisconceptionName": "Does not recognise factorising a quadratic", "prompt": "Misconception:\nDoes not recognise factorising a quadratic\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{m^{2}-2 m-3}{m-3} \\)\n\nOptions:\nA. \\( m+1 \\)\nB. \\( m-2 \\)\nC. \\( m-1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "655:A", "QuestionText": "What should replace the star?\n\n\\(\n(-6) \\times \\color{gold}\\bigstar \\color{black} =-8\n\\)", "AnswerAText": "\\( \\frac{6}{8} \\)", "AnswerBText": "\\( -\\frac{6}{8} \\)", "AnswerCText": "\\( -\\frac{8}{6} \\)", "AnswerDText": "\\( \\frac{8}{6} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{6}{8} \\)", "MisconceptionId": "1", "MisconceptionName": "Uses dividing fractions method for multiplying fractions", "prompt": "Misconception:\nUses dividing fractions method for multiplying fractions\n\nQuestion:\nWhat should replace the star?\n\n\\(\n(-6) \\times \\color{gold}\\bigstar \\color{black} =-8\n\\)\n\nOptions:\nA. \\( \\frac{6}{8} \\)\nB. \\( -\\frac{6}{8} \\)\nC. \\( -\\frac{8}{6} \\)\nD. \\( \\frac{8}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "655:C", "QuestionText": "What should replace the star?\n\n\\(\n(-6) \\times \\color{gold}\\bigstar \\color{black} =-8\n\\)", "AnswerAText": "\\( \\frac{6}{8} \\)", "AnswerBText": "\\( -\\frac{6}{8} \\)", "AnswerCText": "\\( -\\frac{8}{6} \\)", "AnswerDText": "\\( \\frac{8}{6} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -\\frac{8}{6} \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhat should replace the star?\n\n\\(\n(-6) \\times \\color{gold}\\bigstar \\color{black} =-8\n\\)\n\nOptions:\nA. \\( \\frac{6}{8} \\)\nB. \\( -\\frac{6}{8} \\)\nC. \\( -\\frac{8}{6} \\)\nD. \\( \\frac{8}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "656:A", "QuestionText": "What is the first cube number greater than \\( 40 \\) ?", "AnswerAText": "\\( 43 \\)", "AnswerBText": "\\( 49 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 125 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 43 \\)", "MisconceptionId": "183", "MisconceptionName": "Has confused cube numbers with prime numbers", "prompt": "Misconception:\nHas confused cube numbers with prime numbers\n\nQuestion:\nWhat is the first cube number greater than \\( 40 \\) ?\n\nOptions:\nA. \\( 43 \\)\nB. \\( 49 \\)\nC. \\( 64 \\)\nD. \\( 125 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "656:B", "QuestionText": "What is the first cube number greater than \\( 40 \\) ?", "AnswerAText": "\\( 43 \\)", "AnswerBText": "\\( 49 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 125 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 49 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhat is the first cube number greater than \\( 40 \\) ?\n\nOptions:\nA. \\( 43 \\)\nB. \\( 49 \\)\nC. \\( 64 \\)\nD. \\( 125 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "657:B", "QuestionText": "Tom and Katie are discussing how to order integers\n\nTom says \\( 5000 \\) is greater than \\( 4987 \\)\n\nKatie says \\( 3050 \\) is greater than \\( 3500 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2375", "MisconceptionName": "Does not equate the value of a number with the place value column it is in", "prompt": "Misconception:\nDoes not equate the value of a number with the place value column it is in\n\nQuestion:\nTom and Katie are discussing how to order integers\n\nTom says \\( 5000 \\) is greater than \\( 4987 \\)\n\nKatie says \\( 3050 \\) is greater than \\( 3500 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "657:C", "QuestionText": "Tom and Katie are discussing how to order integers\n\nTom says \\( 5000 \\) is greater than \\( 4987 \\)\n\nKatie says \\( 3050 \\) is greater than \\( 3500 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2375", "MisconceptionName": "Does not equate the value of a number with the place value column it is in", "prompt": "Misconception:\nDoes not equate the value of a number with the place value column it is in\n\nQuestion:\nTom and Katie are discussing how to order integers\n\nTom says \\( 5000 \\) is greater than \\( 4987 \\)\n\nKatie says \\( 3050 \\) is greater than \\( 3500 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "657:D", "QuestionText": "Tom and Katie are discussing how to order integers\n\nTom says \\( 5000 \\) is greater than \\( 4987 \\)\n\nKatie says \\( 3050 \\) is greater than \\( 3500 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1365", "MisconceptionName": "When ordering integers, orders from the digits at the end of the number instead of the digits at the start", "prompt": "Misconception:\nWhen ordering integers, orders from the digits at the end of the number instead of the digits at the start\n\nQuestion:\nTom and Katie are discussing how to order integers\n\nTom says \\( 5000 \\) is greater than \\( 4987 \\)\n\nKatie says \\( 3050 \\) is greater than \\( 3500 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "658:C", "QuestionText": "Use a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=x^{2} - 4 \\quad \\text { and } \\quad y=x-4\n\\]\n\nTom says both functions are linear\n\nKatie says both functions cross the \\( y \\)-axis at the same point\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2511", "MisconceptionName": "Does not know the properties of a linear graph", "prompt": "Misconception:\nDoes not know the properties of a linear graph\n\nQuestion:\nUse a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=x^{2} - 4 \\quad \\text { and } \\quad y=x-4\n\\]\n\nTom says both functions are linear\n\nKatie says both functions cross the \\( y \\)-axis at the same point\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "658:D", "QuestionText": "Use a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=x^{2} - 4 \\quad \\text { and } \\quad y=x-4\n\\]\n\nTom says both functions are linear\n\nKatie says both functions cross the \\( y \\)-axis at the same point\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "780", "MisconceptionName": "Believes the constant only gives the y-intercept for linear graphs", "prompt": "Misconception:\nBelieves the constant only gives the y-intercept for linear graphs\n\nQuestion:\nUse a graphing program (e.g. Desmos) to plot the following pairs of functions.\n\\[\ny=x^{2} - 4 \\quad \\text { and } \\quad y=x-4\n\\]\n\nTom says both functions are linear\n\nKatie says both functions cross the \\( y \\)-axis at the same point\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "659:A", "QuestionText": "Tom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 18 \\) sided shape Tom says you can do \\( \\frac{20 \\times 180}{18} \\) Katie says you can do \\( 360-\\frac{180}{18} \\) Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "654", "MisconceptionName": "Believes an interior angle in a regular polygon can be found using 180(n+2)/n", "prompt": "Misconception:\nBelieves an interior angle in a regular polygon can be found using 180(n+2)/n\n\nQuestion:\nTom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 18 \\) sided shape Tom says you can do \\( \\frac{20 \\times 180}{18} \\) Katie says you can do \\( 360-\\frac{180}{18} \\) Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "659:B", "QuestionText": "Tom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 18 \\) sided shape Tom says you can do \\( \\frac{20 \\times 180}{18} \\) Katie says you can do \\( 360-\\frac{180}{18} \\) Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1907", "MisconceptionName": "Believes an interior angle in a regular polygon can be found using 360 subtract (180 over number of sides)", "prompt": "Misconception:\nBelieves an interior angle in a regular polygon can be found using 360 subtract (180 over number of sides)\n\nQuestion:\nTom and Katie are discussing how to calculate the size of each interior angle in a regular \\( 18 \\) sided shape Tom says you can do \\( \\frac{20 \\times 180}{18} \\) Katie says you can do \\( 360-\\frac{180}{18} \\) Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "660:A", "QuestionText": "A line has equation \\( 5 x+3 y=7 \\)\nWhat is its gradient?", "AnswerAText": "\\( \\frac{3}{5} \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -\\frac{5}{3} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{3}{5} \\)", "MisconceptionId": "1896", "MisconceptionName": "When finding the gradient from the equation of a line in the form ax + by = c, believes b/a is the gradient", "prompt": "Misconception:\nWhen finding the gradient from the equation of a line in the form ax + by = c, believes b/a is the gradient\n\nQuestion:\nA line has equation \\( 5 x+3 y=7 \\)\nWhat is its gradient?\n\nOptions:\nA. \\( \\frac{3}{5} \\)\nB. \\( -5 \\)\nC. \\( 5 \\)\nD. \\( -\\frac{5}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "660:B", "QuestionText": "A line has equation \\( 5 x+3 y=7 \\)\nWhat is its gradient?", "AnswerAText": "\\( \\frac{3}{5} \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -\\frac{5}{3} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\nA line has equation \\( 5 x+3 y=7 \\)\nWhat is its gradient?\n\nOptions:\nA. \\( \\frac{3}{5} \\)\nB. \\( -5 \\)\nC. \\( 5 \\)\nD. \\( -\\frac{5}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "660:C", "QuestionText": "A line has equation \\( 5 x+3 y=7 \\)\nWhat is its gradient?", "AnswerAText": "\\( \\frac{3}{5} \\)", "AnswerBText": "\\( -5 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -\\frac{5}{3} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "130", "MisconceptionName": "Believes that for a line written in the form ax + by = c, a is the gradient", "prompt": "Misconception:\nBelieves that for a line written in the form ax + by = c, a is the gradient\n\nQuestion:\nA line has equation \\( 5 x+3 y=7 \\)\nWhat is its gradient?\n\nOptions:\nA. \\( \\frac{3}{5} \\)\nB. \\( -5 \\)\nC. \\( 5 \\)\nD. \\( -\\frac{5}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "661:C", "QuestionText": "What is the area of this shape? ![Purple, right angled triangle on square grid with area of 5 square units. Base length 5 and perpendicular height 2]()", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1292", "MisconceptionName": "Does not realise that the area of a triangle is half the area of the contatining rectangle", "prompt": "Misconception:\nDoes not realise that the area of a triangle is half the area of the contatining rectangle\n\nQuestion:\nWhat is the area of this shape? ![Purple, right angled triangle on square grid with area of 5 square units. Base length 5 and perpendicular height 2]()\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 5 \\)\nC. \\( 6 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "661:D", "QuestionText": "What is the area of this shape? ![Purple, right angled triangle on square grid with area of 5 square units. Base length 5 and perpendicular height 2]()", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1292", "MisconceptionName": "Does not realise that the area of a triangle is half the area of the contatining rectangle", "prompt": "Misconception:\nDoes not realise that the area of a triangle is half the area of the contatining rectangle\n\nQuestion:\nWhat is the area of this shape? ![Purple, right angled triangle on square grid with area of 5 square units. Base length 5 and perpendicular height 2]()\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 5 \\)\nC. \\( 6 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "662:A", "QuestionText": "The perimeter of this rectangle is \\( 5.6 \\mathrm{~cm} \\).\n\nWhat is the length of the side marked with a star? ![Rectangle with base length labelled 1.02 cm and side length labelled with a gold star]()", "AnswerAText": "\\( 4.58 \\mathrm{~cm} \\)", "AnswerBText": "\\( 1.6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 1.78 \\mathrm{~cm} \\)", "AnswerDText": "\\( 4.4 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4.58 \\mathrm{~cm} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nThe perimeter of this rectangle is \\( 5.6 \\mathrm{~cm} \\).\n\nWhat is the length of the side marked with a star? ![Rectangle with base length labelled 1.02 cm and side length labelled with a gold star]()\n\nOptions:\nA. \\( 4.58 \\mathrm{~cm} \\)\nB. \\( 1.6 \\mathrm{~cm} \\)\nC. \\( 1.78 \\mathrm{~cm} \\)\nD. \\( 4.4 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "662:B", "QuestionText": "The perimeter of this rectangle is \\( 5.6 \\mathrm{~cm} \\).\n\nWhat is the length of the side marked with a star? ![Rectangle with base length labelled 1.02 cm and side length labelled with a gold star]()", "AnswerAText": "\\( 4.58 \\mathrm{~cm} \\)", "AnswerBText": "\\( 1.6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 1.78 \\mathrm{~cm} \\)", "AnswerDText": "\\( 4.4 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1.6 \\mathrm{~cm} \\)", "MisconceptionId": "567", "MisconceptionName": "When doing operations with decimals, ignores significant zeros after the decimal point", "prompt": "Misconception:\nWhen doing operations with decimals, ignores significant zeros after the decimal point\n\nQuestion:\nThe perimeter of this rectangle is \\( 5.6 \\mathrm{~cm} \\).\n\nWhat is the length of the side marked with a star? ![Rectangle with base length labelled 1.02 cm and side length labelled with a gold star]()\n\nOptions:\nA. \\( 4.58 \\mathrm{~cm} \\)\nB. \\( 1.6 \\mathrm{~cm} \\)\nC. \\( 1.78 \\mathrm{~cm} \\)\nD. \\( 4.4 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "663:B", "QuestionText": "This is how Teddy calculates the answer to \\( 600 \\div 25 \\) mentally \"There are \\( 4 \\) lots of \\( 25 \\) in 100. I then multiplied \\( 4 \\) by \\( 6 \\) to get \\( 24 \\). So \\( 600 \\) divided by \\( 25 \\) is \\( 24 \\)\" Teddy uses the same method to calculate \\( 800 \\div 25 \\). Which of the following shows how he would do this?", "AnswerAText": "There are \\( 4 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 4 \\) by \\( 8 \\) \nSo the answer is \\( 32 \\)", "AnswerBText": "There are \\( 4 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 8 \\) by \\( 6 \\) \nSo the answer is \\( 48 \\)", "AnswerCText": "There are \\( 6 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 6 \\) by \\( 4 \\) \nSo the answer is \\( 24 \\)", "AnswerDText": "There are \\( 8 \\) lots of \\( 25 \\) in \\( 100 \\)\nThen I multiplied \\( 8 \\) by \\( 6 \\) \nSo the answer is \\( 48 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "There are \\( 4 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 8 \\) by \\( 6 \\) \nSo the answer is \\( 48 \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Teddy calculates the answer to \\( 600 \\div 25 \\) mentally \"There are \\( 4 \\) lots of \\( 25 \\) in 100. I then multiplied \\( 4 \\) by \\( 6 \\) to get \\( 24 \\). So \\( 600 \\) divided by \\( 25 \\) is \\( 24 \\)\" Teddy uses the same method to calculate \\( 800 \\div 25 \\). Which of the following shows how he would do this?\n\nOptions:\nA. There are \\( 4 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 4 \\) by \\( 8 \\) \nSo the answer is \\( 32 \\)\nB. There are \\( 4 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 8 \\) by \\( 6 \\) \nSo the answer is \\( 48 \\)\nC. There are \\( 6 \\) lots of \\( 25 \\) in \\( 100 \\) \nThen I multiplied \\( 6 \\) by \\( 4 \\) \nSo the answer is \\( 24 \\)\nD. There are \\( 8 \\) lots of \\( 25 \\) in \\( 100 \\)\nThen I multiplied \\( 8 \\) by \\( 6 \\) \nSo the answer is \\( 48 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "664:B", "QuestionText": "Two different numbers are equal to \\( 4.37 \\) to two decimal places.\nThe numbers could be....", "AnswerAText": "\\( 4.3708 \\)\nand\n\\( 4.3651 \\)", "AnswerBText": "\\[\n4.3728\n\\]\nand\n\\[\n4.3628\n\\]", "AnswerCText": "\\( 4.373 \\)\nand\n\\( 3.371 \\)", "AnswerDText": "\\[\n4.3751\n\\]\nand\n\\[\n4.3659\n\\]", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\[\n4.3728\n\\]\nand\n\\[\n4.3628\n\\]", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nTwo different numbers are equal to \\( 4.37 \\) to two decimal places.\nThe numbers could be....\n\nOptions:\nA. \\( 4.3708 \\)\nand\n\\( 4.3651 \\)\nB. \\[\n4.3728\n\\]\nand\n\\[\n4.3628\n\\]\nC. \\( 4.373 \\)\nand\n\\( 3.371 \\)\nD. \\[\n4.3751\n\\]\nand\n\\[\n4.3659\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "664:D", "QuestionText": "Two different numbers are equal to \\( 4.37 \\) to two decimal places.\nThe numbers could be....", "AnswerAText": "\\( 4.3708 \\)\nand\n\\( 4.3651 \\)", "AnswerBText": "\\[\n4.3728\n\\]\nand\n\\[\n4.3628\n\\]", "AnswerCText": "\\( 4.373 \\)\nand\n\\( 3.371 \\)", "AnswerDText": "\\[\n4.3751\n\\]\nand\n\\[\n4.3659\n\\]", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\[\n4.3751\n\\]\nand\n\\[\n4.3659\n\\]", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nTwo different numbers are equal to \\( 4.37 \\) to two decimal places.\nThe numbers could be....\n\nOptions:\nA. \\( 4.3708 \\)\nand\n\\( 4.3651 \\)\nB. \\[\n4.3728\n\\]\nand\n\\[\n4.3628\n\\]\nC. \\( 4.373 \\)\nand\n\\( 3.371 \\)\nD. \\[\n4.3751\n\\]\nand\n\\[\n4.3659\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "665:A", "QuestionText": "Tom and Katie are discussing congruent shapes.\nTom says you can reflect a shape and it will still be congruent to the original.\n\nKatie says you can rotate a shape and it will still be congruent to the original.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1318", "MisconceptionName": "Does not understand that shapes are congruent if they have the same size and shape", "prompt": "Misconception:\nDoes not understand that shapes are congruent if they have the same size and shape\n\nQuestion:\nTom and Katie are discussing congruent shapes.\nTom says you can reflect a shape and it will still be congruent to the original.\n\nKatie says you can rotate a shape and it will still be congruent to the original.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "665:B", "QuestionText": "Tom and Katie are discussing congruent shapes.\nTom says you can reflect a shape and it will still be congruent to the original.\n\nKatie says you can rotate a shape and it will still be congruent to the original.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1318", "MisconceptionName": "Does not understand that shapes are congruent if they have the same size and shape", "prompt": "Misconception:\nDoes not understand that shapes are congruent if they have the same size and shape\n\nQuestion:\nTom and Katie are discussing congruent shapes.\nTom says you can reflect a shape and it will still be congruent to the original.\n\nKatie says you can rotate a shape and it will still be congruent to the original.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "665:D", "QuestionText": "Tom and Katie are discussing congruent shapes.\nTom says you can reflect a shape and it will still be congruent to the original.\n\nKatie says you can rotate a shape and it will still be congruent to the original.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1318", "MisconceptionName": "Does not understand that shapes are congruent if they have the same size and shape", "prompt": "Misconception:\nDoes not understand that shapes are congruent if they have the same size and shape\n\nQuestion:\nTom and Katie are discussing congruent shapes.\nTom says you can reflect a shape and it will still be congruent to the original.\n\nKatie says you can rotate a shape and it will still be congruent to the original.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "666:A", "QuestionText": "\\[\n34590.8549\n\\]\nWhat is this number rounded to the nearest \\( 100 \\) ?", "AnswerAText": "\\( 34590 \\)", "AnswerBText": "\\( 34600 \\)", "AnswerCText": "\\( 34500 \\)", "AnswerDText": "\\( 35000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 34590 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\n\\[\n34590.8549\n\\]\nWhat is this number rounded to the nearest \\( 100 \\) ?\n\nOptions:\nA. \\( 34590 \\)\nB. \\( 34600 \\)\nC. \\( 34500 \\)\nD. \\( 35000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "666:C", "QuestionText": "\\[\n34590.8549\n\\]\nWhat is this number rounded to the nearest \\( 100 \\) ?", "AnswerAText": "\\( 34590 \\)", "AnswerBText": "\\( 34600 \\)", "AnswerCText": "\\( 34500 \\)", "AnswerDText": "\\( 35000 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 34500 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\n\\[\n34590.8549\n\\]\nWhat is this number rounded to the nearest \\( 100 \\) ?\n\nOptions:\nA. \\( 34590 \\)\nB. \\( 34600 \\)\nC. \\( 34500 \\)\nD. \\( 35000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "666:D", "QuestionText": "\\[\n34590.8549\n\\]\nWhat is this number rounded to the nearest \\( 100 \\) ?", "AnswerAText": "\\( 34590 \\)", "AnswerBText": "\\( 34600 \\)", "AnswerCText": "\\( 34500 \\)", "AnswerDText": "\\( 35000 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 35000 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\n\\[\n34590.8549\n\\]\nWhat is this number rounded to the nearest \\( 100 \\) ?\n\nOptions:\nA. \\( 34590 \\)\nB. \\( 34600 \\)\nC. \\( 34500 \\)\nD. \\( 35000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "667:A", "QuestionText": "How do you write \\( 4.6 \\) as a percentage?", "AnswerAText": "\\( 46 \\% \\)", "AnswerBText": "\\( 0.046 \\% \\)", "AnswerCText": "\\( 4.6 \\% \\)", "AnswerDText": "\\( 460 \\% \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 46 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\nHow do you write \\( 4.6 \\) as a percentage?\n\nOptions:\nA. \\( 46 \\% \\)\nB. \\( 0.046 \\% \\)\nC. \\( 4.6 \\% \\)\nD. \\( 460 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "667:B", "QuestionText": "How do you write \\( 4.6 \\) as a percentage?", "AnswerAText": "\\( 46 \\% \\)", "AnswerBText": "\\( 0.046 \\% \\)", "AnswerCText": "\\( 4.6 \\% \\)", "AnswerDText": "\\( 460 \\% \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.046 \\% \\)", "MisconceptionId": "1973", "MisconceptionName": "Divides instead of multiplies when converting a decimal to a percentage", "prompt": "Misconception:\nDivides instead of multiplies when converting a decimal to a percentage\n\nQuestion:\nHow do you write \\( 4.6 \\) as a percentage?\n\nOptions:\nA. \\( 46 \\% \\)\nB. \\( 0.046 \\% \\)\nC. \\( 4.6 \\% \\)\nD. \\( 460 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "667:C", "QuestionText": "How do you write \\( 4.6 \\) as a percentage?", "AnswerAText": "\\( 46 \\% \\)", "AnswerBText": "\\( 0.046 \\% \\)", "AnswerCText": "\\( 4.6 \\% \\)", "AnswerDText": "\\( 460 \\% \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4.6 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nHow do you write \\( 4.6 \\) as a percentage?\n\nOptions:\nA. \\( 46 \\% \\)\nB. \\( 0.046 \\% \\)\nC. \\( 4.6 \\% \\)\nD. \\( 460 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "668:A", "QuestionText": "What is the mode of the following numbers?\n\\[\n0,0,2,2\n\\]", "AnswerAText": "\\( 0 \\) and \\( 2 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\) and \\( 2 \\)", "MisconceptionId": "2152", "MisconceptionName": "Believes every number is the mode when you have data with no mode", "prompt": "Misconception:\nBelieves every number is the mode when you have data with no mode\n\nQuestion:\nWhat is the mode of the following numbers?\n\\[\n0,0,2,2\n\\]\n\nOptions:\nA. \\( 0 \\) and \\( 2 \\)\nB. \\( 2 \\)\nC. \\( 1 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "668:B", "QuestionText": "What is the mode of the following numbers?\n\\[\n0,0,2,2\n\\]", "AnswerAText": "\\( 0 \\) and \\( 2 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "375", "MisconceptionName": "Believes you can only have one mode", "prompt": "Misconception:\nBelieves you can only have one mode\n\nQuestion:\nWhat is the mode of the following numbers?\n\\[\n0,0,2,2\n\\]\n\nOptions:\nA. \\( 0 \\) and \\( 2 \\)\nB. \\( 2 \\)\nC. \\( 1 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "668:C", "QuestionText": "What is the mode of the following numbers?\n\\[\n0,0,2,2\n\\]", "AnswerAText": "\\( 0 \\) and \\( 2 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1264", "MisconceptionName": "Finds the median instead of the mode", "prompt": "Misconception:\nFinds the median instead of the mode\n\nQuestion:\nWhat is the mode of the following numbers?\n\\[\n0,0,2,2\n\\]\n\nOptions:\nA. \\( 0 \\) and \\( 2 \\)\nB. \\( 2 \\)\nC. \\( 1 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "669:A", "QuestionText": "The diagram shows a regular hexagon and a square.\nWhat is the size of angle \\( a \\) ? ![A regular hexagon and square, joined on one side, with the angle between them labelled a. Not to scale]()", "AnswerAText": "\\( 210^{\\circ} \\)", "AnswerBText": "\\( 120^{\\circ} \\)", "AnswerCText": "\\( 150^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 210^{\\circ} \\)", "MisconceptionId": "1550", "MisconceptionName": "Believes interior angles are outside a shape", "prompt": "Misconception:\nBelieves interior angles are outside a shape\n\nQuestion:\nThe diagram shows a regular hexagon and a square.\nWhat is the size of angle \\( a \\) ? ![A regular hexagon and square, joined on one side, with the angle between them labelled a. Not to scale]()\n\nOptions:\nA. \\( 210^{\\circ} \\)\nB. \\( 120^{\\circ} \\)\nC. \\( 150^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "670:A", "QuestionText": "A magazine costs \\( £ 2.70 \\).\n\nIsaac pays for it with a \\( £ 5 \\) note.\n\nHow much change should he receive?", "AnswerAText": "\\( £ 2.70 \\)", "AnswerBText": "\\( £ 3.30 \\)", "AnswerCText": "\\( £ 7.70 \\)", "AnswerDText": "\\( £ 2.30 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( £ 2.70 \\)", "MisconceptionId": "791", "MisconceptionName": "In a worded problem, does not complete all calculations", "prompt": "Misconception:\nIn a worded problem, does not complete all calculations\n\nQuestion:\nA magazine costs \\( £ 2.70 \\).\n\nIsaac pays for it with a \\( £ 5 \\) note.\n\nHow much change should he receive?\n\nOptions:\nA. \\( £ 2.70 \\)\nB. \\( £ 3.30 \\)\nC. \\( £ 7.70 \\)\nD. \\( £ 2.30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "670:B", "QuestionText": "A magazine costs \\( £ 2.70 \\).\n\nIsaac pays for it with a \\( £ 5 \\) note.\n\nHow much change should he receive?", "AnswerAText": "\\( £ 2.70 \\)", "AnswerBText": "\\( £ 3.30 \\)", "AnswerCText": "\\( £ 7.70 \\)", "AnswerDText": "\\( £ 2.30 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( £ 3.30 \\)", "MisconceptionId": "730", "MisconceptionName": "Ends up £1 out when dealing with change in money", "prompt": "Misconception:\nEnds up £1 out when dealing with change in money\n\nQuestion:\nA magazine costs \\( £ 2.70 \\).\n\nIsaac pays for it with a \\( £ 5 \\) note.\n\nHow much change should he receive?\n\nOptions:\nA. \\( £ 2.70 \\)\nB. \\( £ 3.30 \\)\nC. \\( £ 7.70 \\)\nD. \\( £ 2.30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "670:C", "QuestionText": "A magazine costs \\( £ 2.70 \\).\n\nIsaac pays for it with a \\( £ 5 \\) note.\n\nHow much change should he receive?", "AnswerAText": "\\( £ 2.70 \\)", "AnswerBText": "\\( £ 3.30 \\)", "AnswerCText": "\\( £ 7.70 \\)", "AnswerDText": "\\( £ 2.30 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 7.70 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nA magazine costs \\( £ 2.70 \\).\n\nIsaac pays for it with a \\( £ 5 \\) note.\n\nHow much change should he receive?\n\nOptions:\nA. \\( £ 2.70 \\)\nB. \\( £ 3.30 \\)\nC. \\( £ 7.70 \\)\nD. \\( £ 2.30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "671:A", "QuestionText": "A triangle has the following angles: \\( 90^{\\degree}, 45^{\\degree}, 45^{\\degree} \\) Statement 1. It must be a right angled triangle \nStatement 2. It must be an isosceles triangle\nWhich is true?", "AnswerAText": "Statement \\( 1 \\)", "AnswerBText": "Statement \\( 2 \\)", "AnswerCText": "Both statements", "AnswerDText": "Neither statement", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Statement \\( 1 \\)", "MisconceptionId": "2189", "MisconceptionName": "Believes isosceles triangles cannot have right angles", "prompt": "Misconception:\nBelieves isosceles triangles cannot have right angles\n\nQuestion:\nA triangle has the following angles: \\( 90^{\\degree}, 45^{\\degree}, 45^{\\degree} \\) Statement 1. It must be a right angled triangle \nStatement 2. It must be an isosceles triangle\nWhich is true?\n\nOptions:\nA. Statement \\( 1 \\)\nB. Statement \\( 2 \\)\nC. Both statements\nD. Neither statement\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "671:B", "QuestionText": "A triangle has the following angles: \\( 90^{\\degree}, 45^{\\degree}, 45^{\\degree} \\) Statement 1. It must be a right angled triangle \nStatement 2. It must be an isosceles triangle\nWhich is true?", "AnswerAText": "Statement \\( 1 \\)", "AnswerBText": "Statement \\( 2 \\)", "AnswerCText": "Both statements", "AnswerDText": "Neither statement", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Statement \\( 2 \\)", "MisconceptionId": "219", "MisconceptionName": "Does not know that a right angle is 90 degrees", "prompt": "Misconception:\nDoes not know that a right angle is 90 degrees\n\nQuestion:\nA triangle has the following angles: \\( 90^{\\degree}, 45^{\\degree}, 45^{\\degree} \\) Statement 1. It must be a right angled triangle \nStatement 2. It must be an isosceles triangle\nWhich is true?\n\nOptions:\nA. Statement \\( 1 \\)\nB. Statement \\( 2 \\)\nC. Both statements\nD. Neither statement\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "672:A", "QuestionText": "How many degrees are there in three-quarters of a turn?", "AnswerAText": "\\( 75\\degree \\)", "AnswerBText": "\\( 90\\degree \\)", "AnswerCText": "\\( 180\\degree\\)", "AnswerDText": "\\( 270\\degree \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 75\\degree \\)", "MisconceptionId": "2", "MisconceptionName": "Believes there are 100 degrees in a full turn", "prompt": "Misconception:\nBelieves there are 100 degrees in a full turn\n\nQuestion:\nHow many degrees are there in three-quarters of a turn?\n\nOptions:\nA. \\( 75\\degree \\)\nB. \\( 90\\degree \\)\nC. \\( 180\\degree\\)\nD. \\( 270\\degree \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "672:B", "QuestionText": "How many degrees are there in three-quarters of a turn?", "AnswerAText": "\\( 75\\degree \\)", "AnswerBText": "\\( 90\\degree \\)", "AnswerCText": "\\( 180\\degree\\)", "AnswerDText": "\\( 270\\degree \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 90\\degree \\)", "MisconceptionId": "1057", "MisconceptionName": "Finds the unit fraction when asked to find a non-unit fraction of an amount", "prompt": "Misconception:\nFinds the unit fraction when asked to find a non-unit fraction of an amount\n\nQuestion:\nHow many degrees are there in three-quarters of a turn?\n\nOptions:\nA. \\( 75\\degree \\)\nB. \\( 90\\degree \\)\nC. \\( 180\\degree\\)\nD. \\( 270\\degree \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "673:A", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=x drawn and a triangle with the coordinates (2,1) (4,1) and (3,2). P is the point (3,2)]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (1,2) \\)", "AnswerCText": "\\( (2,3) \\)", "AnswerDText": "\\( (3,4) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (2,2) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=x drawn and a triangle with the coordinates (2,1) (4,1) and (3,2). P is the point (3,2)]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (1,2) \\)\nC. \\( (2,3) \\)\nD. \\( (3,4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "673:B", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=x drawn and a triangle with the coordinates (2,1) (4,1) and (3,2). P is the point (3,2)]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (1,2) \\)", "AnswerCText": "\\( (2,3) \\)", "AnswerDText": "\\( (3,4) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (1,2) \\)", "MisconceptionId": "563", "MisconceptionName": "Counts the squares rather than the diagonals when reflecting in y=x or y=-x", "prompt": "Misconception:\nCounts the squares rather than the diagonals when reflecting in y=x or y=-x\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=x drawn and a triangle with the coordinates (2,1) (4,1) and (3,2). P is the point (3,2)]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (1,2) \\)\nC. \\( (2,3) \\)\nD. \\( (3,4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "673:D", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=x drawn and a triangle with the coordinates (2,1) (4,1) and (3,2). P is the point (3,2)]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (1,2) \\)", "AnswerCText": "\\( (2,3) \\)", "AnswerDText": "\\( (3,4) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (3,4) \\)", "MisconceptionId": "563", "MisconceptionName": "Counts the squares rather than the diagonals when reflecting in y=x or y=-x", "prompt": "Misconception:\nCounts the squares rather than the diagonals when reflecting in y=x or y=-x\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=x drawn and a triangle with the coordinates (2,1) (4,1) and (3,2). P is the point (3,2)]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (1,2) \\)\nC. \\( (2,3) \\)\nD. \\( (3,4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "674:A", "QuestionText": "For every \\( 3 \\) green squares there is \\( 1 \\) red square.\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|c|c|c|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nFor every \\( 3 \\) green squares there is \\( 1 \\) red square.\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|c|c|c|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 8 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "675:A", "QuestionText": "![A number line from 0 to 1 split into 5 parts with a red arrow pointing to the marker for the value 0.4]() What number is the arrow pointing to?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.5 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "671", "MisconceptionName": "When reading decimals on a number line, assumes each dash is 0.1", "prompt": "Misconception:\nWhen reading decimals on a number line, assumes each dash is 0.1\n\nQuestion:\n![A number line from 0 to 1 split into 5 parts with a red arrow pointing to the marker for the value 0.4]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.5 \\)\nC. \\( 0.4 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "675:D", "QuestionText": "![A number line from 0 to 1 split into 5 parts with a red arrow pointing to the marker for the value 0.4]() What number is the arrow pointing to?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.5 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\n![A number line from 0 to 1 split into 5 parts with a red arrow pointing to the marker for the value 0.4]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.5 \\)\nC. \\( 0.4 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "676:A", "QuestionText": "Simplify, if possible:\n\\[\ne+e+e\n\\]", "AnswerAText": "\\( e^{3} \\)", "AnswerBText": "e3", "AnswerCText": "\\( 3 e \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( e^{3} \\)", "MisconceptionId": "954", "MisconceptionName": "Confuses adding 3 with cubing, in algebra", "prompt": "Misconception:\nConfuses adding 3 with cubing, in algebra\n\nQuestion:\nSimplify, if possible:\n\\[\ne+e+e\n\\]\n\nOptions:\nA. \\( e^{3} \\)\nB. e3\nC. \\( 3 e \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "676:B", "QuestionText": "Simplify, if possible:\n\\[\ne+e+e\n\\]", "AnswerAText": "\\( e^{3} \\)", "AnswerBText": "e3", "AnswerCText": "\\( 3 e \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "e3", "MisconceptionId": "267", "MisconceptionName": "Writes the variable before the coefficient in an algebraic term", "prompt": "Misconception:\nWrites the variable before the coefficient in an algebraic term\n\nQuestion:\nSimplify, if possible:\n\\[\ne+e+e\n\\]\n\nOptions:\nA. \\( e^{3} \\)\nB. e3\nC. \\( 3 e \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "676:D", "QuestionText": "Simplify, if possible:\n\\[\ne+e+e\n\\]", "AnswerAText": "\\( e^{3} \\)", "AnswerBText": "e3", "AnswerCText": "\\( 3 e \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "436", "MisconceptionName": "Does not understand when like terms can be collected", "prompt": "Misconception:\nDoes not understand when like terms can be collected\n\nQuestion:\nSimplify, if possible:\n\\[\ne+e+e\n\\]\n\nOptions:\nA. \\( e^{3} \\)\nB. e3\nC. \\( 3 e \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "677:A", "QuestionText": "What is the perimeter of this rectangle? ![A rectangle. The length of a short side is labelled x, and the length of a long side is labelled y.]()", "AnswerAText": "\\( x+y \\)", "AnswerBText": "\\( 2 x y \\)", "AnswerCText": "\\( 2 x+2 y \\)", "AnswerDText": "\\( x y \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x+y \\)", "MisconceptionId": "1357", "MisconceptionName": "Thinks only labelled dimensions need to be included when calculating the perimeter", "prompt": "Misconception:\nThinks only labelled dimensions need to be included when calculating the perimeter\n\nQuestion:\nWhat is the perimeter of this rectangle? ![A rectangle. The length of a short side is labelled x, and the length of a long side is labelled y.]()\n\nOptions:\nA. \\( x+y \\)\nB. \\( 2 x y \\)\nC. \\( 2 x+2 y \\)\nD. \\( x y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "677:D", "QuestionText": "What is the perimeter of this rectangle? ![A rectangle. The length of a short side is labelled x, and the length of a long side is labelled y.]()", "AnswerAText": "\\( x+y \\)", "AnswerBText": "\\( 2 x y \\)", "AnswerCText": "\\( 2 x+2 y \\)", "AnswerDText": "\\( x y \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( x y \\)", "MisconceptionId": "1668", "MisconceptionName": "Calculates area when asked for perimeter", "prompt": "Misconception:\nCalculates area when asked for perimeter\n\nQuestion:\nWhat is the perimeter of this rectangle? ![A rectangle. The length of a short side is labelled x, and the length of a long side is labelled y.]()\n\nOptions:\nA. \\( x+y \\)\nB. \\( 2 x y \\)\nC. \\( 2 x+2 y \\)\nD. \\( x y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "678:A", "QuestionText": "What is the value of:\n\n\\[\n485+78-9\n\\]", "AnswerAText": "\\( 398 \\)", "AnswerBText": "\\( 554 \\)", "AnswerCText": "\\( 572 \\)", "AnswerDText": "\\( 444 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 398 \\)", "MisconceptionId": "2135", "MisconceptionName": "Thinks positive or negative sign affects the term before it", "prompt": "Misconception:\nThinks positive or negative sign affects the term before it\n\nQuestion:\nWhat is the value of:\n\n\\[\n485+78-9\n\\]\n\nOptions:\nA. \\( 398 \\)\nB. \\( 554 \\)\nC. \\( 572 \\)\nD. \\( 444 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "678:D", "QuestionText": "What is the value of:\n\n\\[\n485+78-9\n\\]", "AnswerAText": "\\( 398 \\)", "AnswerBText": "\\( 554 \\)", "AnswerCText": "\\( 572 \\)", "AnswerDText": "\\( 444 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 444 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat is the value of:\n\n\\[\n485+78-9\n\\]\n\nOptions:\nA. \\( 398 \\)\nB. \\( 554 \\)\nC. \\( 572 \\)\nD. \\( 444 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "679:A", "QuestionText": "John has been asked to work out the answer to:\n\\[\n231 \\div 4\n\\]\nHe gets the answer \\( 57 \\) remainder \\( 3 \\)\nWhat is the exact value of that remainder?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0.34 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.75 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "986", "MisconceptionName": "Does not understand that a remainder can be written as a fraction", "prompt": "Misconception:\nDoes not understand that a remainder can be written as a fraction\n\nQuestion:\nJohn has been asked to work out the answer to:\n\\[\n231 \\div 4\n\\]\nHe gets the answer \\( 57 \\) remainder \\( 3 \\)\nWhat is the exact value of that remainder?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0.34 \\)\nC. \\( 0.3 \\)\nD. \\( 0.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "679:B", "QuestionText": "John has been asked to work out the answer to:\n\\[\n231 \\div 4\n\\]\nHe gets the answer \\( 57 \\) remainder \\( 3 \\)\nWhat is the exact value of that remainder?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0.34 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.75 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.34 \\)", "MisconceptionId": "1046", "MisconceptionName": "Does not understand remainders in division", "prompt": "Misconception:\nDoes not understand remainders in division\n\nQuestion:\nJohn has been asked to work out the answer to:\n\\[\n231 \\div 4\n\\]\nHe gets the answer \\( 57 \\) remainder \\( 3 \\)\nWhat is the exact value of that remainder?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0.34 \\)\nC. \\( 0.3 \\)\nD. \\( 0.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "679:C", "QuestionText": "John has been asked to work out the answer to:\n\\[\n231 \\div 4\n\\]\nHe gets the answer \\( 57 \\) remainder \\( 3 \\)\nWhat is the exact value of that remainder?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0.34 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.75 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1447", "MisconceptionName": "Writes the remainder as the digit after the decimal point", "prompt": "Misconception:\nWrites the remainder as the digit after the decimal point\n\nQuestion:\nJohn has been asked to work out the answer to:\n\\[\n231 \\div 4\n\\]\nHe gets the answer \\( 57 \\) remainder \\( 3 \\)\nWhat is the exact value of that remainder?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0.34 \\)\nC. \\( 0.3 \\)\nD. \\( 0.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "680:A", "QuestionText": "Jo and Paul are arguing about factorising.\n\nJo says \\( p^{2}+16 p \\equiv(p+4)(p+4) \\)\n\nPaul says \\( p^{2}+16 p \\equiv p(p+4) \\)\n\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Jo", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nJo and Paul are arguing about factorising.\n\nJo says \\( p^{2}+16 p \\equiv(p+4)(p+4) \\)\n\nPaul says \\( p^{2}+16 p \\equiv p(p+4) \\)\n\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "681:A", "QuestionText": "Tom and Katie are arguing about the solution to this inequality:\n\\[\n15 \\geq 4 m\n\\]\n\nTom says \\( m \\) could be \\( 4 \\)\n\nKatie says \\( m \\) could be \\( 3.75 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nTom and Katie are arguing about the solution to this inequality:\n\\[\n15 \\geq 4 m\n\\]\n\nTom says \\( m \\) could be \\( 4 \\)\n\nKatie says \\( m \\) could be \\( 3.75 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "681:D", "QuestionText": "Tom and Katie are arguing about the solution to this inequality:\n\\[\n15 \\geq 4 m\n\\]\n\nTom says \\( m \\) could be \\( 4 \\)\n\nKatie says \\( m \\) could be \\( 3.75 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1660", "MisconceptionName": "When using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa", "prompt": "Misconception:\nWhen using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa\n\nQuestion:\nTom and Katie are arguing about the solution to this inequality:\n\\[\n15 \\geq 4 m\n\\]\n\nTom says \\( m \\) could be \\( 4 \\)\n\nKatie says \\( m \\) could be \\( 3.75 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "682:B", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making a T shape where there is a rectangle across the top and a rectangle attached below this, slightly to the left of the centre. The full width across the top is 32m, the partial width on the left is 10m, the partial width on the right is 11m. The full height on the right is 25m, the partial height on the lower block is 14m. The shaded section is the top rectangle across the full width.]()", "AnswerAText": "\\( 352 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 320 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 288 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 332 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 320 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making a T shape where there is a rectangle across the top and a rectangle attached below this, slightly to the left of the centre. The full width across the top is 32m, the partial width on the left is 10m, the partial width on the right is 11m. The full height on the right is 25m, the partial height on the lower block is 14m. The shaded section is the top rectangle across the full width.]()\n\nOptions:\nA. \\( 352 \\mathrm{~m}^{2} \\)\nB. \\( 320 \\mathrm{~m}^{2} \\)\nC. \\( 288 \\mathrm{~m}^{2} \\)\nD. \\( 332 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "682:C", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making a T shape where there is a rectangle across the top and a rectangle attached below this, slightly to the left of the centre. The full width across the top is 32m, the partial width on the left is 10m, the partial width on the right is 11m. The full height on the right is 25m, the partial height on the lower block is 14m. The shaded section is the top rectangle across the full width.]()", "AnswerAText": "\\( 352 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 320 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 288 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 332 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 288 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making a T shape where there is a rectangle across the top and a rectangle attached below this, slightly to the left of the centre. The full width across the top is 32m, the partial width on the left is 10m, the partial width on the right is 11m. The full height on the right is 25m, the partial height on the lower block is 14m. The shaded section is the top rectangle across the full width.]()\n\nOptions:\nA. \\( 352 \\mathrm{~m}^{2} \\)\nB. \\( 320 \\mathrm{~m}^{2} \\)\nC. \\( 288 \\mathrm{~m}^{2} \\)\nD. \\( 332 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "683:A", "QuestionText": "Which of the following numbers is a cube number?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "None of these numbers are cube numbers", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2583", "MisconceptionName": "Does not know what a cube number is", "prompt": "Misconception:\nDoes not know what a cube number is\n\nQuestion:\nWhich of the following numbers is a cube number?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. None of these numbers are cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "683:B", "QuestionText": "Which of the following numbers is a cube number?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "None of these numbers are cube numbers", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2583", "MisconceptionName": "Does not know what a cube number is", "prompt": "Misconception:\nDoes not know what a cube number is\n\nQuestion:\nWhich of the following numbers is a cube number?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. None of these numbers are cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "683:C", "QuestionText": "Which of the following numbers is a cube number?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "None of these numbers are cube numbers", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhich of the following numbers is a cube number?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. None of these numbers are cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "684:A", "QuestionText": "How should you line up the digits to calculate \\( 3152-809 \\) ?", "AnswerAText": "\\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{r}\\space3152 \\\\ -\\space809\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)", "MisconceptionId": "2203", "MisconceptionName": "Lines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits", "prompt": "Misconception:\nLines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits\n\nQuestion:\nHow should you line up the digits to calculate \\( 3152-809 \\) ?\n\nOptions:\nA. \\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)\nB. \\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)\nC. \\( \\begin{array}{r}\\space3152 \\\\ -\\space809\\end{array} \\)\nD. \\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "684:B", "QuestionText": "How should you line up the digits to calculate \\( 3152-809 \\) ?", "AnswerAText": "\\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{r}\\space3152 \\\\ -\\space809\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nHow should you line up the digits to calculate \\( 3152-809 \\) ?\n\nOptions:\nA. \\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)\nB. \\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)\nC. \\( \\begin{array}{r}\\space3152 \\\\ -\\space809\\end{array} \\)\nD. \\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "684:D", "QuestionText": "How should you line up the digits to calculate \\( 3152-809 \\) ?", "AnswerAText": "\\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{r}\\space3152 \\\\ -\\space809\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nHow should you line up the digits to calculate \\( 3152-809 \\) ?\n\nOptions:\nA. \\( \\begin{array}{r}\\quad\\space3152 \\\\ -809\\end{array} \\)\nB. \\( \\begin{array}{r}\\quad\\quad3152 \\\\ -89\\end{array} \\)\nC. \\( \\begin{array}{r}\\space3152 \\\\ -\\space809\\end{array} \\)\nD. \\( \\begin{array}{r}3152 \\\\ -\\space 89\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "685:B", "QuestionText": "A common factor of \\( 6 \\) and \\( 9 \\) is...", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1702", "MisconceptionName": "Does not know the 9 timestable", "prompt": "Misconception:\nDoes not know the 9 timestable\n\nQuestion:\nA common factor of \\( 6 \\) and \\( 9 \\) is...\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "685:C", "QuestionText": "A common factor of \\( 6 \\) and \\( 9 \\) is...", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2150", "MisconceptionName": "Does not know the 6 timestable", "prompt": "Misconception:\nDoes not know the 6 timestable\n\nQuestion:\nA common factor of \\( 6 \\) and \\( 9 \\) is...\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "685:D", "QuestionText": "A common factor of \\( 6 \\) and \\( 9 \\) is...", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nA common factor of \\( 6 \\) and \\( 9 \\) is...\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "686:A", "QuestionText": "\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  &  \\( 3 \\)  \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+3 \\) What should replace the star?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "1308", "MisconceptionName": "Thinks tables of values are symmetrical about (0,0)", "prompt": "Misconception:\nThinks tables of values are symmetrical about (0,0)\n\nQuestion:\n\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  &  \\( 3 \\)  \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+3 \\) What should replace the star?\n\nOptions:\nA. \\( -3 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "686:C", "QuestionText": "\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  &  \\( 3 \\)  \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+3 \\) What should replace the star?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1805", "MisconceptionName": "Does not realise that subtracting a negative is the same as adding it's additive inverse", "prompt": "Misconception:\nDoes not realise that subtracting a negative is the same as adding it's additive inverse\n\nQuestion:\n\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  &  \\( 3 \\)  \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+3 \\) What should replace the star?\n\nOptions:\nA. \\( -3 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "686:D", "QuestionText": "\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  &  \\( 3 \\)  \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+3 \\) What should replace the star?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "902", "MisconceptionName": "Thinks 1 squared is 2", "prompt": "Misconception:\nThinks 1 squared is 2\n\nQuestion:\n\\begin{tabular}{llll|l|l}\n\\( x \\) & \\( -1 \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) &  &  \\( 3 \\)  \n\\end{tabular} This is a table of values for \\( y=x^{2}-x+3 \\) What should replace the star?\n\nOptions:\nA. \\( -3 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "687:A", "QuestionText": "What is \\( \\mathbf{8 6 9 8 . 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 8699 \\)", "AnswerBText": "\\( 8700 \\)", "AnswerCText": "\\( 8690 \\)", "AnswerDText": "\\( 9000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8699 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{8 6 9 8 . 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 8699 \\)\nB. \\( 8700 \\)\nC. \\( 8690 \\)\nD. \\( 9000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "687:C", "QuestionText": "What is \\( \\mathbf{8 6 9 8 . 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 8699 \\)", "AnswerBText": "\\( 8700 \\)", "AnswerCText": "\\( 8690 \\)", "AnswerDText": "\\( 9000 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 8690 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{8 6 9 8 . 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 8699 \\)\nB. \\( 8700 \\)\nC. \\( 8690 \\)\nD. \\( 9000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "687:D", "QuestionText": "What is \\( \\mathbf{8 6 9 8 . 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 8699 \\)", "AnswerBText": "\\( 8700 \\)", "AnswerCText": "\\( 8690 \\)", "AnswerDText": "\\( 9000 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 9000 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{8 6 9 8 . 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 8699 \\)\nB. \\( 8700 \\)\nC. \\( 8690 \\)\nD. \\( 9000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "688:A", "QuestionText": "What is the relationship between these two angles? ![Angles around a point made up of two angles: a green one and a pink one]()", "AnswerAText": "They are equal", "AnswerBText": "They are parallel", "AnswerCText": "They add together to make\n\\[\n180^{\\circ}\n\\]", "AnswerDText": "They add together to make\n\\[\n360^{\\circ}\n\\]", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "They are equal", "MisconceptionId": "8", "MisconceptionName": "Student thinks that any two angles along a straight line are equal", "prompt": "Misconception:\nStudent thinks that any two angles along a straight line are equal\n\nQuestion:\nWhat is the relationship between these two angles? ![Angles around a point made up of two angles: a green one and a pink one]()\n\nOptions:\nA. They are equal\nB. They are parallel\nC. They add together to make\n\\[\n180^{\\circ}\n\\]\nD. They add together to make\n\\[\n360^{\\circ}\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "688:B", "QuestionText": "What is the relationship between these two angles? ![Angles around a point made up of two angles: a green one and a pink one]()", "AnswerAText": "They are equal", "AnswerBText": "They are parallel", "AnswerCText": "They add together to make\n\\[\n180^{\\circ}\n\\]", "AnswerDText": "They add together to make\n\\[\n360^{\\circ}\n\\]", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "They are parallel", "MisconceptionId": "114", "MisconceptionName": "Does not know the meaning of the word parallel", "prompt": "Misconception:\nDoes not know the meaning of the word parallel\n\nQuestion:\nWhat is the relationship between these two angles? ![Angles around a point made up of two angles: a green one and a pink one]()\n\nOptions:\nA. They are equal\nB. They are parallel\nC. They add together to make\n\\[\n180^{\\circ}\n\\]\nD. They add together to make\n\\[\n360^{\\circ}\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "688:D", "QuestionText": "What is the relationship between these two angles? ![Angles around a point made up of two angles: a green one and a pink one]()", "AnswerAText": "They are equal", "AnswerBText": "They are parallel", "AnswerCText": "They add together to make\n\\[\n180^{\\circ}\n\\]", "AnswerDText": "They add together to make\n\\[\n360^{\\circ}\n\\]", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "They add together to make\n\\[\n360^{\\circ}\n\\]", "MisconceptionId": "2362", "MisconceptionName": "Believes angles on a straight line add to 360 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 360 degrees\n\nQuestion:\nWhat is the relationship between these two angles? ![Angles around a point made up of two angles: a green one and a pink one]()\n\nOptions:\nA. They are equal\nB. They are parallel\nC. They add together to make\n\\[\n180^{\\circ}\n\\]\nD. They add together to make\n\\[\n360^{\\circ}\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "689:B", "QuestionText": "Solve the equation:\n\\(\n10=\\frac{5}{p}\n\\)", "AnswerAText": "\\( p=0.5 \\)", "AnswerBText": "\\( p=50 \\)", "AnswerCText": "\\( p=2 \\)", "AnswerDText": "There are no solutions", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( p=50 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(\n10=\\frac{5}{p}\n\\)\n\nOptions:\nA. \\( p=0.5 \\)\nB. \\( p=50 \\)\nC. \\( p=2 \\)\nD. There are no solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "689:C", "QuestionText": "Solve the equation:\n\\(\n10=\\frac{5}{p}\n\\)", "AnswerAText": "\\( p=0.5 \\)", "AnswerBText": "\\( p=50 \\)", "AnswerCText": "\\( p=2 \\)", "AnswerDText": "There are no solutions", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( p=2 \\)", "MisconceptionId": "623", "MisconceptionName": "Assumes the denominator is divided by the numerator", "prompt": "Misconception:\nAssumes the denominator is divided by the numerator\n\nQuestion:\nSolve the equation:\n\\(\n10=\\frac{5}{p}\n\\)\n\nOptions:\nA. \\( p=0.5 \\)\nB. \\( p=50 \\)\nC. \\( p=2 \\)\nD. There are no solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "689:D", "QuestionText": "Solve the equation:\n\\(\n10=\\frac{5}{p}\n\\)", "AnswerAText": "\\( p=0.5 \\)", "AnswerBText": "\\( p=50 \\)", "AnswerCText": "\\( p=2 \\)", "AnswerDText": "There are no solutions", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "There are no solutions", "MisconceptionId": "1130", "MisconceptionName": "Does not know how to solve linear equations involving fractions", "prompt": "Misconception:\nDoes not know how to solve linear equations involving fractions\n\nQuestion:\nSolve the equation:\n\\(\n10=\\frac{5}{p}\n\\)\n\nOptions:\nA. \\( p=0.5 \\)\nB. \\( p=50 \\)\nC. \\( p=2 \\)\nD. There are no solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "690:A", "QuestionText": "Tom and Katie are discussing linear sequences.\n\nTom says this is a linear sequence: \\( 1,2,4,7,11, \\ldots \\) \n\nKatie says this is a linear sequence: \\( 1.2,1.4,1.6,1.8,2, \\ldots \\) \n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing linear sequences.\n\nTom says this is a linear sequence: \\( 1,2,4,7,11, \\ldots \\) \n\nKatie says this is a linear sequence: \\( 1.2,1.4,1.6,1.8,2, \\ldots \\) \n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "690:C", "QuestionText": "Tom and Katie are discussing linear sequences.\n\nTom says this is a linear sequence: \\( 1,2,4,7,11, \\ldots \\) \n\nKatie says this is a linear sequence: \\( 1.2,1.4,1.6,1.8,2, \\ldots \\) \n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing linear sequences.\n\nTom says this is a linear sequence: \\( 1,2,4,7,11, \\ldots \\) \n\nKatie says this is a linear sequence: \\( 1.2,1.4,1.6,1.8,2, \\ldots \\) \n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "690:D", "QuestionText": "Tom and Katie are discussing linear sequences.\n\nTom says this is a linear sequence: \\( 1,2,4,7,11, \\ldots \\) \n\nKatie says this is a linear sequence: \\( 1.2,1.4,1.6,1.8,2, \\ldots \\) \n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing linear sequences.\n\nTom says this is a linear sequence: \\( 1,2,4,7,11, \\ldots \\) \n\nKatie says this is a linear sequence: \\( 1.2,1.4,1.6,1.8,2, \\ldots \\) \n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "691:A", "QuestionText": "\\( 27 \\mathrm{~cm}=\\square \\mathrm{m} \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 2700 \\)", "AnswerCText": "\\( 0.27 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1151", "MisconceptionName": "Believes they can round when converting units", "prompt": "Misconception:\nBelieves they can round when converting units\n\nQuestion:\n\\( 27 \\mathrm{~cm}=\\square \\mathrm{m} \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 2700 \\)\nC. \\( 0.27 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "691:B", "QuestionText": "\\( 27 \\mathrm{~cm}=\\square \\mathrm{m} \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 2700 \\)", "AnswerCText": "\\( 0.27 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2700 \\)", "MisconceptionId": "1651", "MisconceptionName": "Multiplies when converting to a larger unit", "prompt": "Misconception:\nMultiplies when converting to a larger unit\n\nQuestion:\n\\( 27 \\mathrm{~cm}=\\square \\mathrm{m} \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 2700 \\)\nC. \\( 0.27 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "691:D", "QuestionText": "\\( 27 \\mathrm{~cm}=\\square \\mathrm{m} \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 2700 \\)", "AnswerCText": "\\( 0.27 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2.7 \\)", "MisconceptionId": "704", "MisconceptionName": "Thinks there are 10cm in a metre", "prompt": "Misconception:\nThinks there are 10cm in a metre\n\nQuestion:\n\\( 27 \\mathrm{~cm}=\\square \\mathrm{m} \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 2700 \\)\nC. \\( 0.27 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "692:B", "QuestionText": "What should replace the star? \\( 0.03 \\times \\bigstar=0.00009 \\)", "AnswerAText": "\\( 0.003 \\)", "AnswerBText": "\\( 0.03 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.0003 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.03 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\nWhat should replace the star? \\( 0.03 \\times \\bigstar=0.00009 \\)\n\nOptions:\nA. \\( 0.003 \\)\nB. \\( 0.03 \\)\nC. \\( 0.3 \\)\nD. \\( 0.0003 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "692:C", "QuestionText": "What should replace the star? \\( 0.03 \\times \\bigstar=0.00009 \\)", "AnswerAText": "\\( 0.003 \\)", "AnswerBText": "\\( 0.03 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.0003 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\nWhat should replace the star? \\( 0.03 \\times \\bigstar=0.00009 \\)\n\nOptions:\nA. \\( 0.003 \\)\nB. \\( 0.03 \\)\nC. \\( 0.3 \\)\nD. \\( 0.0003 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "692:D", "QuestionText": "What should replace the star? \\( 0.03 \\times \\bigstar=0.00009 \\)", "AnswerAText": "\\( 0.003 \\)", "AnswerBText": "\\( 0.03 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.0003 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.0003 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\nWhat should replace the star? \\( 0.03 \\times \\bigstar=0.00009 \\)\n\nOptions:\nA. \\( 0.003 \\)\nB. \\( 0.03 \\)\nC. \\( 0.3 \\)\nD. \\( 0.0003 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "693:B", "QuestionText": "What should replace the star?\n\\[\n\\bigstar-26=28\n\\]", "AnswerAText": "\\( 54 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat should replace the star?\n\\[\n\\bigstar-26=28\n\\]\n\nOptions:\nA. \\( 54 \\)\nB. \\( 2 \\)\nC. \\( -2 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "693:C", "QuestionText": "What should replace the star?\n\\[\n\\bigstar-26=28\n\\]", "AnswerAText": "\\( 54 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat should replace the star?\n\\[\n\\bigstar-26=28\n\\]\n\nOptions:\nA. \\( 54 \\)\nB. \\( 2 \\)\nC. \\( -2 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "693:D", "QuestionText": "What should replace the star?\n\\[\n\\bigstar-26=28\n\\]", "AnswerAText": "\\( 54 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 44 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat should replace the star?\n\\[\n\\bigstar-26=28\n\\]\n\nOptions:\nA. \\( 54 \\)\nB. \\( 2 \\)\nC. \\( -2 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "694:B", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible:\n\n\\(\n\\frac{1}{s} \\times \\frac{2}{t}\n\\)", "AnswerAText": "\\( \\frac{2}{s t} \\)", "AnswerBText": "\\( \\frac{t+2 s}{s t} \\)", "AnswerCText": "\\( \\frac{3}{s+t} \\)", "AnswerDText": "\\( \\frac{3}{s t} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{t+2 s}{s t} \\)", "MisconceptionId": "1549", "MisconceptionName": "When asked to multiply fractions, uses the method for adding instead", "prompt": "Misconception:\nWhen asked to multiply fractions, uses the method for adding instead\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible:\n\n\\(\n\\frac{1}{s} \\times \\frac{2}{t}\n\\)\n\nOptions:\nA. \\( \\frac{2}{s t} \\)\nB. \\( \\frac{t+2 s}{s t} \\)\nC. \\( \\frac{3}{s+t} \\)\nD. \\( \\frac{3}{s t} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "694:C", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible:\n\n\\(\n\\frac{1}{s} \\times \\frac{2}{t}\n\\)", "AnswerAText": "\\( \\frac{2}{s t} \\)", "AnswerBText": "\\( \\frac{t+2 s}{s t} \\)", "AnswerCText": "\\( \\frac{3}{s+t} \\)", "AnswerDText": "\\( \\frac{3}{s t} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{s+t} \\)", "MisconceptionId": "1980", "MisconceptionName": "When multiplying fractions, adds the numerators and the denominators", "prompt": "Misconception:\nWhen multiplying fractions, adds the numerators and the denominators\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible:\n\n\\(\n\\frac{1}{s} \\times \\frac{2}{t}\n\\)\n\nOptions:\nA. \\( \\frac{2}{s t} \\)\nB. \\( \\frac{t+2 s}{s t} \\)\nC. \\( \\frac{3}{s+t} \\)\nD. \\( \\frac{3}{s t} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "694:D", "QuestionText": "Express the following as a single fraction, writing your answer as simply as possible:\n\n\\(\n\\frac{1}{s} \\times \\frac{2}{t}\n\\)", "AnswerAText": "\\( \\frac{2}{s t} \\)", "AnswerBText": "\\( \\frac{t+2 s}{s t} \\)", "AnswerCText": "\\( \\frac{3}{s+t} \\)", "AnswerDText": "\\( \\frac{3}{s t} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{3}{s t} \\)", "MisconceptionId": "317", "MisconceptionName": "When multiplying fractions, adds the numerators and multiplies the denominators", "prompt": "Misconception:\nWhen multiplying fractions, adds the numerators and multiplies the denominators\n\nQuestion:\nExpress the following as a single fraction, writing your answer as simply as possible:\n\n\\(\n\\frac{1}{s} \\times \\frac{2}{t}\n\\)\n\nOptions:\nA. \\( \\frac{2}{s t} \\)\nB. \\( \\frac{t+2 s}{s t} \\)\nC. \\( \\frac{3}{s+t} \\)\nD. \\( \\frac{3}{s t} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "695:A", "QuestionText": "\\( 18 \\div 2+2 \\times 2= \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "15", "MisconceptionName": "Confuses the order of operations, believes addition comes before division", "prompt": "Misconception:\nConfuses the order of operations, believes addition comes before division\n\nQuestion:\n\\( 18 \\div 2+2 \\times 2= \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 13 \\)\nC. \\( 22 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "695:C", "QuestionText": "\\( 18 \\div 2+2 \\times 2= \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 22 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 18 \\div 2+2 \\times 2= \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 13 \\)\nC. \\( 22 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "696:A", "QuestionText": "What improper fraction is shown on the number line? ![Line with 5 dashes spaced equally. No dashes at the start and end of the line. First dash marked with a 1 fourth dash marked with a 2. Blue arrow pointing upwards towards the third dash.]()", "AnswerAText": "\\( \\frac{2}{3} \\)", "AnswerBText": "\\( 1 \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{5}{3} \\)", "AnswerDText": "\\( \\frac{4}{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{3} \\)", "MisconceptionId": "2124", "MisconceptionName": "Cannot identify a fraction on a number line", "prompt": "Misconception:\nCannot identify a fraction on a number line\n\nQuestion:\nWhat improper fraction is shown on the number line? ![Line with 5 dashes spaced equally. No dashes at the start and end of the line. First dash marked with a 1 fourth dash marked with a 2. Blue arrow pointing upwards towards the third dash.]()\n\nOptions:\nA. \\( \\frac{2}{3} \\)\nB. \\( 1 \\frac{2}{3} \\)\nC. \\( \\frac{5}{3} \\)\nD. \\( \\frac{4}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "696:B", "QuestionText": "What improper fraction is shown on the number line? ![Line with 5 dashes spaced equally. No dashes at the start and end of the line. First dash marked with a 1 fourth dash marked with a 2. Blue arrow pointing upwards towards the third dash.]()", "AnswerAText": "\\( \\frac{2}{3} \\)", "AnswerBText": "\\( 1 \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{5}{3} \\)", "AnswerDText": "\\( \\frac{4}{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\frac{2}{3} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\nWhat improper fraction is shown on the number line? ![Line with 5 dashes spaced equally. No dashes at the start and end of the line. First dash marked with a 1 fourth dash marked with a 2. Blue arrow pointing upwards towards the third dash.]()\n\nOptions:\nA. \\( \\frac{2}{3} \\)\nB. \\( 1 \\frac{2}{3} \\)\nC. \\( \\frac{5}{3} \\)\nD. \\( \\frac{4}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "696:D", "QuestionText": "What improper fraction is shown on the number line? ![Line with 5 dashes spaced equally. No dashes at the start and end of the line. First dash marked with a 1 fourth dash marked with a 2. Blue arrow pointing upwards towards the third dash.]()", "AnswerAText": "\\( \\frac{2}{3} \\)", "AnswerBText": "\\( 1 \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{5}{3} \\)", "AnswerDText": "\\( \\frac{4}{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{4}{2} \\)", "MisconceptionId": "2124", "MisconceptionName": "Cannot identify a fraction on a number line", "prompt": "Misconception:\nCannot identify a fraction on a number line\n\nQuestion:\nWhat improper fraction is shown on the number line? ![Line with 5 dashes spaced equally. No dashes at the start and end of the line. First dash marked with a 1 fourth dash marked with a 2. Blue arrow pointing upwards towards the third dash.]()\n\nOptions:\nA. \\( \\frac{2}{3} \\)\nB. \\( 1 \\frac{2}{3} \\)\nC. \\( \\frac{5}{3} \\)\nD. \\( \\frac{4}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "697:A", "QuestionText": "Without using a calculator, what is the mean of the following numbers?\n\n\\[\n2,2,3,3,2\n\\]", "AnswerAText": "\\( 2 \\)", "AnswerBText": "A little more than \\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "A little less than \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "377", "MisconceptionName": "When asked for the mean of a list of data, gives the mode", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the mode\n\nQuestion:\nWithout using a calculator, what is the mean of the following numbers?\n\n\\[\n2,2,3,3,2\n\\]\n\nOptions:\nA. \\( 2 \\)\nB. A little more than \\( 2 \\)\nC. \\( 3 \\)\nD. A little less than \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "697:C", "QuestionText": "Without using a calculator, what is the mean of the following numbers?\n\n\\[\n2,2,3,3,2\n\\]", "AnswerAText": "\\( 2 \\)", "AnswerBText": "A little more than \\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "A little less than \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "836", "MisconceptionName": "Believes the mean is the middle number", "prompt": "Misconception:\nBelieves the mean is the middle number\n\nQuestion:\nWithout using a calculator, what is the mean of the following numbers?\n\n\\[\n2,2,3,3,2\n\\]\n\nOptions:\nA. \\( 2 \\)\nB. A little more than \\( 2 \\)\nC. \\( 3 \\)\nD. A little less than \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "698:A", "QuestionText": "![Two spinners shown. The first spinner has the numbers 1-4 and the second spinner has the number 1-5.]() You spin the above fair spinners\nWhat is the probability of getting a \\( 1 \\) on both spinners?", "AnswerAText": "\\( \\frac{1}{9} \\)", "AnswerBText": "\\( \\frac{1}{20} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{2}{20} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{9} \\)", "MisconceptionId": "1280", "MisconceptionName": "When multiplying fractions, multiplies the numerator and adds the denominator", "prompt": "Misconception:\nWhen multiplying fractions, multiplies the numerator and adds the denominator\n\nQuestion:\n![Two spinners shown. The first spinner has the numbers 1-4 and the second spinner has the number 1-5.]() You spin the above fair spinners\nWhat is the probability of getting a \\( 1 \\) on both spinners?\n\nOptions:\nA. \\( \\frac{1}{9} \\)\nB. \\( \\frac{1}{20} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{2}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "698:C", "QuestionText": "![Two spinners shown. The first spinner has the numbers 1-4 and the second spinner has the number 1-5.]() You spin the above fair spinners\nWhat is the probability of getting a \\( 1 \\) on both spinners?", "AnswerAText": "\\( \\frac{1}{9} \\)", "AnswerBText": "\\( \\frac{1}{20} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{2}{20} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2}{9} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\n![Two spinners shown. The first spinner has the numbers 1-4 and the second spinner has the number 1-5.]() You spin the above fair spinners\nWhat is the probability of getting a \\( 1 \\) on both spinners?\n\nOptions:\nA. \\( \\frac{1}{9} \\)\nB. \\( \\frac{1}{20} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{2}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "698:D", "QuestionText": "![Two spinners shown. The first spinner has the numbers 1-4 and the second spinner has the number 1-5.]() You spin the above fair spinners\nWhat is the probability of getting a \\( 1 \\) on both spinners?", "AnswerAText": "\\( \\frac{1}{9} \\)", "AnswerBText": "\\( \\frac{1}{20} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{2}{20} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{2}{20} \\)", "MisconceptionId": "317", "MisconceptionName": "When multiplying fractions, adds the numerators and multiplies the denominators", "prompt": "Misconception:\nWhen multiplying fractions, adds the numerators and multiplies the denominators\n\nQuestion:\n![Two spinners shown. The first spinner has the numbers 1-4 and the second spinner has the number 1-5.]() You spin the above fair spinners\nWhat is the probability of getting a \\( 1 \\) on both spinners?\n\nOptions:\nA. \\( \\frac{1}{9} \\)\nB. \\( \\frac{1}{20} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{2}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "699:A", "QuestionText": "Tom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\[\n23 \\mathrm{~cm}, \\quad 17 \\mathrm{~cm}, \\quad 40 \\mathrm{~cm}, \\quad 25 \\mathrm{~cm}, \\quad 31 \\mathrm{~cm}\n\\]\n\nTom says if all the plants doubled in height, the range wouldn't change.\n\nKatie says if all the plants grew by \\( 12 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1287", "MisconceptionName": "Believes if you changed all values by the same proportion the range would not change", "prompt": "Misconception:\nBelieves if you changed all values by the same proportion the range would not change\n\nQuestion:\nTom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\[\n23 \\mathrm{~cm}, \\quad 17 \\mathrm{~cm}, \\quad 40 \\mathrm{~cm}, \\quad 25 \\mathrm{~cm}, \\quad 31 \\mathrm{~cm}\n\\]\n\nTom says if all the plants doubled in height, the range wouldn't change.\n\nKatie says if all the plants grew by \\( 12 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "699:C", "QuestionText": "Tom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\[\n23 \\mathrm{~cm}, \\quad 17 \\mathrm{~cm}, \\quad 40 \\mathrm{~cm}, \\quad 25 \\mathrm{~cm}, \\quad 31 \\mathrm{~cm}\n\\]\n\nTom says if all the plants doubled in height, the range wouldn't change.\n\nKatie says if all the plants grew by \\( 12 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1287", "MisconceptionName": "Believes if you changed all values by the same proportion the range would not change", "prompt": "Misconception:\nBelieves if you changed all values by the same proportion the range would not change\n\nQuestion:\nTom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\[\n23 \\mathrm{~cm}, \\quad 17 \\mathrm{~cm}, \\quad 40 \\mathrm{~cm}, \\quad 25 \\mathrm{~cm}, \\quad 31 \\mathrm{~cm}\n\\]\n\nTom says if all the plants doubled in height, the range wouldn't change.\n\nKatie says if all the plants grew by \\( 12 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "699:D", "QuestionText": "Tom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\[\n23 \\mathrm{~cm}, \\quad 17 \\mathrm{~cm}, \\quad 40 \\mathrm{~cm}, \\quad 25 \\mathrm{~cm}, \\quad 31 \\mathrm{~cm}\n\\]\n\nTom says if all the plants doubled in height, the range wouldn't change.\n\nKatie says if all the plants grew by \\( 12 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1073", "MisconceptionName": "Believes if you add the same value to all numbers in the dataset the range will change", "prompt": "Misconception:\nBelieves if you add the same value to all numbers in the dataset the range will change\n\nQuestion:\nTom and Katie are discussing the \\( 5 \\) plants with these heights:\n\\[\n23 \\mathrm{~cm}, \\quad 17 \\mathrm{~cm}, \\quad 40 \\mathrm{~cm}, \\quad 25 \\mathrm{~cm}, \\quad 31 \\mathrm{~cm}\n\\]\n\nTom says if all the plants doubled in height, the range wouldn't change.\n\nKatie says if all the plants grew by \\( 12 \\mathrm{~cm} \\) each, the range wouldn't change.\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "700:A", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}-1}{t+1} \\)", "AnswerAText": "\\( t \\)", "AnswerBText": "\\( t+1 \\)", "AnswerCText": "\\( t-1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( t \\)", "MisconceptionId": "2398", "MisconceptionName": "Thinks you can divide terms by different factors when simplifying an algebraic fraction", "prompt": "Misconception:\nThinks you can divide terms by different factors when simplifying an algebraic fraction\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}-1}{t+1} \\)\n\nOptions:\nA. \\( t \\)\nB. \\( t+1 \\)\nC. \\( t-1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "700:D", "QuestionText": "Simplify the following, if possible: \\( \\frac{t^{2}-1}{t+1} \\)", "AnswerAText": "\\( t \\)", "AnswerBText": "\\( t+1 \\)", "AnswerCText": "\\( t-1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{t^{2}-1}{t+1} \\)\n\nOptions:\nA. \\( t \\)\nB. \\( t+1 \\)\nC. \\( t-1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "701:A", "QuestionText": "If the original sequence looks like this: ![Two patterns made of squares. Pattern 1 consists of a central column of three squares, with an extra square either side, making a cross. Pattern two consists of two central columns of three squares with one extra square either side. ]() There are \\( 302 \\) squares in Pattern \\( 100 \\). But if the shape changes to this: ![These patterns are the same as those in the first picture except that in each, the second block from each column of three has been removed. ]() How many squares would there be in Pattern \\( 100 \\) now?", "AnswerAText": "\\( 301 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 299 \\)", "AnswerDText": "\\( 202 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 301 \\)", "MisconceptionId": "1737", "MisconceptionName": "Only looks at the difference between one pair of terms when discerning the pattern", "prompt": "Misconception:\nOnly looks at the difference between one pair of terms when discerning the pattern\n\nQuestion:\nIf the original sequence looks like this: ![Two patterns made of squares. Pattern 1 consists of a central column of three squares, with an extra square either side, making a cross. Pattern two consists of two central columns of three squares with one extra square either side. ]() There are \\( 302 \\) squares in Pattern \\( 100 \\). But if the shape changes to this: ![These patterns are the same as those in the first picture except that in each, the second block from each column of three has been removed. ]() How many squares would there be in Pattern \\( 100 \\) now?\n\nOptions:\nA. \\( 301 \\)\nB. \\( 300 \\)\nC. \\( 299 \\)\nD. \\( 202 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "701:B", "QuestionText": "If the original sequence looks like this: ![Two patterns made of squares. Pattern 1 consists of a central column of three squares, with an extra square either side, making a cross. Pattern two consists of two central columns of three squares with one extra square either side. ]() There are \\( 302 \\) squares in Pattern \\( 100 \\). But if the shape changes to this: ![These patterns are the same as those in the first picture except that in each, the second block from each column of three has been removed. ]() How many squares would there be in Pattern \\( 100 \\) now?", "AnswerAText": "\\( 301 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 299 \\)", "AnswerDText": "\\( 202 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "1737", "MisconceptionName": "Only looks at the difference between one pair of terms when discerning the pattern", "prompt": "Misconception:\nOnly looks at the difference between one pair of terms when discerning the pattern\n\nQuestion:\nIf the original sequence looks like this: ![Two patterns made of squares. Pattern 1 consists of a central column of three squares, with an extra square either side, making a cross. Pattern two consists of two central columns of three squares with one extra square either side. ]() There are \\( 302 \\) squares in Pattern \\( 100 \\). But if the shape changes to this: ![These patterns are the same as those in the first picture except that in each, the second block from each column of three has been removed. ]() How many squares would there be in Pattern \\( 100 \\) now?\n\nOptions:\nA. \\( 301 \\)\nB. \\( 300 \\)\nC. \\( 299 \\)\nD. \\( 202 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "702:A", "QuestionText": "\\[\n0.059623\n\\]\nWhat is this number rounded to the nearest integer?", "AnswerAText": "\\( 0.06 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.06 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\n\\[\n0.059623\n\\]\nWhat is this number rounded to the nearest integer?\n\nOptions:\nA. \\( 0.06 \\)\nB. \\( 0.05 \\)\nC. \\( 1 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "702:B", "QuestionText": "\\[\n0.059623\n\\]\nWhat is this number rounded to the nearest integer?", "AnswerAText": "\\( 0.06 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.05 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\n\\[\n0.059623\n\\]\nWhat is this number rounded to the nearest integer?\n\nOptions:\nA. \\( 0.06 \\)\nB. \\( 0.05 \\)\nC. \\( 1 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "702:C", "QuestionText": "\\[\n0.059623\n\\]\nWhat is this number rounded to the nearest integer?", "AnswerAText": "\\( 0.06 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\n\\[\n0.059623\n\\]\nWhat is this number rounded to the nearest integer?\n\nOptions:\nA. \\( 0.06 \\)\nB. \\( 0.05 \\)\nC. \\( 1 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "703:A", "QuestionText": "What is the size of angle \\( p \\) in this quadrilateral? ![Parallelogram showing 65 degrees in bottom left angles, and missing angle p, in top left]()", "AnswerAText": "\\( 65^{\\circ} \\)", "AnswerBText": "\\( 125^{\\circ} \\)", "AnswerCText": "\\( 115^{\\circ} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 65^{\\circ} \\)", "MisconceptionId": "1505", "MisconceptionName": "Thinks co-interior angles are equal", "prompt": "Misconception:\nThinks co-interior angles are equal\n\nQuestion:\nWhat is the size of angle \\( p \\) in this quadrilateral? ![Parallelogram showing 65 degrees in bottom left angles, and missing angle p, in top left]()\n\nOptions:\nA. \\( 65^{\\circ} \\)\nB. \\( 125^{\\circ} \\)\nC. \\( 115^{\\circ} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "703:B", "QuestionText": "What is the size of angle \\( p \\) in this quadrilateral? ![Parallelogram showing 65 degrees in bottom left angles, and missing angle p, in top left]()", "AnswerAText": "\\( 65^{\\circ} \\)", "AnswerBText": "\\( 125^{\\circ} \\)", "AnswerCText": "\\( 115^{\\circ} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 125^{\\circ} \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\nWhat is the size of angle \\( p \\) in this quadrilateral? ![Parallelogram showing 65 degrees in bottom left angles, and missing angle p, in top left]()\n\nOptions:\nA. \\( 65^{\\circ} \\)\nB. \\( 125^{\\circ} \\)\nC. \\( 115^{\\circ} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "703:D", "QuestionText": "What is the size of angle \\( p \\) in this quadrilateral? ![Parallelogram showing 65 degrees in bottom left angles, and missing angle p, in top left]()", "AnswerAText": "\\( 65^{\\circ} \\)", "AnswerBText": "\\( 125^{\\circ} \\)", "AnswerCText": "\\( 115^{\\circ} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information to work it out", "MisconceptionId": "451", "MisconceptionName": "Does not recognise parallel lines angle rules applied inside a shape", "prompt": "Misconception:\nDoes not recognise parallel lines angle rules applied inside a shape\n\nQuestion:\nWhat is the size of angle \\( p \\) in this quadrilateral? ![Parallelogram showing 65 degrees in bottom left angles, and missing angle p, in top left]()\n\nOptions:\nA. \\( 65^{\\circ} \\)\nB. \\( 125^{\\circ} \\)\nC. \\( 115^{\\circ} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "704:A", "QuestionText": "A shape is made up of a square and a rectangle. ![\\begin{tabular}{|l|l|}\n\\hline & \\\\\n\\hline & \\\\\n\\hline\n\\end{tabular}]() The perimeter of the shape is \\( 30 \\mathrm{~cm} \\). The area of the square is \\( 16 \\mathrm{~cm}^{2} \\).\nWhat is the area of the shape?", "AnswerAText": "\\( 4 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 60 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 44 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 104 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nA shape is made up of a square and a rectangle. ![\\begin{tabular}{|l|l|}\n\\hline & \\\\\n\\hline & \\\\\n\\hline\n\\end{tabular}]() The perimeter of the shape is \\( 30 \\mathrm{~cm} \\). The area of the square is \\( 16 \\mathrm{~cm}^{2} \\).\nWhat is the area of the shape?\n\nOptions:\nA. \\( 4 \\mathrm{~cm}^{2} \\)\nB. \\( 60 \\mathrm{~cm}^{2} \\)\nC. \\( 44 \\mathrm{~cm}^{2} \\)\nD. \\( 104 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "705:A", "QuestionText": "A number rounds to \\( 20,000 \\) when rounded to the nearest ten thousand, thousand and hundred.\nWhich number could this be?", "AnswerAText": "\\( 19199 \\)", "AnswerBText": "\\( 20074 \\)", "AnswerCText": "\\( 20043 \\)", "AnswerDText": "\\( 19949 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 19199 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nA number rounds to \\( 20,000 \\) when rounded to the nearest ten thousand, thousand and hundred.\nWhich number could this be?\n\nOptions:\nA. \\( 19199 \\)\nB. \\( 20074 \\)\nC. \\( 20043 \\)\nD. \\( 19949 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "705:B", "QuestionText": "A number rounds to \\( 20,000 \\) when rounded to the nearest ten thousand, thousand and hundred.\nWhich number could this be?", "AnswerAText": "\\( 19199 \\)", "AnswerBText": "\\( 20074 \\)", "AnswerCText": "\\( 20043 \\)", "AnswerDText": "\\( 19949 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 20074 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nA number rounds to \\( 20,000 \\) when rounded to the nearest ten thousand, thousand and hundred.\nWhich number could this be?\n\nOptions:\nA. \\( 19199 \\)\nB. \\( 20074 \\)\nC. \\( 20043 \\)\nD. \\( 19949 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "705:D", "QuestionText": "A number rounds to \\( 20,000 \\) when rounded to the nearest ten thousand, thousand and hundred.\nWhich number could this be?", "AnswerAText": "\\( 19199 \\)", "AnswerBText": "\\( 20074 \\)", "AnswerCText": "\\( 20043 \\)", "AnswerDText": "\\( 19949 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 19949 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nA number rounds to \\( 20,000 \\) when rounded to the nearest ten thousand, thousand and hundred.\nWhich number could this be?\n\nOptions:\nA. \\( 19199 \\)\nB. \\( 20074 \\)\nC. \\( 20043 \\)\nD. \\( 19949 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "706:A", "QuestionText": "These marked angles are: ![A pair of parallel lines drawn pointing up to the right. A straight line is drawn that crosses both parallel lines. The angles formed above the straight line and to the right of each of the parallel lines is marked.]()", "AnswerAText": "Alternate", "AnswerBText": "Corresponding", "AnswerCText": "Co-Interior", "AnswerDText": "Parallel", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Alternate", "MisconceptionId": "2454", "MisconceptionName": "Confuses corresponding and alternate angles", "prompt": "Misconception:\nConfuses corresponding and alternate angles\n\nQuestion:\nThese marked angles are: ![A pair of parallel lines drawn pointing up to the right. A straight line is drawn that crosses both parallel lines. The angles formed above the straight line and to the right of each of the parallel lines is marked.]()\n\nOptions:\nA. Alternate\nB. Corresponding\nC. Co-Interior\nD. Parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "706:C", "QuestionText": "These marked angles are: ![A pair of parallel lines drawn pointing up to the right. A straight line is drawn that crosses both parallel lines. The angles formed above the straight line and to the right of each of the parallel lines is marked.]()", "AnswerAText": "Alternate", "AnswerBText": "Corresponding", "AnswerCText": "Co-Interior", "AnswerDText": "Parallel", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Co-Interior", "MisconceptionId": "785", "MisconceptionName": "Confuses co-interior and alternate angles", "prompt": "Misconception:\nConfuses co-interior and alternate angles\n\nQuestion:\nThese marked angles are: ![A pair of parallel lines drawn pointing up to the right. A straight line is drawn that crosses both parallel lines. The angles formed above the straight line and to the right of each of the parallel lines is marked.]()\n\nOptions:\nA. Alternate\nB. Corresponding\nC. Co-Interior\nD. Parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "706:D", "QuestionText": "These marked angles are: ![A pair of parallel lines drawn pointing up to the right. A straight line is drawn that crosses both parallel lines. The angles formed above the straight line and to the right of each of the parallel lines is marked.]()", "AnswerAText": "Alternate", "AnswerBText": "Corresponding", "AnswerCText": "Co-Interior", "AnswerDText": "Parallel", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Parallel", "MisconceptionId": "280", "MisconceptionName": "Describes lines when asked to describe angles", "prompt": "Misconception:\nDescribes lines when asked to describe angles\n\nQuestion:\nThese marked angles are: ![A pair of parallel lines drawn pointing up to the right. A straight line is drawn that crosses both parallel lines. The angles formed above the straight line and to the right of each of the parallel lines is marked.]()\n\nOptions:\nA. Alternate\nB. Corresponding\nC. Co-Interior\nD. Parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "707:C", "QuestionText": "![A linear graph showing that 10 miles = £8. ]() The graph can be used to work out how much Kay's company pays her for travel.\n\nKay's company paid her \\( £ 80 \\)\n\nHow many miles did she travel?", "AnswerAText": "\\( 96 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 64 \\)", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\n![A linear graph showing that 10 miles = £8. ]() The graph can be used to work out how much Kay's company pays her for travel.\n\nKay's company paid her \\( £ 80 \\)\n\nHow many miles did she travel?\n\nOptions:\nA. \\( 96 \\)\nB. \\( 100 \\)\nC. \\( 64 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "707:D", "QuestionText": "![A linear graph showing that 10 miles = £8. ]() The graph can be used to work out how much Kay's company pays her for travel.\n\nKay's company paid her \\( £ 80 \\)\n\nHow many miles did she travel?", "AnswerAText": "\\( 96 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 80 \\)", "MisconceptionId": "1100", "MisconceptionName": "Believes direct proportion means a 1:1 ratio", "prompt": "Misconception:\nBelieves direct proportion means a 1:1 ratio\n\nQuestion:\n![A linear graph showing that 10 miles = £8. ]() The graph can be used to work out how much Kay's company pays her for travel.\n\nKay's company paid her \\( £ 80 \\)\n\nHow many miles did she travel?\n\nOptions:\nA. \\( 96 \\)\nB. \\( 100 \\)\nC. \\( 64 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "708:A", "QuestionText": "\\( 0.4=\\frac{2}{5}=? \\% \\)", "AnswerAText": "\\( 25 \\% \\)", "AnswerBText": "\\( 40 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 4 \\% \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 25 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\n\\( 0.4=\\frac{2}{5}=? \\% \\)\n\nOptions:\nA. \\( 25 \\% \\)\nB. \\( 40 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 4 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "708:D", "QuestionText": "\\( 0.4=\\frac{2}{5}=? \\% \\)", "AnswerAText": "\\( 25 \\% \\)", "AnswerBText": "\\( 40 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 4 \\% \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\n\\( 0.4=\\frac{2}{5}=? \\% \\)\n\nOptions:\nA. \\( 25 \\% \\)\nB. \\( 40 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 4 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "709:B", "QuestionText": "What is the equation of this line? ![A coordinate grid with a red line drawn on passing through the points: (-2,-10) (-2,-2) (-2, 0) (-2,4) (-2,10)]()", "AnswerAText": "\\( y=10 \\)", "AnswerBText": "\\( x=-1 \\)", "AnswerCText": "\\( y=-2 \\)", "AnswerDText": "\\( x=-2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x=-1 \\)", "MisconceptionId": "445", "MisconceptionName": "Counts squares instead of the correct scale when plotting coordinates", "prompt": "Misconception:\nCounts squares instead of the correct scale when plotting coordinates\n\nQuestion:\nWhat is the equation of this line? ![A coordinate grid with a red line drawn on passing through the points: (-2,-10) (-2,-2) (-2, 0) (-2,4) (-2,10)]()\n\nOptions:\nA. \\( y=10 \\)\nB. \\( x=-1 \\)\nC. \\( y=-2 \\)\nD. \\( x=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "709:C", "QuestionText": "What is the equation of this line? ![A coordinate grid with a red line drawn on passing through the points: (-2,-10) (-2,-2) (-2, 0) (-2,4) (-2,10)]()", "AnswerAText": "\\( y=10 \\)", "AnswerBText": "\\( x=-1 \\)", "AnswerCText": "\\( y=-2 \\)", "AnswerDText": "\\( x=-2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( y=-2 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of this line? ![A coordinate grid with a red line drawn on passing through the points: (-2,-10) (-2,-2) (-2, 0) (-2,4) (-2,10)]()\n\nOptions:\nA. \\( y=10 \\)\nB. \\( x=-1 \\)\nC. \\( y=-2 \\)\nD. \\( x=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "710:A", "QuestionText": "![A rhombus drawn on a grid]() What shape do you get if you join up the midpoints of the sides of this shape?", "AnswerAText": "Square", "AnswerBText": "Rhombus", "AnswerCText": "Kite", "AnswerDText": "Rectangle", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Square", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\n![A rhombus drawn on a grid]() What shape do you get if you join up the midpoints of the sides of this shape?\n\nOptions:\nA. Square\nB. Rhombus\nC. Kite\nD. Rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "710:B", "QuestionText": "![A rhombus drawn on a grid]() What shape do you get if you join up the midpoints of the sides of this shape?", "AnswerAText": "Square", "AnswerBText": "Rhombus", "AnswerCText": "Kite", "AnswerDText": "Rectangle", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Rhombus", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\n![A rhombus drawn on a grid]() What shape do you get if you join up the midpoints of the sides of this shape?\n\nOptions:\nA. Square\nB. Rhombus\nC. Kite\nD. Rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "710:C", "QuestionText": "![A rhombus drawn on a grid]() What shape do you get if you join up the midpoints of the sides of this shape?", "AnswerAText": "Square", "AnswerBText": "Rhombus", "AnswerCText": "Kite", "AnswerDText": "Rectangle", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Kite", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\n![A rhombus drawn on a grid]() What shape do you get if you join up the midpoints of the sides of this shape?\n\nOptions:\nA. Square\nB. Rhombus\nC. Kite\nD. Rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "711:A", "QuestionText": "\\( 53, \\quad 46, \\quad 39, \\quad \\ldots \\) What is the \\( 8^{\\text {th }} \\) term in this linear sequence?", "AnswerAText": "\\( 32 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 32 \\)", "MisconceptionId": "672", "MisconceptionName": "When asked for a specific term in a sequence gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the next term\n\nQuestion:\n\\( 53, \\quad 46, \\quad 39, \\quad \\ldots \\) What is the \\( 8^{\\text {th }} \\) term in this linear sequence?\n\nOptions:\nA. \\( 32 \\)\nB. \\( 5 \\)\nC. \\( 4 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "712:A", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"+¼\" written inside it and the final rectangle has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 8 \\frac{1}{4} \\)", "AnswerBText": "\\( 7 \\frac{3}{4} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 32 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8 \\frac{1}{4} \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"+¼\" written inside it and the final rectangle has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 8 \\frac{1}{4} \\)\nB. \\( 7 \\frac{3}{4} \\)\nC. \\( 2 \\)\nD. \\( 32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "712:C", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"+¼\" written inside it and the final rectangle has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 8 \\frac{1}{4} \\)", "AnswerBText": "\\( 7 \\frac{3}{4} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 32 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "520", "MisconceptionName": "Thinks the inverse of addition is multiplication", "prompt": "Misconception:\nThinks the inverse of addition is multiplication\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"+¼\" written inside it and the final rectangle has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 8 \\frac{1}{4} \\)\nB. \\( 7 \\frac{3}{4} \\)\nC. \\( 2 \\)\nD. \\( 32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "712:D", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"+¼\" written inside it and the final rectangle has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 8 \\frac{1}{4} \\)", "AnswerBText": "\\( 7 \\frac{3}{4} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 32 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 32 \\)", "MisconceptionId": "674", "MisconceptionName": "Thinks the inverse of addition is division", "prompt": "Misconception:\nThinks the inverse of addition is division\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"+¼\" written inside it and the final rectangle has \"output\" written above it and \"8\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 8 \\frac{1}{4} \\)\nB. \\( 7 \\frac{3}{4} \\)\nC. \\( 2 \\)\nD. \\( 32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "713:A", "QuestionText": "The pie chart shows the meal choices of guests at a wedding.\n\nIf there were \\( 540 \\) people at the wedding, which of the following would calculate how many people chose pork? ![A pie chart split into four parts, labelled with meal choices. The part for Beef is 150 degrees, Pork is 40 degrees and Other is 80 degrees. The angle for Vegetarian is labelled with a square right angle symbol.]()", "AnswerAText": "\\( \\frac{360}{40} \\times 540 \\)", "AnswerBText": "\\( \\frac{40}{360} \\times 540 \\)", "AnswerCText": "\\( \\frac{40}{540} \\times 360 \\)", "AnswerDText": "You need more information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{360}{40} \\times 540 \\)", "MisconceptionId": "946", "MisconceptionName": "Believes a proportion of a whole is whole/part not part/whole", "prompt": "Misconception:\nBelieves a proportion of a whole is whole/part not part/whole\n\nQuestion:\nThe pie chart shows the meal choices of guests at a wedding.\n\nIf there were \\( 540 \\) people at the wedding, which of the following would calculate how many people chose pork? ![A pie chart split into four parts, labelled with meal choices. The part for Beef is 150 degrees, Pork is 40 degrees and Other is 80 degrees. The angle for Vegetarian is labelled with a square right angle symbol.]()\n\nOptions:\nA. \\( \\frac{360}{40} \\times 540 \\)\nB. \\( \\frac{40}{360} \\times 540 \\)\nC. \\( \\frac{40}{540} \\times 360 \\)\nD. You need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "713:D", "QuestionText": "The pie chart shows the meal choices of guests at a wedding.\n\nIf there were \\( 540 \\) people at the wedding, which of the following would calculate how many people chose pork? ![A pie chart split into four parts, labelled with meal choices. The part for Beef is 150 degrees, Pork is 40 degrees and Other is 80 degrees. The angle for Vegetarian is labelled with a square right angle symbol.]()", "AnswerAText": "\\( \\frac{360}{40} \\times 540 \\)", "AnswerBText": "\\( \\frac{40}{360} \\times 540 \\)", "AnswerCText": "\\( \\frac{40}{540} \\times 360 \\)", "AnswerDText": "You need more information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "You need more information", "MisconceptionId": "1329", "MisconceptionName": "Believes it is not possible to calculate the frequency for a pie chart sector despite being given enough information to do so", "prompt": "Misconception:\nBelieves it is not possible to calculate the frequency for a pie chart sector despite being given enough information to do so\n\nQuestion:\nThe pie chart shows the meal choices of guests at a wedding.\n\nIf there were \\( 540 \\) people at the wedding, which of the following would calculate how many people chose pork? ![A pie chart split into four parts, labelled with meal choices. The part for Beef is 150 degrees, Pork is 40 degrees and Other is 80 degrees. The angle for Vegetarian is labelled with a square right angle symbol.]()\n\nOptions:\nA. \\( \\frac{360}{40} \\times 540 \\)\nB. \\( \\frac{40}{360} \\times 540 \\)\nC. \\( \\frac{40}{540} \\times 360 \\)\nD. You need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "714:B", "QuestionText": "\\( 609-1000= \\)", "AnswerAText": "\\( -401 \\)", "AnswerBText": "\\( 391 \\)", "AnswerCText": "\\( -391 \\)", "AnswerDText": "This problem cannot be solved", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 391 \\)", "MisconceptionId": "1054", "MisconceptionName": "Performs subtraction in wrong order", "prompt": "Misconception:\nPerforms subtraction in wrong order\n\nQuestion:\n\\( 609-1000= \\)\n\nOptions:\nA. \\( -401 \\)\nB. \\( 391 \\)\nC. \\( -391 \\)\nD. This problem cannot be solved\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "714:D", "QuestionText": "\\( 609-1000= \\)", "AnswerAText": "\\( -401 \\)", "AnswerBText": "\\( 391 \\)", "AnswerCText": "\\( -391 \\)", "AnswerDText": "This problem cannot be solved", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "This problem cannot be solved", "MisconceptionId": "712", "MisconceptionName": "Believes you can not take away a larger number from a smaller one", "prompt": "Misconception:\nBelieves you can not take away a larger number from a smaller one\n\nQuestion:\n\\( 609-1000= \\)\n\nOptions:\nA. \\( -401 \\)\nB. \\( 391 \\)\nC. \\( -391 \\)\nD. This problem cannot be solved\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "715:B", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{4}-1=20\n\\)\nTom says you can write: \\( \\frac{m}{4}=21 \\)\nKatie says you can write: \\( m-1=80 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{4}-1=20\n\\)\nTom says you can write: \\( \\frac{m}{4}=21 \\)\nKatie says you can write: \\( m-1=80 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "715:C", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{4}-1=20\n\\)\nTom says you can write: \\( \\frac{m}{4}=21 \\)\nKatie says you can write: \\( m-1=80 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{4}-1=20\n\\)\nTom says you can write: \\( \\frac{m}{4}=21 \\)\nKatie says you can write: \\( m-1=80 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "715:D", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{4}-1=20\n\\)\nTom says you can write: \\( \\frac{m}{4}=21 \\)\nKatie says you can write: \\( m-1=80 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1130", "MisconceptionName": "Does not know how to solve linear equations involving fractions", "prompt": "Misconception:\nDoes not know how to solve linear equations involving fractions\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(\n\\frac{m}{4}-1=20\n\\)\nTom says you can write: \\( \\frac{m}{4}=21 \\)\nKatie says you can write: \\( m-1=80 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "716:A", "QuestionText": "On what bearing is North-West? ![Shows a compass.]()", "AnswerAText": "\\( 270^{\\circ} \\)", "AnswerBText": "\\( 225^{\\circ} \\)", "AnswerCText": "\\( 045^{\\circ} \\)", "AnswerDText": "\\( 315^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 270^{\\circ} \\)", "MisconceptionId": "263", "MisconceptionName": "Does not understand direction of North East, North West, South East and South West cardinal points", "prompt": "Misconception:\nDoes not understand direction of North East, North West, South East and South West cardinal points\n\nQuestion:\nOn what bearing is North-West? ![Shows a compass.]()\n\nOptions:\nA. \\( 270^{\\circ} \\)\nB. \\( 225^{\\circ} \\)\nC. \\( 045^{\\circ} \\)\nD. \\( 315^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "716:C", "QuestionText": "On what bearing is North-West? ![Shows a compass.]()", "AnswerAText": "\\( 270^{\\circ} \\)", "AnswerBText": "\\( 225^{\\circ} \\)", "AnswerCText": "\\( 045^{\\circ} \\)", "AnswerDText": "\\( 315^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 045^{\\circ} \\)", "MisconceptionId": "1040", "MisconceptionName": "Does not measure bearing clockwise from the north line", "prompt": "Misconception:\nDoes not measure bearing clockwise from the north line\n\nQuestion:\nOn what bearing is North-West? ![Shows a compass.]()\n\nOptions:\nA. \\( 270^{\\circ} \\)\nB. \\( 225^{\\circ} \\)\nC. \\( 045^{\\circ} \\)\nD. \\( 315^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "717:A", "QuestionText": "Factorise this expression, if possible: \\( p^{2}-100 \\)", "AnswerAText": "\\( p(p-10) \\)", "AnswerBText": "\\( (p-10)(p-10) \\)", "AnswerCText": "\\( (p-10)(p+10) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( p(p-10) \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nFactorise this expression, if possible: \\( p^{2}-100 \\)\n\nOptions:\nA. \\( p(p-10) \\)\nB. \\( (p-10)(p-10) \\)\nC. \\( (p-10)(p+10) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "717:B", "QuestionText": "Factorise this expression, if possible: \\( p^{2}-100 \\)", "AnswerAText": "\\( p(p-10) \\)", "AnswerBText": "\\( (p-10)(p-10) \\)", "AnswerCText": "\\( (p-10)(p+10) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (p-10)(p-10) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nFactorise this expression, if possible: \\( p^{2}-100 \\)\n\nOptions:\nA. \\( p(p-10) \\)\nB. \\( (p-10)(p-10) \\)\nC. \\( (p-10)(p+10) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "717:D", "QuestionText": "Factorise this expression, if possible: \\( p^{2}-100 \\)", "AnswerAText": "\\( p(p-10) \\)", "AnswerBText": "\\( (p-10)(p-10) \\)", "AnswerCText": "\\( (p-10)(p+10) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not factorise", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nFactorise this expression, if possible: \\( p^{2}-100 \\)\n\nOptions:\nA. \\( p(p-10) \\)\nB. \\( (p-10)(p-10) \\)\nC. \\( (p-10)(p+10) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "718:A", "QuestionText": "Tom and Katie are discussing factors of \\( \\mathbf{1 2 y} \\)\nTom says \\( y \\) is a factor of \\( 12 y \\)\nKatie says \\( 3 \\) is a factor of \\( 12 y \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "331", "MisconceptionName": "Does not understand the term factor", "prompt": "Misconception:\nDoes not understand the term factor\n\nQuestion:\nTom and Katie are discussing factors of \\( \\mathbf{1 2 y} \\)\nTom says \\( y \\) is a factor of \\( 12 y \\)\nKatie says \\( 3 \\) is a factor of \\( 12 y \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "718:B", "QuestionText": "Tom and Katie are discussing factors of \\( \\mathbf{1 2 y} \\)\nTom says \\( y \\) is a factor of \\( 12 y \\)\nKatie says \\( 3 \\) is a factor of \\( 12 y \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1614", "MisconceptionName": "Believes factors of algebraic terms/expressions will only be numbers", "prompt": "Misconception:\nBelieves factors of algebraic terms/expressions will only be numbers\n\nQuestion:\nTom and Katie are discussing factors of \\( \\mathbf{1 2 y} \\)\nTom says \\( y \\) is a factor of \\( 12 y \\)\nKatie says \\( 3 \\) is a factor of \\( 12 y \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "718:D", "QuestionText": "Tom and Katie are discussing factors of \\( \\mathbf{1 2 y} \\)\nTom says \\( y \\) is a factor of \\( 12 y \\)\nKatie says \\( 3 \\) is a factor of \\( 12 y \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "331", "MisconceptionName": "Does not understand the term factor", "prompt": "Misconception:\nDoes not understand the term factor\n\nQuestion:\nTom and Katie are discussing factors of \\( \\mathbf{1 2 y} \\)\nTom says \\( y \\) is a factor of \\( 12 y \\)\nKatie says \\( 3 \\) is a factor of \\( 12 y \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "719:B", "QuestionText": "What is \\( \\mathbf{3 2 0} 050 \\) rounded to the nearest hundred?", "AnswerAText": "\\( 321000 \\)", "AnswerBText": "\\( 320050 \\)", "AnswerCText": "\\( 320100 \\)", "AnswerDText": "\\( 320000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 320050 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{3 2 0} 050 \\) rounded to the nearest hundred?\n\nOptions:\nA. \\( 321000 \\)\nB. \\( 320050 \\)\nC. \\( 320100 \\)\nD. \\( 320000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "720:A", "QuestionText": "Which of the following expressions is always a multiple of \\( 5 \\) if \\( n \\) is a positive integer.", "AnswerAText": "\\( n+5 \\)", "AnswerBText": "\\( 2 n+3 \\)", "AnswerCText": "\\( 10 n \\)", "AnswerDText": "\\( 5 n+2 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( n+5 \\)", "MisconceptionId": "1524", "MisconceptionName": "Believes adding b to any integer gives a multiple of b", "prompt": "Misconception:\nBelieves adding b to any integer gives a multiple of b\n\nQuestion:\nWhich of the following expressions is always a multiple of \\( 5 \\) if \\( n \\) is a positive integer.\n\nOptions:\nA. \\( n+5 \\)\nB. \\( 2 n+3 \\)\nC. \\( 10 n \\)\nD. \\( 5 n+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "720:B", "QuestionText": "Which of the following expressions is always a multiple of \\( 5 \\) if \\( n \\) is a positive integer.", "AnswerAText": "\\( n+5 \\)", "AnswerBText": "\\( 2 n+3 \\)", "AnswerCText": "\\( 10 n \\)", "AnswerDText": "\\( 5 n+2 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 n+3 \\)", "MisconceptionId": "845", "MisconceptionName": "Believes they can find the nth term based on the first term only", "prompt": "Misconception:\nBelieves they can find the nth term based on the first term only\n\nQuestion:\nWhich of the following expressions is always a multiple of \\( 5 \\) if \\( n \\) is a positive integer.\n\nOptions:\nA. \\( n+5 \\)\nB. \\( 2 n+3 \\)\nC. \\( 10 n \\)\nD. \\( 5 n+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "720:D", "QuestionText": "Which of the following expressions is always a multiple of \\( 5 \\) if \\( n \\) is a positive integer.", "AnswerAText": "\\( n+5 \\)", "AnswerBText": "\\( 2 n+3 \\)", "AnswerCText": "\\( 10 n \\)", "AnswerDText": "\\( 5 n+2 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5 n+2 \\)", "MisconceptionId": "2027", "MisconceptionName": "Believes that an + b is still a multiple of a", "prompt": "Misconception:\nBelieves that an + b is still a multiple of a\n\nQuestion:\nWhich of the following expressions is always a multiple of \\( 5 \\) if \\( n \\) is a positive integer.\n\nOptions:\nA. \\( n+5 \\)\nB. \\( 2 n+3 \\)\nC. \\( 10 n \\)\nD. \\( 5 n+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "721:A", "QuestionText": "What is \\( \\mathbf{4 5 . 6 2 8} \\) rounded to one significant figure?", "AnswerAText": "\\( 45.6 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 40 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 45.6 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nWhat is \\( \\mathbf{4 5 . 6 2 8} \\) rounded to one significant figure?\n\nOptions:\nA. \\( 45.6 \\)\nB. \\( 50 \\)\nC. \\( 40 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "721:C", "QuestionText": "What is \\( \\mathbf{4 5 . 6 2 8} \\) rounded to one significant figure?", "AnswerAText": "\\( 45.6 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 40 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{4 5 . 6 2 8} \\) rounded to one significant figure?\n\nOptions:\nA. \\( 45.6 \\)\nB. \\( 50 \\)\nC. \\( 40 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "722:C", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{5 x}{3}-1=-2\\)\n\nTom says a correct next line of working could be: \\( 5 x-3=-6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=-3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{5 x}{3}-1=-2\\)\n\nTom says a correct next line of working could be: \\( 5 x-3=-6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=-3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "722:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{5 x}{3}-1=-2\\)\n\nTom says a correct next line of working could be: \\( 5 x-3=-6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=-3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{5 x}{3}-1=-2\\)\n\nTom says a correct next line of working could be: \\( 5 x-3=-6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=-3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "723:A", "QuestionText": "According to the graph, what is the approximate solution to\n\\(x^{2}-x-9=-6\\) ![A set of axes with the quadratic graph y=x^2-x-9 drawn on.]()", "AnswerAText": "\\( x=-9 \\)", "AnswerBText": "\\( x=3.5, \\quad x=-2.5 \\)", "AnswerCText": "\\( x=2.2, \\quad x=-1.2 \\)", "AnswerDText": "No real solutions", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x=-9 \\)", "MisconceptionId": "379", "MisconceptionName": "Finds the y intercept when asked to read the solution to a quadratic equation from a graph", "prompt": "Misconception:\nFinds the y intercept when asked to read the solution to a quadratic equation from a graph\n\nQuestion:\nAccording to the graph, what is the approximate solution to\n\\(x^{2}-x-9=-6\\) ![A set of axes with the quadratic graph y=x^2-x-9 drawn on.]()\n\nOptions:\nA. \\( x=-9 \\)\nB. \\( x=3.5, \\quad x=-2.5 \\)\nC. \\( x=2.2, \\quad x=-1.2 \\)\nD. No real solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "723:B", "QuestionText": "According to the graph, what is the approximate solution to\n\\(x^{2}-x-9=-6\\) ![A set of axes with the quadratic graph y=x^2-x-9 drawn on.]()", "AnswerAText": "\\( x=-9 \\)", "AnswerBText": "\\( x=3.5, \\quad x=-2.5 \\)", "AnswerCText": "\\( x=2.2, \\quad x=-1.2 \\)", "AnswerDText": "No real solutions", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x=3.5, \\quad x=-2.5 \\)", "MisconceptionId": "212", "MisconceptionName": "Solves for y=0 instead of given y-value when reading from a quadratic graph", "prompt": "Misconception:\nSolves for y=0 instead of given y-value when reading from a quadratic graph\n\nQuestion:\nAccording to the graph, what is the approximate solution to\n\\(x^{2}-x-9=-6\\) ![A set of axes with the quadratic graph y=x^2-x-9 drawn on.]()\n\nOptions:\nA. \\( x=-9 \\)\nB. \\( x=3.5, \\quad x=-2.5 \\)\nC. \\( x=2.2, \\quad x=-1.2 \\)\nD. No real solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "724:A", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (3, 3) is labelled with the letter \"P\". The line y=1 is shown with a purple dashed line.\n]()", "AnswerAText": "\\( (3,3) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (3,-3) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (3,3) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (3, 3) is labelled with the letter \"P\". The line y=1 is shown with a purple dashed line.\n]()\n\nOptions:\nA. \\( (3,3) \\)\nB. \\( (3,0) \\)\nC. \\( (3,-1) \\)\nD. \\( (3,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "724:B", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (3, 3) is labelled with the letter \"P\". The line y=1 is shown with a purple dashed line.\n]()", "AnswerAText": "\\( (3,3) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (3,-3) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (3,0) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (3, 3) is labelled with the letter \"P\". The line y=1 is shown with a purple dashed line.\n]()\n\nOptions:\nA. \\( (3,3) \\)\nB. \\( (3,0) \\)\nC. \\( (3,-1) \\)\nD. \\( (3,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "724:D", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (3, 3) is labelled with the letter \"P\". The line y=1 is shown with a purple dashed line.\n]()", "AnswerAText": "\\( (3,3) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (3,-3) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (3,-3) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 5, y-axis from -3 to 4. Three points are plotted and joined to make a triangle: (2, 2), (4, 2), (3, 3). Point (3, 3) is labelled with the letter \"P\". The line y=1 is shown with a purple dashed line.\n]()\n\nOptions:\nA. \\( (3,3) \\)\nB. \\( (3,0) \\)\nC. \\( (3,-1) \\)\nD. \\( (3,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "725:A", "QuestionText": "![Image of a function machine. The function is subtract 3 and the output is 7]() What is the input of this function machine?", "AnswerAText": "\\( 21 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 21 \\)", "MisconceptionId": "481", "MisconceptionName": "Thinks the inverse of subtraction is multiplication", "prompt": "Misconception:\nThinks the inverse of subtraction is multiplication\n\nQuestion:\n![Image of a function machine. The function is subtract 3 and the output is 7]() What is the input of this function machine?\n\nOptions:\nA. \\( 21 \\)\nB. \\( -4 \\)\nC. \\( 4 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "725:B", "QuestionText": "![Image of a function machine. The function is subtract 3 and the output is 7]() What is the input of this function machine?", "AnswerAText": "\\( 21 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\n![Image of a function machine. The function is subtract 3 and the output is 7]() What is the input of this function machine?\n\nOptions:\nA. \\( 21 \\)\nB. \\( -4 \\)\nC. \\( 4 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "725:C", "QuestionText": "![Image of a function machine. The function is subtract 3 and the output is 7]() What is the input of this function machine?", "AnswerAText": "\\( 21 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "458", "MisconceptionName": "When finding an input of a function machine thinks you apply the operations given rather than the inverse operation.", "prompt": "Misconception:\nWhen finding an input of a function machine thinks you apply the operations given rather than the inverse operation.\n\nQuestion:\n![Image of a function machine. The function is subtract 3 and the output is 7]() What is the input of this function machine?\n\nOptions:\nA. \\( 21 \\)\nB. \\( -4 \\)\nC. \\( 4 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "726:B", "QuestionText": "What is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 15 cm, 12 cm, 7 cm and 7 cm. Two sides are unlabelled]()", "AnswerAText": "\\( 124 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 154 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 180 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 189 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 154 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1953", "MisconceptionName": "Makes an assumption about line segments being equal within a shape", "prompt": "Misconception:\nMakes an assumption about line segments being equal within a shape\n\nQuestion:\nWhat is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 15 cm, 12 cm, 7 cm and 7 cm. Two sides are unlabelled]()\n\nOptions:\nA. \\( 124 \\mathrm{~cm}^{2} \\)\nB. \\( 154 \\mathrm{~cm}^{2} \\)\nC. \\( 180 \\mathrm{~cm}^{2} \\)\nD. \\( 189 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "726:C", "QuestionText": "What is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 15 cm, 12 cm, 7 cm and 7 cm. Two sides are unlabelled]()", "AnswerAText": "\\( 124 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 154 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 180 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 189 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 180 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "743", "MisconceptionName": "When calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle", "prompt": "Misconception:\nWhen calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle\n\nQuestion:\nWhat is the area of this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled 15 cm, 12 cm, 7 cm and 7 cm. Two sides are unlabelled]()\n\nOptions:\nA. \\( 124 \\mathrm{~cm}^{2} \\)\nB. \\( 154 \\mathrm{~cm}^{2} \\)\nC. \\( 180 \\mathrm{~cm}^{2} \\)\nD. \\( 189 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "727:C", "QuestionText": "If I put the numbers \\( 4 \\) and \\( 9 \\) into this function machine, what comes out? ![Flow chart starting with instruction \"In\" inside a blue rimmed circle, then \"+ 5\" inside a red rimmed square, then \"double\" inside a red rimmed square and lastly,  \"Out\" inside a blue rimmed circle.]()", "AnswerAText": "\\( 9 \\) and \\( 14 \\)", "AnswerBText": "\\( 18 \\) and \\( 28 \\)", "AnswerCText": "\\( 81 \\) and \\( 196 \\)", "AnswerDText": "\\( -3 \\) and \\( -0.5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 81 \\) and \\( 196 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nIf I put the numbers \\( 4 \\) and \\( 9 \\) into this function machine, what comes out? ![Flow chart starting with instruction \"In\" inside a blue rimmed circle, then \"+ 5\" inside a red rimmed square, then \"double\" inside a red rimmed square and lastly,  \"Out\" inside a blue rimmed circle.]()\n\nOptions:\nA. \\( 9 \\) and \\( 14 \\)\nB. \\( 18 \\) and \\( 28 \\)\nC. \\( 81 \\) and \\( 196 \\)\nD. \\( -3 \\) and \\( -0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "727:D", "QuestionText": "If I put the numbers \\( 4 \\) and \\( 9 \\) into this function machine, what comes out? ![Flow chart starting with instruction \"In\" inside a blue rimmed circle, then \"+ 5\" inside a red rimmed square, then \"double\" inside a red rimmed square and lastly,  \"Out\" inside a blue rimmed circle.]()", "AnswerAText": "\\( 9 \\) and \\( 14 \\)", "AnswerBText": "\\( 18 \\) and \\( 28 \\)", "AnswerCText": "\\( 81 \\) and \\( 196 \\)", "AnswerDText": "\\( -3 \\) and \\( -0.5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -3 \\) and \\( -0.5 \\)", "MisconceptionId": "2389", "MisconceptionName": "When using a function machine, confuses the input and the output.", "prompt": "Misconception:\nWhen using a function machine, confuses the input and the output.\n\nQuestion:\nIf I put the numbers \\( 4 \\) and \\( 9 \\) into this function machine, what comes out? ![Flow chart starting with instruction \"In\" inside a blue rimmed circle, then \"+ 5\" inside a red rimmed square, then \"double\" inside a red rimmed square and lastly,  \"Out\" inside a blue rimmed circle.]()\n\nOptions:\nA. \\( 9 \\) and \\( 14 \\)\nB. \\( 18 \\) and \\( 28 \\)\nC. \\( 81 \\) and \\( 196 \\)\nD. \\( -3 \\) and \\( -0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "728:A", "QuestionText": "Add brackets to this calculation to make the answer \\( 7 \\). \\( 16-6+4 \\div 2 \\)", "AnswerAText": "\\( 16-(6+4) \\div 2 \\)", "AnswerBText": "\\( (16-6)+4 \\div 2 \\)", "AnswerCText": "\\( 16-6+(4 \\div 2) \\)", "AnswerDText": "\\( (16-6+4) \\div 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 16-(6+4) \\div 2 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nAdd brackets to this calculation to make the answer \\( 7 \\). \\( 16-6+4 \\div 2 \\)\n\nOptions:\nA. \\( 16-(6+4) \\div 2 \\)\nB. \\( (16-6)+4 \\div 2 \\)\nC. \\( 16-6+(4 \\div 2) \\)\nD. \\( (16-6+4) \\div 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "728:B", "QuestionText": "Add brackets to this calculation to make the answer \\( 7 \\). \\( 16-6+4 \\div 2 \\)", "AnswerAText": "\\( 16-(6+4) \\div 2 \\)", "AnswerBText": "\\( (16-6)+4 \\div 2 \\)", "AnswerCText": "\\( 16-6+(4 \\div 2) \\)", "AnswerDText": "\\( (16-6+4) \\div 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (16-6)+4 \\div 2 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nAdd brackets to this calculation to make the answer \\( 7 \\). \\( 16-6+4 \\div 2 \\)\n\nOptions:\nA. \\( 16-(6+4) \\div 2 \\)\nB. \\( (16-6)+4 \\div 2 \\)\nC. \\( 16-6+(4 \\div 2) \\)\nD. \\( (16-6+4) \\div 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "728:C", "QuestionText": "Add brackets to this calculation to make the answer \\( 7 \\). \\( 16-6+4 \\div 2 \\)", "AnswerAText": "\\( 16-(6+4) \\div 2 \\)", "AnswerBText": "\\( (16-6)+4 \\div 2 \\)", "AnswerCText": "\\( 16-6+(4 \\div 2) \\)", "AnswerDText": "\\( (16-6+4) \\div 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 16-6+(4 \\div 2) \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nAdd brackets to this calculation to make the answer \\( 7 \\). \\( 16-6+4 \\div 2 \\)\n\nOptions:\nA. \\( 16-(6+4) \\div 2 \\)\nB. \\( (16-6)+4 \\div 2 \\)\nC. \\( 16-6+(4 \\div 2) \\)\nD. \\( (16-6+4) \\div 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "729:A", "QuestionText": "This is a table of values for \\( y=2 x+c \\) What should replace the star? ![\\begin{tabular}{l|l|l|c}\n\\( x \\) & & \\( 0 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( -5 \\) & \\( -3 \\) & ఔ\n\\end{tabular}]()", "AnswerAText": "\\( -1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -1 \\)", "MisconceptionId": "1818", "MisconceptionName": "Thinks you can find missing values in a given table by treating the row as linear and adding on the difference between the first two values given.", "prompt": "Misconception:\nThinks you can find missing values in a given table by treating the row as linear and adding on the difference between the first two values given.\n\nQuestion:\nThis is a table of values for \\( y=2 x+c \\) What should replace the star? ![\\begin{tabular}{l|l|l|c}\n\\( x \\) & & \\( 0 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( -5 \\) & \\( -3 \\) & ఔ\n\\end{tabular}]()\n\nOptions:\nA. \\( -1 \\)\nB. \\( 3 \\)\nC. \\( 6 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "729:C", "QuestionText": "This is a table of values for \\( y=2 x+c \\) What should replace the star? ![\\begin{tabular}{l|l|l|c}\n\\( x \\) & & \\( 0 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( -5 \\) & \\( -3 \\) & ఔ\n\\end{tabular}]()", "AnswerAText": "\\( -1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1543", "MisconceptionName": "Does not realise that a pair of coordinates can be used to find missing parts of an equation", "prompt": "Misconception:\nDoes not realise that a pair of coordinates can be used to find missing parts of an equation\n\nQuestion:\nThis is a table of values for \\( y=2 x+c \\) What should replace the star? ![\\begin{tabular}{l|l|l|c}\n\\( x \\) & & \\( 0 \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( -5 \\) & \\( -3 \\) & ఔ\n\\end{tabular}]()\n\nOptions:\nA. \\( -1 \\)\nB. \\( 3 \\)\nC. \\( 6 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "730:A", "QuestionText": "How many rectangles would you need to shade so that \\( 60 \\% \\) of this shape is shaded? ![A rectangle split into 20 equal parts]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "302", "MisconceptionName": "Assumed each part of a fraction diagram is worth 10%", "prompt": "Misconception:\nAssumed each part of a fraction diagram is worth 10%\n\nQuestion:\nHow many rectangles would you need to shade so that \\( 60 \\% \\) of this shape is shaded? ![A rectangle split into 20 equal parts]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 3 \\)\nC. \\( 16 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "730:B", "QuestionText": "How many rectangles would you need to shade so that \\( 60 \\% \\) of this shape is shaded? ![A rectangle split into 20 equal parts]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2238", "MisconceptionName": "Divides rather than multiplies when scaling up in direct proportion problems", "prompt": "Misconception:\nDivides rather than multiplies when scaling up in direct proportion problems\n\nQuestion:\nHow many rectangles would you need to shade so that \\( 60 \\% \\) of this shape is shaded? ![A rectangle split into 20 equal parts]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 3 \\)\nC. \\( 16 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "731:B", "QuestionText": "Which of the following numbers is a cube number?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "None of these numbers are cube numbers", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1618", "MisconceptionName": "Mixes up cubing and multiplying by 3", "prompt": "Misconception:\nMixes up cubing and multiplying by 3\n\nQuestion:\nWhich of the following numbers is a cube number?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( 9 \\)\nD. None of these numbers are cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "731:C", "QuestionText": "Which of the following numbers is a cube number?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "None of these numbers are cube numbers", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhich of the following numbers is a cube number?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( 9 \\)\nD. None of these numbers are cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "731:D", "QuestionText": "Which of the following numbers is a cube number?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "None of these numbers are cube numbers", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "None of these numbers are cube numbers", "MisconceptionId": "2583", "MisconceptionName": "Does not know what a cube number is", "prompt": "Misconception:\nDoes not know what a cube number is\n\nQuestion:\nWhich of the following numbers is a cube number?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( 9 \\)\nD. None of these numbers are cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "732:B", "QuestionText": "The diagram on the right shows the lines \\( 2=x+y \\) and \\( x=y \\)\n\nWhich of the following coordinates satisfies the following inequalities?\n\\[\n2<x+y \\text { and } x<y\n\\] ![A graph showing all 4 quadrants. x axis from -2 to 5 and y axis from -3 to 5. A red line from top left sloping downwards to bottom right, going through 2 on the x axis and 2 on the y axis. A black line going from bottom left sloping upwards to top right. Going through 0 on the x axis and 0 on the y axis (only one intercept) ]()", "AnswerAText": "\\( (3,1) \\)", "AnswerBText": "\\( (1,1) \\)", "AnswerCText": "\\( (1,3) \\)", "AnswerDText": "\\( (-3,1) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (1,1) \\)", "MisconceptionId": "1682", "MisconceptionName": "Confuses inequality symbols with equality", "prompt": "Misconception:\nConfuses inequality symbols with equality\n\nQuestion:\nThe diagram on the right shows the lines \\( 2=x+y \\) and \\( x=y \\)\n\nWhich of the following coordinates satisfies the following inequalities?\n\\[\n2<x+y \\text { and } x<y\n\\] ![A graph showing all 4 quadrants. x axis from -2 to 5 and y axis from -3 to 5. A red line from top left sloping downwards to bottom right, going through 2 on the x axis and 2 on the y axis. A black line going from bottom left sloping upwards to top right. Going through 0 on the x axis and 0 on the y axis (only one intercept) ]()\n\nOptions:\nA. \\( (3,1) \\)\nB. \\( (1,1) \\)\nC. \\( (1,3) \\)\nD. \\( (-3,1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "733:A", "QuestionText": "\\[\n3 \\times \\square=384\n\\]\n\nFind the missing number.", "AnswerAText": "\\( 121 \\)", "AnswerBText": "\\( 1152 \\)", "AnswerCText": "\\( 128 \\)", "AnswerDText": "\\( 161 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 121 \\)", "MisconceptionId": "339", "MisconceptionName": "When dividing, ignores any remainders", "prompt": "Misconception:\nWhen dividing, ignores any remainders\n\nQuestion:\n\\[\n3 \\times \\square=384\n\\]\n\nFind the missing number.\n\nOptions:\nA. \\( 121 \\)\nB. \\( 1152 \\)\nC. \\( 128 \\)\nD. \\( 161 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "733:B", "QuestionText": "\\[\n3 \\times \\square=384\n\\]\n\nFind the missing number.", "AnswerAText": "\\( 121 \\)", "AnswerBText": "\\( 1152 \\)", "AnswerCText": "\\( 128 \\)", "AnswerDText": "\\( 161 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1152 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\n\\[\n3 \\times \\square=384\n\\]\n\nFind the missing number.\n\nOptions:\nA. \\( 121 \\)\nB. \\( 1152 \\)\nC. \\( 128 \\)\nD. \\( 161 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "733:D", "QuestionText": "\\[\n3 \\times \\square=384\n\\]\n\nFind the missing number.", "AnswerAText": "\\( 121 \\)", "AnswerBText": "\\( 1152 \\)", "AnswerCText": "\\( 128 \\)", "AnswerDText": "\\( 161 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 161 \\)", "MisconceptionId": "138", "MisconceptionName": "When solving a problem using written division (bus-stop method), does the calculation from right to left", "prompt": "Misconception:\nWhen solving a problem using written division (bus-stop method), does the calculation from right to left\n\nQuestion:\n\\[\n3 \\times \\square=384\n\\]\n\nFind the missing number.\n\nOptions:\nA. \\( 121 \\)\nB. \\( 1152 \\)\nC. \\( 128 \\)\nD. \\( 161 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "734:B", "QuestionText": "Which shape has rotational symmetry order \\( 2 \\) ?", "AnswerAText": "![Rectangle]()", "AnswerBText": "![Square]()", "AnswerCText": "![Trapezium]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![Square]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has rotational symmetry order \\( 2 \\) ?\n\nOptions:\nA. ![Rectangle]()\nB. ![Square]()\nC. ![Trapezium]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "734:C", "QuestionText": "Which shape has rotational symmetry order \\( 2 \\) ?", "AnswerAText": "![Rectangle]()", "AnswerBText": "![Square]()", "AnswerCText": "![Trapezium]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![Trapezium]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has rotational symmetry order \\( 2 \\) ?\n\nOptions:\nA. ![Rectangle]()\nB. ![Square]()\nC. ![Trapezium]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "734:D", "QuestionText": "Which shape has rotational symmetry order \\( 2 \\) ?", "AnswerAText": "![Rectangle]()", "AnswerBText": "![Square]()", "AnswerCText": "![Trapezium]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![Hexagon]()", "MisconceptionId": "1007", "MisconceptionName": "Does not connect rotational symmetry to number of sides/vertices", "prompt": "Misconception:\nDoes not connect rotational symmetry to number of sides/vertices\n\nQuestion:\nWhich shape has rotational symmetry order \\( 2 \\) ?\n\nOptions:\nA. ![Rectangle]()\nB. ![Square]()\nC. ![Trapezium]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "735:A", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that looks like a staircase going up from left to right, consisting of 3 steps. The full width of the diagram is 23m, the width of the first lower step is 7m, the width of the third top step is 6m. The full height of the diagram is 22m, the height os the first lower step is 5m, the height of the third top step is 8m. The shaded section is a rectangle which starts in the top left of the second (middle) step and finishes in the bottom right of the diagram.]()", "AnswerAText": "\\( 120 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 224 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 130 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 108 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 120 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that looks like a staircase going up from left to right, consisting of 3 steps. The full width of the diagram is 23m, the width of the first lower step is 7m, the width of the third top step is 6m. The full height of the diagram is 22m, the height os the first lower step is 5m, the height of the third top step is 8m. The shaded section is a rectangle which starts in the top left of the second (middle) step and finishes in the bottom right of the diagram.]()\n\nOptions:\nA. \\( 120 \\mathrm{~m}^{2} \\)\nB. \\( 224 \\mathrm{~m}^{2} \\)\nC. \\( 130 \\mathrm{~m}^{2} \\)\nD. \\( 108 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "735:C", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that looks like a staircase going up from left to right, consisting of 3 steps. The full width of the diagram is 23m, the width of the first lower step is 7m, the width of the third top step is 6m. The full height of the diagram is 22m, the height os the first lower step is 5m, the height of the third top step is 8m. The shaded section is a rectangle which starts in the top left of the second (middle) step and finishes in the bottom right of the diagram.]()", "AnswerAText": "\\( 120 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 224 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 130 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 108 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 130 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that looks like a staircase going up from left to right, consisting of 3 steps. The full width of the diagram is 23m, the width of the first lower step is 7m, the width of the third top step is 6m. The full height of the diagram is 22m, the height os the first lower step is 5m, the height of the third top step is 8m. The shaded section is a rectangle which starts in the top left of the second (middle) step and finishes in the bottom right of the diagram.]()\n\nOptions:\nA. \\( 120 \\mathrm{~m}^{2} \\)\nB. \\( 224 \\mathrm{~m}^{2} \\)\nC. \\( 130 \\mathrm{~m}^{2} \\)\nD. \\( 108 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "735:D", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that looks like a staircase going up from left to right, consisting of 3 steps. The full width of the diagram is 23m, the width of the first lower step is 7m, the width of the third top step is 6m. The full height of the diagram is 22m, the height os the first lower step is 5m, the height of the third top step is 8m. The shaded section is a rectangle which starts in the top left of the second (middle) step and finishes in the bottom right of the diagram.]()", "AnswerAText": "\\( 120 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 224 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 130 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 108 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 108 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that looks like a staircase going up from left to right, consisting of 3 steps. The full width of the diagram is 23m, the width of the first lower step is 7m, the width of the third top step is 6m. The full height of the diagram is 22m, the height os the first lower step is 5m, the height of the third top step is 8m. The shaded section is a rectangle which starts in the top left of the second (middle) step and finishes in the bottom right of the diagram.]()\n\nOptions:\nA. \\( 120 \\mathrm{~m}^{2} \\)\nB. \\( 224 \\mathrm{~m}^{2} \\)\nC. \\( 130 \\mathrm{~m}^{2} \\)\nD. \\( 108 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "736:B", "QuestionText": "In which region would an isosceles triangle belong? ![Venn diagram with two circles labelled with 'exactly one line of symmetry' and 'rotational symmetry of order 3'. A is in the only exactly one line of symmetry region, B is in the intersection, C is in the only rotational symmetry of order 3 region and D is outside the two circles.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "926", "MisconceptionName": "Believes the number of sides gives the order of rotational symmetry", "prompt": "Misconception:\nBelieves the number of sides gives the order of rotational symmetry\n\nQuestion:\nIn which region would an isosceles triangle belong? ![Venn diagram with two circles labelled with 'exactly one line of symmetry' and 'rotational symmetry of order 3'. A is in the only exactly one line of symmetry region, B is in the intersection, C is in the only rotational symmetry of order 3 region and D is outside the two circles.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "737:B", "QuestionText": "\\(\n\\sqrt{75}=n \\sqrt{3}\n\\)\n\nWhat is the value of \\( n \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 72 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 25 \\)", "MisconceptionId": "2384", "MisconceptionName": "When simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd", "prompt": "Misconception:\nWhen simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd\n\nQuestion:\n\\(\n\\sqrt{75}=n \\sqrt{3}\n\\)\n\nWhat is the value of \\( n \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 25 \\)\nC. \\( 9 \\)\nD. \\( 72 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "737:D", "QuestionText": "\\(\n\\sqrt{75}=n \\sqrt{3}\n\\)\n\nWhat is the value of \\( n \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 72 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 72 \\)", "MisconceptionId": "1140", "MisconceptionName": "When simplifying surds, adds the number on the outside of the surd to the number under the surd", "prompt": "Misconception:\nWhen simplifying surds, adds the number on the outside of the surd to the number under the surd\n\nQuestion:\n\\(\n\\sqrt{75}=n \\sqrt{3}\n\\)\n\nWhat is the value of \\( n \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 25 \\)\nC. \\( 9 \\)\nD. \\( 72 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "738:A", "QuestionText": "The blue shape is rotated \\( 90^{\\circ} \\) anticlockwise about \\( (-2,2) \\). Which shape gives the correct answer? ![A coordinate grid with 5 congruent shapes, one blue and 4 red, which are labelled A, B, C and D. The blue shape has vertices at (-3,5) (-3,4) (-2,4) (-2,3) and (-3,3). Shape A has vertices at (-1,2) (0,2) (1,2) (0,1) (-1,1). Shape B has vertices at (0,-2) (1,-2) (1,-3) (0,-3) (-1,-3). Shape C has vertices at (-4,-2) (-3,-2) (-3,-3) (-4,-3) (-5,-3). Shape D has vertices at (-4,2) (-3,2) (-3,1) (-4,1) (-5,1).]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "860", "MisconceptionName": "Mixes up clockwise and anticlockwise", "prompt": "Misconception:\nMixes up clockwise and anticlockwise\n\nQuestion:\nThe blue shape is rotated \\( 90^{\\circ} \\) anticlockwise about \\( (-2,2) \\). Which shape gives the correct answer? ![A coordinate grid with 5 congruent shapes, one blue and 4 red, which are labelled A, B, C and D. The blue shape has vertices at (-3,5) (-3,4) (-2,4) (-2,3) and (-3,3). Shape A has vertices at (-1,2) (0,2) (1,2) (0,1) (-1,1). Shape B has vertices at (0,-2) (1,-2) (1,-3) (0,-3) (-1,-3). Shape C has vertices at (-4,-2) (-3,-2) (-3,-3) (-4,-3) (-5,-3). Shape D has vertices at (-4,2) (-3,2) (-3,1) (-4,1) (-5,1).]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "738:B", "QuestionText": "The blue shape is rotated \\( 90^{\\circ} \\) anticlockwise about \\( (-2,2) \\). Which shape gives the correct answer? ![A coordinate grid with 5 congruent shapes, one blue and 4 red, which are labelled A, B, C and D. The blue shape has vertices at (-3,5) (-3,4) (-2,4) (-2,3) and (-3,3). Shape A has vertices at (-1,2) (0,2) (1,2) (0,1) (-1,1). Shape B has vertices at (0,-2) (1,-2) (1,-3) (0,-3) (-1,-3). Shape C has vertices at (-4,-2) (-3,-2) (-3,-3) (-4,-3) (-5,-3). Shape D has vertices at (-4,2) (-3,2) (-3,1) (-4,1) (-5,1).]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "1488", "MisconceptionName": "Confuses negative and positive coordinates when working with graphs in four quadrants", "prompt": "Misconception:\nConfuses negative and positive coordinates when working with graphs in four quadrants\n\nQuestion:\nThe blue shape is rotated \\( 90^{\\circ} \\) anticlockwise about \\( (-2,2) \\). Which shape gives the correct answer? ![A coordinate grid with 5 congruent shapes, one blue and 4 red, which are labelled A, B, C and D. The blue shape has vertices at (-3,5) (-3,4) (-2,4) (-2,3) and (-3,3). Shape A has vertices at (-1,2) (0,2) (1,2) (0,1) (-1,1). Shape B has vertices at (0,-2) (1,-2) (1,-3) (0,-3) (-1,-3). Shape C has vertices at (-4,-2) (-3,-2) (-3,-3) (-4,-3) (-5,-3). Shape D has vertices at (-4,2) (-3,2) (-3,1) (-4,1) (-5,1).]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "738:C", "QuestionText": "The blue shape is rotated \\( 90^{\\circ} \\) anticlockwise about \\( (-2,2) \\). Which shape gives the correct answer? ![A coordinate grid with 5 congruent shapes, one blue and 4 red, which are labelled A, B, C and D. The blue shape has vertices at (-3,5) (-3,4) (-2,4) (-2,3) and (-3,3). Shape A has vertices at (-1,2) (0,2) (1,2) (0,1) (-1,1). Shape B has vertices at (0,-2) (1,-2) (1,-3) (0,-3) (-1,-3). Shape C has vertices at (-4,-2) (-3,-2) (-3,-3) (-4,-3) (-5,-3). Shape D has vertices at (-4,2) (-3,2) (-3,1) (-4,1) (-5,1).]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "1640", "MisconceptionName": "Believes the centre of rotation is always the origin", "prompt": "Misconception:\nBelieves the centre of rotation is always the origin\n\nQuestion:\nThe blue shape is rotated \\( 90^{\\circ} \\) anticlockwise about \\( (-2,2) \\). Which shape gives the correct answer? ![A coordinate grid with 5 congruent shapes, one blue and 4 red, which are labelled A, B, C and D. The blue shape has vertices at (-3,5) (-3,4) (-2,4) (-2,3) and (-3,3). Shape A has vertices at (-1,2) (0,2) (1,2) (0,1) (-1,1). Shape B has vertices at (0,-2) (1,-2) (1,-3) (0,-3) (-1,-3). Shape C has vertices at (-4,-2) (-3,-2) (-3,-3) (-4,-3) (-5,-3). Shape D has vertices at (-4,2) (-3,2) (-3,1) (-4,1) (-5,1).]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "739:A", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\nl \\times 3 \\times l \\times l \\times g \\times g\n\\)", "AnswerAText": "\\(l3llgg\\)", "AnswerBText": "\\( l 3 l^{2} g^{2} \\)", "AnswerCText": "\\( 3 g^{2} l^{3} \\)", "AnswerDText": "\\( 3 g g l^{3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\(l3llgg\\)", "MisconceptionId": "1630", "MisconceptionName": "Does not realize we can simplify a term that involves powers", "prompt": "Misconception:\nDoes not realize we can simplify a term that involves powers\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\nl \\times 3 \\times l \\times l \\times g \\times g\n\\)\n\nOptions:\nA. \\(l3llgg\\)\nB. \\( l 3 l^{2} g^{2} \\)\nC. \\( 3 g^{2} l^{3} \\)\nD. \\( 3 g g l^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "739:B", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\nl \\times 3 \\times l \\times l \\times g \\times g\n\\)", "AnswerAText": "\\(l3llgg\\)", "AnswerBText": "\\( l 3 l^{2} g^{2} \\)", "AnswerCText": "\\( 3 g^{2} l^{3} \\)", "AnswerDText": "\\( 3 g g l^{3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( l 3 l^{2} g^{2} \\)", "MisconceptionId": "2051", "MisconceptionName": "Does not correctly apply the commutative property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the commutative property of multiplication\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\nl \\times 3 \\times l \\times l \\times g \\times g\n\\)\n\nOptions:\nA. \\(l3llgg\\)\nB. \\( l 3 l^{2} g^{2} \\)\nC. \\( 3 g^{2} l^{3} \\)\nD. \\( 3 g g l^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "739:D", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention?\n\\(\nl \\times 3 \\times l \\times l \\times g \\times g\n\\)", "AnswerAText": "\\(l3llgg\\)", "AnswerBText": "\\( l 3 l^{2} g^{2} \\)", "AnswerCText": "\\( 3 g^{2} l^{3} \\)", "AnswerDText": "\\( 3 g g l^{3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3 g g l^{3} \\)", "MisconceptionId": "1630", "MisconceptionName": "Does not realize we can simplify a term that involves powers", "prompt": "Misconception:\nDoes not realize we can simplify a term that involves powers\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention?\n\\(\nl \\times 3 \\times l \\times l \\times g \\times g\n\\)\n\nOptions:\nA. \\(l3llgg\\)\nB. \\( l 3 l^{2} g^{2} \\)\nC. \\( 3 g^{2} l^{3} \\)\nD. \\( 3 g g l^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "740:A", "QuestionText": "What is \\( \\mathbf{0 . 0 3 7 3} \\) rounded to two significant figures?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.0 \\)", "AnswerCText": "\\( 0.04 \\)", "AnswerDText": "\\( 0.037 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1876", "MisconceptionName": "Counts leading zero as a significant figure", "prompt": "Misconception:\nCounts leading zero as a significant figure\n\nQuestion:\nWhat is \\( \\mathbf{0 . 0 3 7 3} \\) rounded to two significant figures?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.0 \\)\nC. \\( 0.04 \\)\nD. \\( 0.037 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "740:B", "QuestionText": "What is \\( \\mathbf{0 . 0 3 7 3} \\) rounded to two significant figures?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.0 \\)", "AnswerCText": "\\( 0.04 \\)", "AnswerDText": "\\( 0.037 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.0 \\)", "MisconceptionId": "1876", "MisconceptionName": "Counts leading zero as a significant figure", "prompt": "Misconception:\nCounts leading zero as a significant figure\n\nQuestion:\nWhat is \\( \\mathbf{0 . 0 3 7 3} \\) rounded to two significant figures?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.0 \\)\nC. \\( 0.04 \\)\nD. \\( 0.037 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "740:C", "QuestionText": "What is \\( \\mathbf{0 . 0 3 7 3} \\) rounded to two significant figures?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.0 \\)", "AnswerCText": "\\( 0.04 \\)", "AnswerDText": "\\( 0.037 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.04 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nWhat is \\( \\mathbf{0 . 0 3 7 3} \\) rounded to two significant figures?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.0 \\)\nC. \\( 0.04 \\)\nD. \\( 0.037 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "741:A", "QuestionText": "Which of the following is the most appropriate word to describe: \\( 6-3 g=3 \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Variable", "MisconceptionId": "196", "MisconceptionName": "Confuses a variable with an equation", "prompt": "Misconception:\nConfuses a variable with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( 6-3 g=3 \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "741:B", "QuestionText": "Which of the following is the most appropriate word to describe: \\( 6-3 g=3 \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Expression", "MisconceptionId": "1834", "MisconceptionName": "Confuses an equation with an expression", "prompt": "Misconception:\nConfuses an equation with an expression\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( 6-3 g=3 \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "741:D", "QuestionText": "Which of the following is the most appropriate word to describe: \\( 6-3 g=3 \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Term", "MisconceptionId": "68", "MisconceptionName": "Confuses a term with an equation", "prompt": "Misconception:\nConfuses a term with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( 6-3 g=3 \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "742:A", "QuestionText": "Here are the first three terms of a sequence \\( \\begin{array}{llll}94 & 86 & 78 & \\ldots\\end{array} \\) Find an expression for the \\( n \\)th term of this sequence.", "AnswerAText": "\\( 8 n+86 \\)", "AnswerBText": "\\( -8 n+106 \\)", "AnswerCText": "\\( -8 n \\)", "AnswerDText": "\\( -8 n+102 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 8 n+86 \\)", "MisconceptionId": "2016", "MisconceptionName": "Believes the nth term of a descending sequence will have a positive coefficient of n", "prompt": "Misconception:\nBelieves the nth term of a descending sequence will have a positive coefficient of n\n\nQuestion:\nHere are the first three terms of a sequence \\( \\begin{array}{llll}94 & 86 & 78 & \\ldots\\end{array} \\) Find an expression for the \\( n \\)th term of this sequence.\n\nOptions:\nA. \\( 8 n+86 \\)\nB. \\( -8 n+106 \\)\nC. \\( -8 n \\)\nD. \\( -8 n+102 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "742:C", "QuestionText": "Here are the first three terms of a sequence \\( \\begin{array}{llll}94 & 86 & 78 & \\ldots\\end{array} \\) Find an expression for the \\( n \\)th term of this sequence.", "AnswerAText": "\\( 8 n+86 \\)", "AnswerBText": "\\( -8 n+106 \\)", "AnswerCText": "\\( -8 n \\)", "AnswerDText": "\\( -8 n+102 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -8 n \\)", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nHere are the first three terms of a sequence \\( \\begin{array}{llll}94 & 86 & 78 & \\ldots\\end{array} \\) Find an expression for the \\( n \\)th term of this sequence.\n\nOptions:\nA. \\( 8 n+86 \\)\nB. \\( -8 n+106 \\)\nC. \\( -8 n \\)\nD. \\( -8 n+102 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "743:B", "QuestionText": "Tom and Katie are discussing the output of this \\( 2 \\)-step function machine input \\(x\\rightarrow+ 10\\rightarrow\\) multiplied by 3\\(\\rightarrow\\) output Tom says the output is \\( \\mathbf{3 x}+\\mathbf{3 0} \\)\nKatie says the output is \\( \\mathbf{1 0}+\\mathbf{3} \\boldsymbol{x} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nTom and Katie are discussing the output of this \\( 2 \\)-step function machine input \\(x\\rightarrow+ 10\\rightarrow\\) multiplied by 3\\(\\rightarrow\\) output Tom says the output is \\( \\mathbf{3 x}+\\mathbf{3 0} \\)\nKatie says the output is \\( \\mathbf{1 0}+\\mathbf{3} \\boldsymbol{x} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "744:A", "QuestionText": "This notation means that these two lines are: ![Pair of parallel lines]()", "AnswerAText": "Equal", "AnswerBText": "Parallel", "AnswerCText": "Perpendicular", "AnswerDText": "Horizontal", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Equal", "MisconceptionId": "1480", "MisconceptionName": "Does not recognise the notation for parallel sides", "prompt": "Misconception:\nDoes not recognise the notation for parallel sides\n\nQuestion:\nThis notation means that these two lines are: ![Pair of parallel lines]()\n\nOptions:\nA. Equal\nB. Parallel\nC. Perpendicular\nD. Horizontal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "744:C", "QuestionText": "This notation means that these two lines are: ![Pair of parallel lines]()", "AnswerAText": "Equal", "AnswerBText": "Parallel", "AnswerCText": "Perpendicular", "AnswerDText": "Horizontal", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Perpendicular", "MisconceptionId": "1480", "MisconceptionName": "Does not recognise the notation for parallel sides", "prompt": "Misconception:\nDoes not recognise the notation for parallel sides\n\nQuestion:\nThis notation means that these two lines are: ![Pair of parallel lines]()\n\nOptions:\nA. Equal\nB. Parallel\nC. Perpendicular\nD. Horizontal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "744:D", "QuestionText": "This notation means that these two lines are: ![Pair of parallel lines]()", "AnswerAText": "Equal", "AnswerBText": "Parallel", "AnswerCText": "Perpendicular", "AnswerDText": "Horizontal", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Horizontal", "MisconceptionId": "1480", "MisconceptionName": "Does not recognise the notation for parallel sides", "prompt": "Misconception:\nDoes not recognise the notation for parallel sides\n\nQuestion:\nThis notation means that these two lines are: ![Pair of parallel lines]()\n\nOptions:\nA. Equal\nB. Parallel\nC. Perpendicular\nD. Horizontal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "745:B", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"8\" written inside it. The next rectangle has \"✕2\" written inside it, the next rectangle has \"−1\" written inside it and the final rectangle on the right is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 4.5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "2389", "MisconceptionName": "When using a function machine, confuses the input and the output.", "prompt": "Misconception:\nWhen using a function machine, confuses the input and the output.\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"8\" written inside it. The next rectangle has \"✕2\" written inside it, the next rectangle has \"−1\" written inside it and the final rectangle on the right is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 5 \\)\nC. \\( 14 \\)\nD. \\( 4.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "745:C", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"8\" written inside it. The next rectangle has \"✕2\" written inside it, the next rectangle has \"−1\" written inside it and the final rectangle on the right is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 4.5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"8\" written inside it. The next rectangle has \"✕2\" written inside it, the next rectangle has \"−1\" written inside it and the final rectangle on the right is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 5 \\)\nC. \\( 14 \\)\nD. \\( 4.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "746:A", "QuestionText": "\\( 4+12 \\div(2+2)= \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 4+12 \\div(2+2)= \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 7 \\)\nC. \\( 12 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "746:C", "QuestionText": "\\( 4+12 \\div(2+2)= \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\n\\( 4+12 \\div(2+2)= \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 7 \\)\nC. \\( 12 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "746:D", "QuestionText": "\\( 4+12 \\div(2+2)= \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1862", "MisconceptionName": "Performs addition ahead of division", "prompt": "Misconception:\nPerforms addition ahead of division\n\nQuestion:\n\\( 4+12 \\div(2+2)= \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 7 \\)\nC. \\( 12 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "747:B", "QuestionText": "In which region would \\( y=(x+4)(x-2) \\) belong? ![A Venn diagram with two overlapping sets. The set on the left is 'Line of symmetry at x = 3' and the set on the right is 'y intercept is negative'. A is in only  'Line of symmetry at x = 3', B is in the intersection, C is in only 'y intercept is negative' and D is outside both sets.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "1701", "MisconceptionName": "Believes the solutions of a quadratic equation are the absolute values of the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the absolute values of the constants in the factorised form\n\nQuestion:\nIn which region would \\( y=(x+4)(x-2) \\) belong? ![A Venn diagram with two overlapping sets. The set on the left is 'Line of symmetry at x = 3' and the set on the right is 'y intercept is negative'. A is in only  'Line of symmetry at x = 3', B is in the intersection, C is in only 'y intercept is negative' and D is outside both sets.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "748:A", "QuestionText": "Which of the following shapes is a hexagonal prism?", "AnswerAText": "![A hexagon.]()", "AnswerBText": "![A 3D-shape with 2 identical hexagonal faces connected by 6 rectangular faces.]()", "AnswerCText": "![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()", "AnswerDText": "![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![A hexagon.]()", "MisconceptionId": "1927", "MisconceptionName": "Does not know the definition of a prism", "prompt": "Misconception:\nDoes not know the definition of a prism\n\nQuestion:\nWhich of the following shapes is a hexagonal prism?\n\nOptions:\nA. ![A hexagon.]()\nB. ![A 3D-shape with 2 identical hexagonal faces connected by 6 rectangular faces.]()\nC. ![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()\nD. ![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "748:C", "QuestionText": "Which of the following shapes is a hexagonal prism?", "AnswerAText": "![A hexagon.]()", "AnswerBText": "![A 3D-shape with 2 identical hexagonal faces connected by 6 rectangular faces.]()", "AnswerCText": "![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()", "AnswerDText": "![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nWhich of the following shapes is a hexagonal prism?\n\nOptions:\nA. ![A hexagon.]()\nB. ![A 3D-shape with 2 identical hexagonal faces connected by 6 rectangular faces.]()\nC. ![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()\nD. ![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "748:D", "QuestionText": "Which of the following shapes is a hexagonal prism?", "AnswerAText": "![A hexagon.]()", "AnswerBText": "![A 3D-shape with 2 identical hexagonal faces connected by 6 rectangular faces.]()", "AnswerCText": "![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()", "AnswerDText": "![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()", "MisconceptionId": "374", "MisconceptionName": "Thinks a hexagon has 8 sides.", "prompt": "Misconception:\nThinks a hexagon has 8 sides.\n\nQuestion:\nWhich of the following shapes is a hexagonal prism?\n\nOptions:\nA. ![A hexagon.]()\nB. ![A 3D-shape with 2 identical hexagonal faces connected by 6 rectangular faces.]()\nC. ![A 3D-shape with a hexagonal base and 6 triangular faces that meet at a single vertex above the hexagonal base.]()\nD. ![A 3D-shape with 2 identical octagonal faces connected by 8 rectangular faces.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "749:B", "QuestionText": "What is \\( \\mathbf{9 8 9 . 9 8 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 990 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 989 \\)", "AnswerDText": "\\( 980 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1000 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{9 8 9 . 9 8 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 990 \\)\nB. \\( 1000 \\)\nC. \\( 989 \\)\nD. \\( 980 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "749:C", "QuestionText": "What is \\( \\mathbf{9 8 9 . 9 8 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 990 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 989 \\)", "AnswerDText": "\\( 980 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 989 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{9 8 9 . 9 8 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 990 \\)\nB. \\( 1000 \\)\nC. \\( 989 \\)\nD. \\( 980 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "749:D", "QuestionText": "What is \\( \\mathbf{9 8 9 . 9 8 9} \\) rounded to the nearest ten?", "AnswerAText": "\\( 990 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 989 \\)", "AnswerDText": "\\( 980 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 980 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{9 8 9 . 9 8 9} \\) rounded to the nearest ten?\n\nOptions:\nA. \\( 990 \\)\nB. \\( 1000 \\)\nC. \\( 989 \\)\nD. \\( 980 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "750:B", "QuestionText": "Simplify the following, if possible:\n\\(\n\\frac{3 m+15}{m^{2}-2 m+15}\n\\)", "AnswerAText": "\\( \\frac{3}{m-2} \\)", "AnswerBText": "\\( \\frac{3 m}{m^{2}-2 m} \\)", "AnswerCText": "\\( \\frac{3}{m-3} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3 m}{m^{2}-2 m} \\)", "MisconceptionId": "143", "MisconceptionName": "Thinks that when you cancel identical terms from the numerator and denominator, they just disappear", "prompt": "Misconception:\nThinks that when you cancel identical terms from the numerator and denominator, they just disappear\n\nQuestion:\nSimplify the following, if possible:\n\\(\n\\frac{3 m+15}{m^{2}-2 m+15}\n\\)\n\nOptions:\nA. \\( \\frac{3}{m-2} \\)\nB. \\( \\frac{3 m}{m^{2}-2 m} \\)\nC. \\( \\frac{3}{m-3} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "751:B", "QuestionText": "A darts player hits his target \\( 40 \\% \\) of the time. Which pie chart represents his hits and misses?", "AnswerAText": "![Pie chart showing hits highlighted with 320 degrees of the chart and misses with 40 degrees.]()", "AnswerBText": "![Pie chart showing hits with 2/3 of the chart and misses, highlighted in red, with 1/3]()", "AnswerCText": "![Pie chart showing hits, in white, with 320 degrees of the chart and misses, highlighted in red, with 40 degrees.]()", "AnswerDText": "![Pie chart showing hits with just over 1/3 of the chart, highlighted in red and misses, in white, with just under 2/3]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![Pie chart showing hits with 2/3 of the chart and misses, highlighted in red, with 1/3]()", "MisconceptionId": "1769", "MisconceptionName": "Does not know how to read information off a pie chart", "prompt": "Misconception:\nDoes not know how to read information off a pie chart\n\nQuestion:\nA darts player hits his target \\( 40 \\% \\) of the time. Which pie chart represents his hits and misses?\n\nOptions:\nA. ![Pie chart showing hits highlighted with 320 degrees of the chart and misses with 40 degrees.]()\nB. ![Pie chart showing hits with 2/3 of the chart and misses, highlighted in red, with 1/3]()\nC. ![Pie chart showing hits, in white, with 320 degrees of the chart and misses, highlighted in red, with 40 degrees.]()\nD. ![Pie chart showing hits with just over 1/3 of the chart, highlighted in red and misses, in white, with just under 2/3]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "752:B", "QuestionText": "![A pictogram is shown. One smiley face = 12 people. Salt and vinegar 2 faces. Ready salted 1 face. Prawn cocktail 3.5 faces. Other 2 faces]() What is missing from this pictogram?", "AnswerAText": "What question was asked", "AnswerBText": "Nothing", "AnswerCText": "A key", "AnswerDText": "Other needs to\nsay what\nflavour it is", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Nothing", "MisconceptionId": "1767", "MisconceptionName": "Does not realise that a pictogram needs a title or question", "prompt": "Misconception:\nDoes not realise that a pictogram needs a title or question\n\nQuestion:\n![A pictogram is shown. One smiley face = 12 people. Salt and vinegar 2 faces. Ready salted 1 face. Prawn cocktail 3.5 faces. Other 2 faces]() What is missing from this pictogram?\n\nOptions:\nA. What question was asked\nB. Nothing\nC. A key\nD. Other needs to\nsay what\nflavour it is\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "752:D", "QuestionText": "![A pictogram is shown. One smiley face = 12 people. Salt and vinegar 2 faces. Ready salted 1 face. Prawn cocktail 3.5 faces. Other 2 faces]() What is missing from this pictogram?", "AnswerAText": "What question was asked", "AnswerBText": "Nothing", "AnswerCText": "A key", "AnswerDText": "Other needs to\nsay what\nflavour it is", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Other needs to\nsay what\nflavour it is", "MisconceptionId": "252", "MisconceptionName": "Does not think 'other' is an acceptable category for data", "prompt": "Misconception:\nDoes not think 'other' is an acceptable category for data\n\nQuestion:\n![A pictogram is shown. One smiley face = 12 people. Salt and vinegar 2 faces. Ready salted 1 face. Prawn cocktail 3.5 faces. Other 2 faces]() What is missing from this pictogram?\n\nOptions:\nA. What question was asked\nB. Nothing\nC. A key\nD. Other needs to\nsay what\nflavour it is\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "753:B", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (1,2) and (0,6).]()", "AnswerAText": "\\( -1 \\)", "AnswerBText": "\\( -\\frac{1}{4} \\)", "AnswerCText": "\\( -1.5 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -\\frac{1}{4} \\)", "MisconceptionId": "1704", "MisconceptionName": "Believes gradient = change in x/change in y", "prompt": "Misconception:\nBelieves gradient = change in x/change in y\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (1,2) and (0,6).]()\n\nOptions:\nA. \\( -1 \\)\nB. \\( -\\frac{1}{4} \\)\nC. \\( -1.5 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "753:C", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (1,2) and (0,6).]()", "AnswerAText": "\\( -1 \\)", "AnswerBText": "\\( -\\frac{1}{4} \\)", "AnswerCText": "\\( -1.5 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -1.5 \\)", "MisconceptionId": "1849", "MisconceptionName": "Believes the gradient of a line is given by the x intercept", "prompt": "Misconception:\nBelieves the gradient of a line is given by the x intercept\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (1,2) and (0,6).]()\n\nOptions:\nA. \\( -1 \\)\nB. \\( -\\frac{1}{4} \\)\nC. \\( -1.5 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "754:A", "QuestionText": "Sally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{p} \\) ? ![A set of axes with the quadratic graph y=x^2-2x-3 drawn on.]()", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1537", "MisconceptionName": "Believes that in completed square form, the x co-ordinate of the turning point has the same sign as the constant in the brackets.", "prompt": "Misconception:\nBelieves that in completed square form, the x co-ordinate of the turning point has the same sign as the constant in the brackets.\n\nQuestion:\nSally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{p} \\) ? ![A set of axes with the quadratic graph y=x^2-2x-3 drawn on.]()\n\nOptions:\nA. \\( 1 \\)\nB. \\( -1 \\)\nC. \\( 4 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "754:C", "QuestionText": "Sally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{p} \\) ? ![A set of axes with the quadratic graph y=x^2-2x-3 drawn on.]()", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( -4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "141", "MisconceptionName": "In completed square form, confuses the x and y coordinates of the turning point", "prompt": "Misconception:\nIn completed square form, confuses the x and y coordinates of the turning point\n\nQuestion:\nSally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{p} \\) ? ![A set of axes with the quadratic graph y=x^2-2x-3 drawn on.]()\n\nOptions:\nA. \\( 1 \\)\nB. \\( -1 \\)\nC. \\( 4 \\)\nD. \\( -4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "755:B", "QuestionText": "\\( 70.04-0.1= \\)", "AnswerAText": "\\( 69.93 \\)", "AnswerBText": "\\( 70.94 \\)", "AnswerCText": "\\( 70.03 \\)", "AnswerDText": "\\( 69.94 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 70.94 \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\n\\( 70.04-0.1= \\)\n\nOptions:\nA. \\( 69.93 \\)\nB. \\( 70.94 \\)\nC. \\( 70.03 \\)\nD. \\( 69.94 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "755:C", "QuestionText": "\\( 70.04-0.1= \\)", "AnswerAText": "\\( 69.93 \\)", "AnswerBText": "\\( 70.94 \\)", "AnswerCText": "\\( 70.03 \\)", "AnswerDText": "\\( 69.94 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 70.03 \\)", "MisconceptionId": "2346", "MisconceptionName": "When subtracting decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 70.04-0.1= \\)\n\nOptions:\nA. \\( 69.93 \\)\nB. \\( 70.94 \\)\nC. \\( 70.03 \\)\nD. \\( 69.94 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "756:A", "QuestionText": "\\( 10 \\) litres \\( =\\square \\) cubic metres", "AnswerAText": "\\( 10000 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 0.01 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 10000 \\)", "MisconceptionId": "1651", "MisconceptionName": "Multiplies when converting to a larger unit", "prompt": "Misconception:\nMultiplies when converting to a larger unit\n\nQuestion:\n\\( 10 \\) litres \\( =\\square \\) cubic metres\n\nOptions:\nA. \\( 10000 \\)\nB. \\( 100 \\)\nC. \\( 10 \\)\nD. \\( 0.01 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "756:C", "QuestionText": "\\( 10 \\) litres \\( =\\square \\) cubic metres", "AnswerAText": "\\( 10000 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 0.01 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "230", "MisconceptionName": "Thinks 1l = 1 cubic metre", "prompt": "Misconception:\nThinks 1l = 1 cubic metre\n\nQuestion:\n\\( 10 \\) litres \\( =\\square \\) cubic metres\n\nOptions:\nA. \\( 10000 \\)\nB. \\( 100 \\)\nC. \\( 10 \\)\nD. \\( 0.01 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "757:A", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"Square root\" written inside it and the final rectangle has \"output\" written above it and \"12\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( \\sqrt{12} \\)", "AnswerDText": "\\( 144 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "1948", "MisconceptionName": "Believes the inverse of square rooting is doubling", "prompt": "Misconception:\nBelieves the inverse of square rooting is doubling\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"Square root\" written inside it and the final rectangle has \"output\" written above it and \"12\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 6 \\)\nC. \\( \\sqrt{12} \\)\nD. \\( 144 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "757:B", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"Square root\" written inside it and the final rectangle has \"output\" written above it and \"12\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( \\sqrt{12} \\)", "AnswerDText": "\\( 144 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2539", "MisconceptionName": "Believes the inverse of square rooting is halving", "prompt": "Misconception:\nBelieves the inverse of square rooting is halving\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"Square root\" written inside it and the final rectangle has \"output\" written above it and \"12\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 6 \\)\nC. \\( \\sqrt{12} \\)\nD. \\( 144 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "757:C", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"Square root\" written inside it and the final rectangle has \"output\" written above it and \"12\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( \\sqrt{12} \\)", "AnswerDText": "\\( 144 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\sqrt{12} \\)", "MisconceptionId": "458", "MisconceptionName": "When finding an input of a function machine thinks you apply the operations given rather than the inverse operation.", "prompt": "Misconception:\nWhen finding an input of a function machine thinks you apply the operations given rather than the inverse operation.\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"Square root\" written inside it and the final rectangle has \"output\" written above it and \"12\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 6 \\)\nC. \\( \\sqrt{12} \\)\nD. \\( 144 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "758:A", "QuestionText": "Calculate \\( t \\). ![Two parallel horizontal lines with a transversal. The lower interior angle to the right of the transversal is marked 't'. The angle to the right of the transversal and lying above the upper parallel line is marked '78'. ]()", "AnswerAText": "\\( t=12^{\\circ} \\)", "AnswerBText": "\\( t=78^{\\circ} \\)", "AnswerCText": "\\( t=102^{\\circ} \\)", "AnswerDText": "\\( t=282^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( t=12^{\\circ} \\)", "MisconceptionId": "426", "MisconceptionName": "Believes corresponding angles sum to 90 degrees", "prompt": "Misconception:\nBelieves corresponding angles sum to 90 degrees\n\nQuestion:\nCalculate \\( t \\). ![Two parallel horizontal lines with a transversal. The lower interior angle to the right of the transversal is marked 't'. The angle to the right of the transversal and lying above the upper parallel line is marked '78'. ]()\n\nOptions:\nA. \\( t=12^{\\circ} \\)\nB. \\( t=78^{\\circ} \\)\nC. \\( t=102^{\\circ} \\)\nD. \\( t=282^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "758:C", "QuestionText": "Calculate \\( t \\). ![Two parallel horizontal lines with a transversal. The lower interior angle to the right of the transversal is marked 't'. The angle to the right of the transversal and lying above the upper parallel line is marked '78'. ]()", "AnswerAText": "\\( t=12^{\\circ} \\)", "AnswerBText": "\\( t=78^{\\circ} \\)", "AnswerCText": "\\( t=102^{\\circ} \\)", "AnswerDText": "\\( t=282^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( t=102^{\\circ} \\)", "MisconceptionId": "236", "MisconceptionName": "Thinks corresponding angles sum to 180 degrees", "prompt": "Misconception:\nThinks corresponding angles sum to 180 degrees\n\nQuestion:\nCalculate \\( t \\). ![Two parallel horizontal lines with a transversal. The lower interior angle to the right of the transversal is marked 't'. The angle to the right of the transversal and lying above the upper parallel line is marked '78'. ]()\n\nOptions:\nA. \\( t=12^{\\circ} \\)\nB. \\( t=78^{\\circ} \\)\nC. \\( t=102^{\\circ} \\)\nD. \\( t=282^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "758:D", "QuestionText": "Calculate \\( t \\). ![Two parallel horizontal lines with a transversal. The lower interior angle to the right of the transversal is marked 't'. The angle to the right of the transversal and lying above the upper parallel line is marked '78'. ]()", "AnswerAText": "\\( t=12^{\\circ} \\)", "AnswerBText": "\\( t=78^{\\circ} \\)", "AnswerCText": "\\( t=102^{\\circ} \\)", "AnswerDText": "\\( t=282^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( t=282^{\\circ} \\)", "MisconceptionId": "48", "MisconceptionName": "Thinks corresponding angles sum to 360 degrees", "prompt": "Misconception:\nThinks corresponding angles sum to 360 degrees\n\nQuestion:\nCalculate \\( t \\). ![Two parallel horizontal lines with a transversal. The lower interior angle to the right of the transversal is marked 't'. The angle to the right of the transversal and lying above the upper parallel line is marked '78'. ]()\n\nOptions:\nA. \\( t=12^{\\circ} \\)\nB. \\( t=78^{\\circ} \\)\nC. \\( t=102^{\\circ} \\)\nD. \\( t=282^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "759:B", "QuestionText": "![A rectangle with one part shaded, labelled with dimensions 20, 8 and 6]() Which of the following calculations would correctly work out the area of the section shaded with a solid colour?", "AnswerAText": "\\( 8 \\times 20-8 \\times 6 \\)", "AnswerBText": "\\( 8 \\times 20+8 \\times 6 \\)", "AnswerCText": "\\( 8 \\times 14-8 \\times 6 \\)", "AnswerDText": "\\( 8 \\times 14+8 \\times 6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 8 \\times 20+8 \\times 6 \\)", "MisconceptionId": "709", "MisconceptionName": "Adds instead of subtracts when using an area model for multiplication", "prompt": "Misconception:\nAdds instead of subtracts when using an area model for multiplication\n\nQuestion:\n![A rectangle with one part shaded, labelled with dimensions 20, 8 and 6]() Which of the following calculations would correctly work out the area of the section shaded with a solid colour?\n\nOptions:\nA. \\( 8 \\times 20-8 \\times 6 \\)\nB. \\( 8 \\times 20+8 \\times 6 \\)\nC. \\( 8 \\times 14-8 \\times 6 \\)\nD. \\( 8 \\times 14+8 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "759:C", "QuestionText": "![A rectangle with one part shaded, labelled with dimensions 20, 8 and 6]() Which of the following calculations would correctly work out the area of the section shaded with a solid colour?", "AnswerAText": "\\( 8 \\times 20-8 \\times 6 \\)", "AnswerBText": "\\( 8 \\times 20+8 \\times 6 \\)", "AnswerCText": "\\( 8 \\times 14-8 \\times 6 \\)", "AnswerDText": "\\( 8 \\times 14+8 \\times 6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8 \\times 14-8 \\times 6 \\)", "MisconceptionId": "1295", "MisconceptionName": "When finding part of the area of a shape, subtracts from the side length before multiplying but still subtracts the unshaded area too.", "prompt": "Misconception:\nWhen finding part of the area of a shape, subtracts from the side length before multiplying but still subtracts the unshaded area too.\n\nQuestion:\n![A rectangle with one part shaded, labelled with dimensions 20, 8 and 6]() Which of the following calculations would correctly work out the area of the section shaded with a solid colour?\n\nOptions:\nA. \\( 8 \\times 20-8 \\times 6 \\)\nB. \\( 8 \\times 20+8 \\times 6 \\)\nC. \\( 8 \\times 14-8 \\times 6 \\)\nD. \\( 8 \\times 14+8 \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "760:A", "QuestionText": "Tom and Katie are discussing this bar model ![\\begin{tabular}{|l|l|l|l|l|}\n\\hline \\multicolumn{5}{|c|}{\\( 205 \\)} \\\\\n\\hline \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) \\\\\n\\hline\n\\end{tabular}]() Tom uses the bar model to write:\n\\[\n205 \\div 5=41\n\\] Katie uses the bar model to write:\n\\[\n205 \\div 41=5\n\\]", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1839", "MisconceptionName": "Does not know how to use a bar model to write division facts", "prompt": "Misconception:\nDoes not know how to use a bar model to write division facts\n\nQuestion:\nTom and Katie are discussing this bar model ![\\begin{tabular}{|l|l|l|l|l|}\n\\hline \\multicolumn{5}{|c|}{\\( 205 \\)} \\\\\n\\hline \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) \\\\\n\\hline\n\\end{tabular}]() Tom uses the bar model to write:\n\\[\n205 \\div 5=41\n\\] Katie uses the bar model to write:\n\\[\n205 \\div 41=5\n\\]\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "760:B", "QuestionText": "Tom and Katie are discussing this bar model ![\\begin{tabular}{|l|l|l|l|l|}\n\\hline \\multicolumn{5}{|c|}{\\( 205 \\)} \\\\\n\\hline \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) \\\\\n\\hline\n\\end{tabular}]() Tom uses the bar model to write:\n\\[\n205 \\div 5=41\n\\] Katie uses the bar model to write:\n\\[\n205 \\div 41=5\n\\]", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1839", "MisconceptionName": "Does not know how to use a bar model to write division facts", "prompt": "Misconception:\nDoes not know how to use a bar model to write division facts\n\nQuestion:\nTom and Katie are discussing this bar model ![\\begin{tabular}{|l|l|l|l|l|}\n\\hline \\multicolumn{5}{|c|}{\\( 205 \\)} \\\\\n\\hline \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) \\\\\n\\hline\n\\end{tabular}]() Tom uses the bar model to write:\n\\[\n205 \\div 5=41\n\\] Katie uses the bar model to write:\n\\[\n205 \\div 41=5\n\\]\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "760:D", "QuestionText": "Tom and Katie are discussing this bar model ![\\begin{tabular}{|l|l|l|l|l|}\n\\hline \\multicolumn{5}{|c|}{\\( 205 \\)} \\\\\n\\hline \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) \\\\\n\\hline\n\\end{tabular}]() Tom uses the bar model to write:\n\\[\n205 \\div 5=41\n\\] Katie uses the bar model to write:\n\\[\n205 \\div 41=5\n\\]", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1839", "MisconceptionName": "Does not know how to use a bar model to write division facts", "prompt": "Misconception:\nDoes not know how to use a bar model to write division facts\n\nQuestion:\nTom and Katie are discussing this bar model ![\\begin{tabular}{|l|l|l|l|l|}\n\\hline \\multicolumn{5}{|c|}{\\( 205 \\)} \\\\\n\\hline \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) & \\( 41 \\) \\\\\n\\hline\n\\end{tabular}]() Tom uses the bar model to write:\n\\[\n205 \\div 5=41\n\\] Katie uses the bar model to write:\n\\[\n205 \\div 41=5\n\\]\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "761:B", "QuestionText": "These are fair spinners\n\nHow many possible outcomes are there if they are spun together and both scores are recorded? ![Two spinners. One is a four-sided spinner with 4 equal sections labelled 1, 2, 3 and 4. One is a five-sided spinner with 5 equal sections labelled 1, 2, 3, 4 and 5.]()", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2279", "MisconceptionName": "Adds rather than multiplies when using the product rule for counting", "prompt": "Misconception:\nAdds rather than multiplies when using the product rule for counting\n\nQuestion:\nThese are fair spinners\n\nHow many possible outcomes are there if they are spun together and both scores are recorded? ![Two spinners. One is a four-sided spinner with 4 equal sections labelled 1, 2, 3 and 4. One is a five-sided spinner with 5 equal sections labelled 1, 2, 3, 4 and 5.]()\n\nOptions:\nA. \\( 20 \\)\nB. \\( 9 \\)\nC. \\( 5 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "761:C", "QuestionText": "These are fair spinners\n\nHow many possible outcomes are there if they are spun together and both scores are recorded? ![Two spinners. One is a four-sided spinner with 4 equal sections labelled 1, 2, 3 and 4. One is a five-sided spinner with 5 equal sections labelled 1, 2, 3, 4 and 5.]()", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "2094", "MisconceptionName": "Confuses all possible outcomes with options available", "prompt": "Misconception:\nConfuses all possible outcomes with options available\n\nQuestion:\nThese are fair spinners\n\nHow many possible outcomes are there if they are spun together and both scores are recorded? ![Two spinners. One is a four-sided spinner with 4 equal sections labelled 1, 2, 3 and 4. One is a five-sided spinner with 5 equal sections labelled 1, 2, 3, 4 and 5.]()\n\nOptions:\nA. \\( 20 \\)\nB. \\( 9 \\)\nC. \\( 5 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "762:C", "QuestionText": "\\( 5 \\frac{3}{5}-2 \\frac{1}{2}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( \\frac{23}{3} \\)", "AnswerBText": "\\( 3 \\frac{1}{10} \\)", "AnswerCText": "\\( \\frac{31}{10} \\)", "AnswerDText": "\\( 3 \\frac{2}{3} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{31}{10} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\n\\( 5 \\frac{3}{5}-2 \\frac{1}{2}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( \\frac{23}{3} \\)\nB. \\( 3 \\frac{1}{10} \\)\nC. \\( \\frac{31}{10} \\)\nD. \\( 3 \\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "762:D", "QuestionText": "\\( 5 \\frac{3}{5}-2 \\frac{1}{2}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( \\frac{23}{3} \\)", "AnswerBText": "\\( 3 \\frac{1}{10} \\)", "AnswerCText": "\\( \\frac{31}{10} \\)", "AnswerDText": "\\( 3 \\frac{2}{3} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 \\frac{2}{3} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\( 5 \\frac{3}{5}-2 \\frac{1}{2}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( \\frac{23}{3} \\)\nB. \\( 3 \\frac{1}{10} \\)\nC. \\( \\frac{31}{10} \\)\nD. \\( 3 \\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "763:A", "QuestionText": "What is the equation of this curve? ![A quadratic curve that passes through (-2,0) and (1,0) on the x-axis.]()", "AnswerAText": "\\( y=(x-2)(x+1) \\)", "AnswerBText": "\\( y=(x-1)(x+2) \\)", "AnswerCText": "\\( y=x^{2}-2 \\)", "AnswerDText": "\\( y=x^{2}-2 x \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y=(x-2)(x+1) \\)", "MisconceptionId": "224", "MisconceptionName": "Forgets to swap the sign of roots when placing into brackets", "prompt": "Misconception:\nForgets to swap the sign of roots when placing into brackets\n\nQuestion:\nWhat is the equation of this curve? ![A quadratic curve that passes through (-2,0) and (1,0) on the x-axis.]()\n\nOptions:\nA. \\( y=(x-2)(x+1) \\)\nB. \\( y=(x-1)(x+2) \\)\nC. \\( y=x^{2}-2 \\)\nD. \\( y=x^{2}-2 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "763:C", "QuestionText": "What is the equation of this curve? ![A quadratic curve that passes through (-2,0) and (1,0) on the x-axis.]()", "AnswerAText": "\\( y=(x-2)(x+1) \\)", "AnswerBText": "\\( y=(x-1)(x+2) \\)", "AnswerCText": "\\( y=x^{2}-2 \\)", "AnswerDText": "\\( y=x^{2}-2 x \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( y=x^{2}-2 \\)", "MisconceptionId": "2425", "MisconceptionName": "Believes both solutions of a quadratic will have the same absolute value, even when the graph is not symmetrical about the y axis", "prompt": "Misconception:\nBelieves both solutions of a quadratic will have the same absolute value, even when the graph is not symmetrical about the y axis\n\nQuestion:\nWhat is the equation of this curve? ![A quadratic curve that passes through (-2,0) and (1,0) on the x-axis.]()\n\nOptions:\nA. \\( y=(x-2)(x+1) \\)\nB. \\( y=(x-1)(x+2) \\)\nC. \\( y=x^{2}-2 \\)\nD. \\( y=x^{2}-2 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "764:C", "QuestionText": "\"Common multiples of \\( 2 \\) and \\( 5 \\) are also multiples of \\( 25 \" \\)\nIs this statement...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "never true", "MisconceptionId": "2417", "MisconceptionName": "Does not use the associative property of multiplication to find other factors of a number", "prompt": "Misconception:\nDoes not use the associative property of multiplication to find other factors of a number\n\nQuestion:\n\"Common multiples of \\( 2 \\) and \\( 5 \\) are also multiples of \\( 25 \" \\)\nIs this statement...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "764:D", "QuestionText": "\"Common multiples of \\( 2 \\) and \\( 5 \\) are also multiples of \\( 25 \" \\)\nIs this statement...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Impossible to say", "MisconceptionId": "2417", "MisconceptionName": "Does not use the associative property of multiplication to find other factors of a number", "prompt": "Misconception:\nDoes not use the associative property of multiplication to find other factors of a number\n\nQuestion:\n\"Common multiples of \\( 2 \\) and \\( 5 \\) are also multiples of \\( 25 \" \\)\nIs this statement...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "765:B", "QuestionText": "Which of the following shapes is a triangular prism?", "AnswerAText": "![The correct answer]()", "AnswerBText": "![An incorrect answer]()", "AnswerCText": "![An incorrect answer]()", "AnswerDText": "![An incorrect answer]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![An incorrect answer]()", "MisconceptionId": "2241", "MisconceptionName": "Confuses triangular prism with pyramid", "prompt": "Misconception:\nConfuses triangular prism with pyramid\n\nQuestion:\nWhich of the following shapes is a triangular prism?\n\nOptions:\nA. ![The correct answer]()\nB. ![An incorrect answer]()\nC. ![An incorrect answer]()\nD. ![An incorrect answer]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "765:C", "QuestionText": "Which of the following shapes is a triangular prism?", "AnswerAText": "![The correct answer]()", "AnswerBText": "![An incorrect answer]()", "AnswerCText": "![An incorrect answer]()", "AnswerDText": "![An incorrect answer]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![An incorrect answer]()", "MisconceptionId": "2025", "MisconceptionName": "Does not realise a triangular prism is a 3D shape", "prompt": "Misconception:\nDoes not realise a triangular prism is a 3D shape\n\nQuestion:\nWhich of the following shapes is a triangular prism?\n\nOptions:\nA. ![The correct answer]()\nB. ![An incorrect answer]()\nC. ![An incorrect answer]()\nD. ![An incorrect answer]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "765:D", "QuestionText": "Which of the following shapes is a triangular prism?", "AnswerAText": "![The correct answer]()", "AnswerBText": "![An incorrect answer]()", "AnswerCText": "![An incorrect answer]()", "AnswerDText": "![An incorrect answer]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![An incorrect answer]()", "MisconceptionId": "1927", "MisconceptionName": "Does not know the definition of a prism", "prompt": "Misconception:\nDoes not know the definition of a prism\n\nQuestion:\nWhich of the following shapes is a triangular prism?\n\nOptions:\nA. ![The correct answer]()\nB. ![An incorrect answer]()\nC. ![An incorrect answer]()\nD. ![An incorrect answer]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "766:B", "QuestionText": "Dave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} How many people did Dave record the results of?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1560", "MisconceptionName": "Mistakes the number of rows for the total frequency in a frequency table", "prompt": "Misconception:\nMistakes the number of rows for the total frequency in a frequency table\n\nQuestion:\nDave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} How many people did Dave record the results of?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 5 \\)\nC. \\( 10 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "766:C", "QuestionText": "Dave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} How many people did Dave record the results of?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "2166", "MisconceptionName": "Adds up the variable column when asked for total frequency", "prompt": "Misconception:\nAdds up the variable column when asked for total frequency\n\nQuestion:\nDave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} How many people did Dave record the results of?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 5 \\)\nC. \\( 10 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "767:A", "QuestionText": "Which of these statements is false?", "AnswerAText": "\"All circles are similar\"", "AnswerBText": "\"All equilateral triangles are similar\"", "AnswerCText": "\"All rhombuses are similar\"", "AnswerDText": "\"All regular decagons are similar\"", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\"All circles are similar\"", "MisconceptionId": "1895", "MisconceptionName": "Does not realise that all circles are similar", "prompt": "Misconception:\nDoes not realise that all circles are similar\n\nQuestion:\nWhich of these statements is false?\n\nOptions:\nA. \"All circles are similar\"\nB. \"All equilateral triangles are similar\"\nC. \"All rhombuses are similar\"\nD. \"All regular decagons are similar\"\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "767:B", "QuestionText": "Which of these statements is false?", "AnswerAText": "\"All circles are similar\"", "AnswerBText": "\"All equilateral triangles are similar\"", "AnswerCText": "\"All rhombuses are similar\"", "AnswerDText": "\"All regular decagons are similar\"", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\"All equilateral triangles are similar\"", "MisconceptionId": "1509", "MisconceptionName": "Does not realise that all regular shapes of a certain type will be similar", "prompt": "Misconception:\nDoes not realise that all regular shapes of a certain type will be similar\n\nQuestion:\nWhich of these statements is false?\n\nOptions:\nA. \"All circles are similar\"\nB. \"All equilateral triangles are similar\"\nC. \"All rhombuses are similar\"\nD. \"All regular decagons are similar\"\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "767:D", "QuestionText": "Which of these statements is false?", "AnswerAText": "\"All circles are similar\"", "AnswerBText": "\"All equilateral triangles are similar\"", "AnswerCText": "\"All rhombuses are similar\"", "AnswerDText": "\"All regular decagons are similar\"", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\"All regular decagons are similar\"", "MisconceptionId": "1509", "MisconceptionName": "Does not realise that all regular shapes of a certain type will be similar", "prompt": "Misconception:\nDoes not realise that all regular shapes of a certain type will be similar\n\nQuestion:\nWhich of these statements is false?\n\nOptions:\nA. \"All circles are similar\"\nB. \"All equilateral triangles are similar\"\nC. \"All rhombuses are similar\"\nD. \"All regular decagons are similar\"\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "768:B", "QuestionText": "What number is \\( 10,000 \\) more than \\( 899,051 \\) ?", "AnswerAText": "\\( 909,051 \\)", "AnswerBText": "\\( 809,051 \\)", "AnswerCText": "\\( 999,051 \\)", "AnswerDText": "\\( 8,990,510,000 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 809,051 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat number is \\( 10,000 \\) more than \\( 899,051 \\) ?\n\nOptions:\nA. \\( 909,051 \\)\nB. \\( 809,051 \\)\nC. \\( 999,051 \\)\nD. \\( 8,990,510,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "768:C", "QuestionText": "What number is \\( 10,000 \\) more than \\( 899,051 \\) ?", "AnswerAText": "\\( 909,051 \\)", "AnswerBText": "\\( 809,051 \\)", "AnswerCText": "\\( 999,051 \\)", "AnswerDText": "\\( 8,990,510,000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 999,051 \\)", "MisconceptionId": "1533", "MisconceptionName": "When adding powers of 10 adds onto the wrong column", "prompt": "Misconception:\nWhen adding powers of 10 adds onto the wrong column\n\nQuestion:\nWhat number is \\( 10,000 \\) more than \\( 899,051 \\) ?\n\nOptions:\nA. \\( 909,051 \\)\nB. \\( 809,051 \\)\nC. \\( 999,051 \\)\nD. \\( 8,990,510,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "768:D", "QuestionText": "What number is \\( 10,000 \\) more than \\( 899,051 \\) ?", "AnswerAText": "\\( 909,051 \\)", "AnswerBText": "\\( 809,051 \\)", "AnswerCText": "\\( 999,051 \\)", "AnswerDText": "\\( 8,990,510,000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 8,990,510,000 \\)", "MisconceptionId": "126", "MisconceptionName": "Multiplies rather than adds when given the command word 'more'", "prompt": "Misconception:\nMultiplies rather than adds when given the command word 'more'\n\nQuestion:\nWhat number is \\( 10,000 \\) more than \\( 899,051 \\) ?\n\nOptions:\nA. \\( 909,051 \\)\nB. \\( 809,051 \\)\nC. \\( 999,051 \\)\nD. \\( 8,990,510,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "769:A", "QuestionText": "\\( 3 \\) kilograms \\( =\\bigstar \\) grams What should replace the star?", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1954", "MisconceptionName": "Divides when converting to a smaller unit", "prompt": "Misconception:\nDivides when converting to a smaller unit\n\nQuestion:\n\\( 3 \\) kilograms \\( =\\bigstar \\) grams What should replace the star?\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "769:B", "QuestionText": "\\( 3 \\) kilograms \\( =\\bigstar \\) grams What should replace the star?", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1050", "MisconceptionName": "Thinks there are 10g in a kilogram", "prompt": "Misconception:\nThinks there are 10g in a kilogram\n\nQuestion:\n\\( 3 \\) kilograms \\( =\\bigstar \\) grams What should replace the star?\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "769:C", "QuestionText": "\\( 3 \\) kilograms \\( =\\bigstar \\) grams What should replace the star?", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "784", "MisconceptionName": "Thinks there are 100g in a kilogram", "prompt": "Misconception:\nThinks there are 100g in a kilogram\n\nQuestion:\n\\( 3 \\) kilograms \\( =\\bigstar \\) grams What should replace the star?\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "770:B", "QuestionText": "Tom and Katie are arguing about the answer to \\( \\frac{1}{5} \\times 9 \\)\nTom says \\( \\frac{1}{5} \\times 9=1 \\frac{4}{5} \\)\nKatie says \\( \\frac{1}{5} \\times 9=\\frac{9}{45} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1976", "MisconceptionName": "When multiplying a fraction by an integer, multiplies both numerator and denominator by the integer", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies both numerator and denominator by the integer\n\nQuestion:\nTom and Katie are arguing about the answer to \\( \\frac{1}{5} \\times 9 \\)\nTom says \\( \\frac{1}{5} \\times 9=1 \\frac{4}{5} \\)\nKatie says \\( \\frac{1}{5} \\times 9=\\frac{9}{45} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "771:B", "QuestionText": "Which of the following graphs is most likely to illustrate the time taken to complete a job \\( (t) \\) changes depending on the number of people working on it \\( (p) \\)", "AnswerAText": "![A straight line from bottom left to top right, starting from above the origin ]()", "AnswerBText": "![A straight line from top left to bottom right, starting from above the origin]()", "AnswerCText": "![A curved line from top left rapidly descending as it moves right before slowing down and levelling out ]()", "AnswerDText": "![A straight line from bottom left to top right, starting from the origin]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A straight line from top left to bottom right, starting from above the origin]()", "MisconceptionId": "16", "MisconceptionName": "Believes that graphs of inverse proportion meet the axes", "prompt": "Misconception:\nBelieves that graphs of inverse proportion meet the axes\n\nQuestion:\nWhich of the following graphs is most likely to illustrate the time taken to complete a job \\( (t) \\) changes depending on the number of people working on it \\( (p) \\)\n\nOptions:\nA. ![A straight line from bottom left to top right, starting from above the origin ]()\nB. ![A straight line from top left to bottom right, starting from above the origin]()\nC. ![A curved line from top left rapidly descending as it moves right before slowing down and levelling out ]()\nD. ![A straight line from bottom left to top right, starting from the origin]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "771:D", "QuestionText": "Which of the following graphs is most likely to illustrate the time taken to complete a job \\( (t) \\) changes depending on the number of people working on it \\( (p) \\)", "AnswerAText": "![A straight line from bottom left to top right, starting from above the origin ]()", "AnswerBText": "![A straight line from top left to bottom right, starting from above the origin]()", "AnswerCText": "![A curved line from top left rapidly descending as it moves right before slowing down and levelling out ]()", "AnswerDText": "![A straight line from bottom left to top right, starting from the origin]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A straight line from bottom left to top right, starting from the origin]()", "MisconceptionId": "766", "MisconceptionName": "Confuses the graphs of  direct and inverse proportion", "prompt": "Misconception:\nConfuses the graphs of  direct and inverse proportion\n\nQuestion:\nWhich of the following graphs is most likely to illustrate the time taken to complete a job \\( (t) \\) changes depending on the number of people working on it \\( (p) \\)\n\nOptions:\nA. ![A straight line from bottom left to top right, starting from above the origin ]()\nB. ![A straight line from top left to bottom right, starting from above the origin]()\nC. ![A curved line from top left rapidly descending as it moves right before slowing down and levelling out ]()\nD. ![A straight line from bottom left to top right, starting from the origin]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "772:A", "QuestionText": "Work out:\n\\[\n0.03 \\times 12\n\\]", "AnswerAText": "\\( 0.036 \\)", "AnswerBText": "\\( 0.306 \\)", "AnswerCText": "\\( 0.36 \\)", "AnswerDText": "\\( 3.6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.036 \\)", "MisconceptionId": "1035", "MisconceptionName": "When multiplying a decimal less than 1 by an integer, gives an answer 10 times smaller than it should be", "prompt": "Misconception:\nWhen multiplying a decimal less than 1 by an integer, gives an answer 10 times smaller than it should be\n\nQuestion:\nWork out:\n\\[\n0.03 \\times 12\n\\]\n\nOptions:\nA. \\( 0.036 \\)\nB. \\( 0.306 \\)\nC. \\( 0.36 \\)\nD. \\( 3.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "772:B", "QuestionText": "Work out:\n\\[\n0.03 \\times 12\n\\]", "AnswerAText": "\\( 0.036 \\)", "AnswerBText": "\\( 0.306 \\)", "AnswerCText": "\\( 0.36 \\)", "AnswerDText": "\\( 3.6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.306 \\)", "MisconceptionId": "151", "MisconceptionName": "When dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.", "prompt": "Misconception:\nWhen dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.\n\nQuestion:\nWork out:\n\\[\n0.03 \\times 12\n\\]\n\nOptions:\nA. \\( 0.036 \\)\nB. \\( 0.306 \\)\nC. \\( 0.36 \\)\nD. \\( 3.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "772:D", "QuestionText": "Work out:\n\\[\n0.03 \\times 12\n\\]", "AnswerAText": "\\( 0.036 \\)", "AnswerBText": "\\( 0.306 \\)", "AnswerCText": "\\( 0.36 \\)", "AnswerDText": "\\( 3.6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3.6 \\)", "MisconceptionId": "2350", "MisconceptionName": "When multiplying a decimal less than 1 by an integer, gives an answer 10 times bigger than it should be", "prompt": "Misconception:\nWhen multiplying a decimal less than 1 by an integer, gives an answer 10 times bigger than it should be\n\nQuestion:\nWork out:\n\\[\n0.03 \\times 12\n\\]\n\nOptions:\nA. \\( 0.036 \\)\nB. \\( 0.306 \\)\nC. \\( 0.36 \\)\nD. \\( 3.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "773:B", "QuestionText": "\\( 3000 \\mathrm{ml} \\) is the same as \\(___\\) litres", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000000 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1120", "MisconceptionName": "Thinks there are 100 ml in a litre", "prompt": "Misconception:\nThinks there are 100 ml in a litre\n\nQuestion:\n\\( 3000 \\mathrm{ml} \\) is the same as \\(___\\) litres\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "773:C", "QuestionText": "\\( 3000 \\mathrm{ml} \\) is the same as \\(___\\) litres", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "1645", "MisconceptionName": "Thinks there are 10ml in a litre", "prompt": "Misconception:\nThinks there are 10ml in a litre\n\nQuestion:\n\\( 3000 \\mathrm{ml} \\) is the same as \\(___\\) litres\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "773:D", "QuestionText": "\\( 3000 \\mathrm{ml} \\) is the same as \\(___\\) litres", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3000000 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 3000 \\mathrm{ml} \\) is the same as \\(___\\) litres\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "774:C", "QuestionText": "Which letter describes the region where \\( \\boldsymbol{x}+\\boldsymbol{y} \\leq \\mathbf{3} \\) and \\( \\boldsymbol{y} \\geq \\mathbf{1} \\) ? ![Image is a set of axes with two straight lines drawn. One is x+y=3, which goes through (0,3) and (3,0). The other is y=1 which is a horizontal line going through (0,1). Letter A is in the region that is under x+y=3 and above y=1. Letter B is in the region above both lines. Letter C is in the region that is under y=1 and above x+y=3. Letter D is in the region below both lines.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich letter describes the region where \\( \\boldsymbol{x}+\\boldsymbol{y} \\leq \\mathbf{3} \\) and \\( \\boldsymbol{y} \\geq \\mathbf{1} \\) ? ![Image is a set of axes with two straight lines drawn. One is x+y=3, which goes through (0,3) and (3,0). The other is y=1 which is a horizontal line going through (0,1). Letter A is in the region that is under x+y=3 and above y=1. Letter B is in the region above both lines. Letter C is in the region that is under y=1 and above x+y=3. Letter D is in the region below both lines.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "775:B", "QuestionText": "\\( 3 \\) hours \\( +700 \\) minutes \\( = \\)", "AnswerAText": "\\( 11 \\) hours and \\( 40 \\) minutes", "AnswerBText": "\\( 10 \\) hours", "AnswerCText": "\\( 14 \\) hours and \\( 66 \\) minutes", "AnswerDText": "\\( 14 \\) hours and \\( 40 \\) minutes", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 10 \\) hours", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 3 \\) hours \\( +700 \\) minutes \\( = \\)\n\nOptions:\nA. \\( 11 \\) hours and \\( 40 \\) minutes\nB. \\( 10 \\) hours\nC. \\( 14 \\) hours and \\( 66 \\) minutes\nD. \\( 14 \\) hours and \\( 40 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "775:C", "QuestionText": "\\( 3 \\) hours \\( +700 \\) minutes \\( = \\)", "AnswerAText": "\\( 11 \\) hours and \\( 40 \\) minutes", "AnswerBText": "\\( 10 \\) hours", "AnswerCText": "\\( 14 \\) hours and \\( 66 \\) minutes", "AnswerDText": "\\( 14 \\) hours and \\( 40 \\) minutes", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 14 \\) hours and \\( 66 \\) minutes", "MisconceptionId": "427", "MisconceptionName": "Answers as if there are 100 minutes in an hour when writing minutes as decimals", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when writing minutes as decimals\n\nQuestion:\n\\( 3 \\) hours \\( +700 \\) minutes \\( = \\)\n\nOptions:\nA. \\( 11 \\) hours and \\( 40 \\) minutes\nB. \\( 10 \\) hours\nC. \\( 14 \\) hours and \\( 66 \\) minutes\nD. \\( 14 \\) hours and \\( 40 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "776:A", "QuestionText": "![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the last dash are the only numbers marked on the line. A red arrow is pointing to the 8th dash.]() What number is the arrow pointing to?", "AnswerAText": "\\( 1.5 \\)", "AnswerBText": "\\( 1.8 \\)", "AnswerCText": "\\( 1.9 \\)", "AnswerDText": "\\( 1.75 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1.5 \\)", "MisconceptionId": "1384", "MisconceptionName": "When reading decimals on a number line, assumes each dash is 0.5", "prompt": "Misconception:\nWhen reading decimals on a number line, assumes each dash is 0.5\n\nQuestion:\n![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the last dash are the only numbers marked on the line. A red arrow is pointing to the 8th dash.]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 1.5 \\)\nB. \\( 1.8 \\)\nC. \\( 1.9 \\)\nD. \\( 1.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "776:B", "QuestionText": "![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the last dash are the only numbers marked on the line. A red arrow is pointing to the 8th dash.]() What number is the arrow pointing to?", "AnswerAText": "\\( 1.5 \\)", "AnswerBText": "\\( 1.8 \\)", "AnswerCText": "\\( 1.9 \\)", "AnswerDText": "\\( 1.75 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1.8 \\)", "MisconceptionId": "1047", "MisconceptionName": "Estimates a measurement on a diagram rather than working it out", "prompt": "Misconception:\nEstimates a measurement on a diagram rather than working it out\n\nQuestion:\n![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the last dash are the only numbers marked on the line. A red arrow is pointing to the 8th dash.]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 1.5 \\)\nB. \\( 1.8 \\)\nC. \\( 1.9 \\)\nD. \\( 1.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "776:C", "QuestionText": "![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the last dash are the only numbers marked on the line. A red arrow is pointing to the 8th dash.]() What number is the arrow pointing to?", "AnswerAText": "\\( 1.5 \\)", "AnswerBText": "\\( 1.8 \\)", "AnswerCText": "\\( 1.9 \\)", "AnswerDText": "\\( 1.75 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1.9 \\)", "MisconceptionId": "671", "MisconceptionName": "When reading decimals on a number line, assumes each dash is 0.1", "prompt": "Misconception:\nWhen reading decimals on a number line, assumes each dash is 0.1\n\nQuestion:\n![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the last dash are the only numbers marked on the line. A red arrow is pointing to the 8th dash.]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 1.5 \\)\nB. \\( 1.8 \\)\nC. \\( 1.9 \\)\nD. \\( 1.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "777:D", "QuestionText": "Which of the following best describes how to construct an angle of \\( 60^{\\circ} \\) using a ruler and a pair of compasses?", "AnswerAText": "- Draw a straight line with a ruler\n- Set the compasses to a width equal to the length of the line\n- Draw an arc above the line from one end of the line\n- Do the same from the other end of the line \n- Draw a straight line from the ends of each line to where the arcs intersect \n- Bisect the angle created", "AnswerBText": "- Draw a straight line with a ruler\n- Set the compasses to a width at least the length of the line\n- Draw an arc above the line and below from one end of the line\n- Do the same from the other end of the line\n- Join up where the lines intersect\n- Bisect the angle created", "AnswerCText": "- Draw a straight line with a ruler\n- Set the compasses to a width equal to the length of the line\n- Draw an arc above the line from one end of the line\n- Do the same from the other end of the line \n- Draw a straight line from the ends of each line to where the arcs intersect", "AnswerDText": "- Draw a straight line with a ruler\n- Set the compasses to a width at least the length of the line\n- Draw an arc above the line and below from one end of the line\n- Do the same from the other end of the line \n- Join up where the lines intersect", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "- Draw a straight line with a ruler\n- Set the compasses to a width at least the length of the line\n- Draw an arc above the line and below from one end of the line\n- Do the same from the other end of the line \n- Join up where the lines intersect", "MisconceptionId": "542", "MisconceptionName": "Believes constructing a perpendicular gives an angle of 60 degrees", "prompt": "Misconception:\nBelieves constructing a perpendicular gives an angle of 60 degrees\n\nQuestion:\nWhich of the following best describes how to construct an angle of \\( 60^{\\circ} \\) using a ruler and a pair of compasses?\n\nOptions:\nA. - Draw a straight line with a ruler\n- Set the compasses to a width equal to the length of the line\n- Draw an arc above the line from one end of the line\n- Do the same from the other end of the line \n- Draw a straight line from the ends of each line to where the arcs intersect \n- Bisect the angle created\nB. - Draw a straight line with a ruler\n- Set the compasses to a width at least the length of the line\n- Draw an arc above the line and below from one end of the line\n- Do the same from the other end of the line\n- Join up where the lines intersect\n- Bisect the angle created\nC. - Draw a straight line with a ruler\n- Set the compasses to a width equal to the length of the line\n- Draw an arc above the line from one end of the line\n- Do the same from the other end of the line \n- Draw a straight line from the ends of each line to where the arcs intersect\nD. - Draw a straight line with a ruler\n- Set the compasses to a width at least the length of the line\n- Draw an arc above the line and below from one end of the line\n- Do the same from the other end of the line \n- Join up where the lines intersect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "778:A", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(\n4(m-1)=20\n\\)\nTom says you can write: \\( 4 m=21 \\)\nKatie says you can write: \\( m-1=5 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(\n4(m-1)=20\n\\)\nTom says you can write: \\( 4 m=21 \\)\nKatie says you can write: \\( m-1=5 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "778:C", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(\n4(m-1)=20\n\\)\nTom says you can write: \\( 4 m=21 \\)\nKatie says you can write: \\( m-1=5 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(\n4(m-1)=20\n\\)\nTom says you can write: \\( 4 m=21 \\)\nKatie says you can write: \\( m-1=5 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "778:D", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(\n4(m-1)=20\n\\)\nTom says you can write: \\( 4 m=21 \\)\nKatie says you can write: \\( m-1=5 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1017", "MisconceptionName": "Does not understand how to solve linear two step equations", "prompt": "Misconception:\nDoes not understand how to solve linear two step equations\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(\n4(m-1)=20\n\\)\nTom says you can write: \\( 4 m=21 \\)\nKatie says you can write: \\( m-1=5 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "779:A", "QuestionText": "Tom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 18 x \\) and \\( 29 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "109", "MisconceptionName": "Thinks a factor of the final digit is also a factor of the whole number", "prompt": "Misconception:\nThinks a factor of the final digit is also a factor of the whole number\n\nQuestion:\nTom and Katie are discussing factors\n\nTom says \\( 3 \\) is a common factor of \\( 18 x \\) and \\( 29 y \\)\n\nKatie says \\( x \\) is a common factor of \\( 6 x \\) and \\( 9 y \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "780:A", "QuestionText": "Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says arrowhead\nKatie says rhombus\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "106", "MisconceptionName": "Believes an arrowhead has four equal sides", "prompt": "Misconception:\nBelieves an arrowhead has four equal sides\n\nQuestion:\nTom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says arrowhead\nKatie says rhombus\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "780:C", "QuestionText": "Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says arrowhead\nKatie says rhombus\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "106", "MisconceptionName": "Believes an arrowhead has four equal sides", "prompt": "Misconception:\nBelieves an arrowhead has four equal sides\n\nQuestion:\nTom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says arrowhead\nKatie says rhombus\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "780:D", "QuestionText": "Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says arrowhead\nKatie says rhombus\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "106", "MisconceptionName": "Believes an arrowhead has four equal sides", "prompt": "Misconception:\nBelieves an arrowhead has four equal sides\n\nQuestion:\nTom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says arrowhead\nKatie says rhombus\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "781:A", "QuestionText": "![Q]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1399", "MisconceptionName": "Fails to identify any rotational symmetry", "prompt": "Misconception:\nFails to identify any rotational symmetry\n\nQuestion:\n![Q]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "781:B", "QuestionText": "![Q]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1687", "MisconceptionName": "Gives one fewer order of rotational symmetry than there is", "prompt": "Misconception:\nGives one fewer order of rotational symmetry than there is\n\nQuestion:\n![Q]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "781:D", "QuestionText": "![Q]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![Q]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "782:A", "QuestionText": "Simplify fully (if possible): \\( \\frac{45}{60} \\)", "AnswerAText": "\\( \\frac{9}{12} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{21}{28} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{9}{12} \\)", "MisconceptionId": "1825", "MisconceptionName": "Does not fully simplify fraction", "prompt": "Misconception:\nDoes not fully simplify fraction\n\nQuestion:\nSimplify fully (if possible): \\( \\frac{45}{60} \\)\n\nOptions:\nA. \\( \\frac{9}{12} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{21}{28} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "782:C", "QuestionText": "Simplify fully (if possible): \\( \\frac{45}{60} \\)", "AnswerAText": "\\( \\frac{9}{12} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{21}{28} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{21}{28} \\)", "MisconceptionId": "1825", "MisconceptionName": "Does not fully simplify fraction", "prompt": "Misconception:\nDoes not fully simplify fraction\n\nQuestion:\nSimplify fully (if possible): \\( \\frac{45}{60} \\)\n\nOptions:\nA. \\( \\frac{9}{12} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{21}{28} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "783:B", "QuestionText": "Sally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{q} \\) ? ![A set of axes with a quadratic curve drawn on. The curve is y=x^2 translated 2 squares to the right and 9 squares down.]()", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -9 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "141", "MisconceptionName": "In completed square form, confuses the x and y coordinates of the turning point", "prompt": "Misconception:\nIn completed square form, confuses the x and y coordinates of the turning point\n\nQuestion:\nSally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{q} \\) ? ![A set of axes with a quadratic curve drawn on. The curve is y=x^2 translated 2 squares to the right and 9 squares down.]()\n\nOptions:\nA. \\( -2 \\)\nB. \\( 2 \\)\nC. \\( -9 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "783:D", "QuestionText": "Sally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{q} \\) ? ![A set of axes with a quadratic curve drawn on. The curve is y=x^2 translated 2 squares to the right and 9 squares down.]()", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( -9 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "166", "MisconceptionName": "Believes that in completed square form, they need to change the sign of the constant to get the turning point", "prompt": "Misconception:\nBelieves that in completed square form, they need to change the sign of the constant to get the turning point\n\nQuestion:\nSally wants to write the equation of the curve in the form \\( y=(\\boldsymbol{x}+\\boldsymbol{p})^{2}+\\boldsymbol{q} \\).\nWhat is the value of \\( \\boldsymbol{q} \\) ? ![A set of axes with a quadratic curve drawn on. The curve is y=x^2 translated 2 squares to the right and 9 squares down.]()\n\nOptions:\nA. \\( -2 \\)\nB. \\( 2 \\)\nC. \\( -9 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "784:B", "QuestionText": "When factorised, \\( x^{2}-64 \\) will become...", "AnswerAText": "\\( (x+8)(x-8) \\)", "AnswerBText": "\\( x(x-64) \\)", "AnswerCText": "\\( x(x-8) \\)", "AnswerDText": "\\( (x-8)(x-8) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x(x-64) \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWhen factorised, \\( x^{2}-64 \\) will become...\n\nOptions:\nA. \\( (x+8)(x-8) \\)\nB. \\( x(x-64) \\)\nC. \\( x(x-8) \\)\nD. \\( (x-8)(x-8) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "784:C", "QuestionText": "When factorised, \\( x^{2}-64 \\) will become...", "AnswerAText": "\\( (x+8)(x-8) \\)", "AnswerBText": "\\( x(x-64) \\)", "AnswerCText": "\\( x(x-8) \\)", "AnswerDText": "\\( (x-8)(x-8) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x(x-8) \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWhen factorised, \\( x^{2}-64 \\) will become...\n\nOptions:\nA. \\( (x+8)(x-8) \\)\nB. \\( x(x-64) \\)\nC. \\( x(x-8) \\)\nD. \\( (x-8)(x-8) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "784:D", "QuestionText": "When factorised, \\( x^{2}-64 \\) will become...", "AnswerAText": "\\( (x+8)(x-8) \\)", "AnswerBText": "\\( x(x-64) \\)", "AnswerCText": "\\( x(x-8) \\)", "AnswerDText": "\\( (x-8)(x-8) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (x-8)(x-8) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nWhen factorised, \\( x^{2}-64 \\) will become...\n\nOptions:\nA. \\( (x+8)(x-8) \\)\nB. \\( x(x-64) \\)\nC. \\( x(x-8) \\)\nD. \\( (x-8)(x-8) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "785:A", "QuestionText": "What do all the interior angles of this shape add up to? ![Image of an irregular pentagon]()", "AnswerAText": "\\( 360^{\\degree} \\)", "AnswerBText": "\\( 540^{\\degree} \\)", "AnswerCText": "\\( 720^{\\degree} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 360^{\\degree} \\)", "MisconceptionId": "28", "MisconceptionName": "Thinks the interior angles of any polygon add up to 360", "prompt": "Misconception:\nThinks the interior angles of any polygon add up to 360\n\nQuestion:\nWhat do all the interior angles of this shape add up to? ![Image of an irregular pentagon]()\n\nOptions:\nA. \\( 360^{\\degree} \\)\nB. \\( 540^{\\degree} \\)\nC. \\( 720^{\\degree} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "785:C", "QuestionText": "What do all the interior angles of this shape add up to? ![Image of an irregular pentagon]()", "AnswerAText": "\\( 360^{\\degree} \\)", "AnswerBText": "\\( 540^{\\degree} \\)", "AnswerCText": "\\( 720^{\\degree} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 720^{\\degree} \\)", "MisconceptionId": "455", "MisconceptionName": "Subtracts 1 rather than 2 from the number of sides when finding the sum of interior angles", "prompt": "Misconception:\nSubtracts 1 rather than 2 from the number of sides when finding the sum of interior angles\n\nQuestion:\nWhat do all the interior angles of this shape add up to? ![Image of an irregular pentagon]()\n\nOptions:\nA. \\( 360^{\\degree} \\)\nB. \\( 540^{\\degree} \\)\nC. \\( 720^{\\degree} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "785:D", "QuestionText": "What do all the interior angles of this shape add up to? ![Image of an irregular pentagon]()", "AnswerAText": "\\( 360^{\\degree} \\)", "AnswerBText": "\\( 540^{\\degree} \\)", "AnswerCText": "\\( 720^{\\degree} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information to work it out", "MisconceptionId": "1426", "MisconceptionName": "Thinks rule for calculating interior angles only applies to regular polygons", "prompt": "Misconception:\nThinks rule for calculating interior angles only applies to regular polygons\n\nQuestion:\nWhat do all the interior angles of this shape add up to? ![Image of an irregular pentagon]()\n\nOptions:\nA. \\( 360^{\\degree} \\)\nB. \\( 540^{\\degree} \\)\nC. \\( 720^{\\degree} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "786:A", "QuestionText": "What fraction replaces the question mark? ![A bar split into 7 equal pieces. 3 are shaded, and one of these is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "\\( \\frac{1}{7} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "1184", "MisconceptionName": "Identifies the wrong part of a fraction model as the whole", "prompt": "Misconception:\nIdentifies the wrong part of a fraction model as the whole\n\nQuestion:\nWhat fraction replaces the question mark? ![A bar split into 7 equal pieces. 3 are shaded, and one of these is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( \\frac{1}{6} \\)\nD. \\( \\frac{1}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "787:A", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(2 v-5=6 v-3\\)\n\nJo says you can write: \\( 2 v-8=6 v \\)\n\nPaul says you can write: \\( 2 v=6 v-8 \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(2 v-5=6 v-3\\)\n\nJo says you can write: \\( 2 v-8=6 v \\)\n\nPaul says you can write: \\( 2 v=6 v-8 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "787:B", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(2 v-5=6 v-3\\)\n\nJo says you can write: \\( 2 v-8=6 v \\)\n\nPaul says you can write: \\( 2 v=6 v-8 \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(2 v-5=6 v-3\\)\n\nJo says you can write: \\( 2 v-8=6 v \\)\n\nPaul says you can write: \\( 2 v=6 v-8 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "787:C", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(2 v-5=6 v-3\\)\n\nJo says you can write: \\( 2 v-8=6 v \\)\n\nPaul says you can write: \\( 2 v=6 v-8 \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(2 v-5=6 v-3\\)\n\nJo says you can write: \\( 2 v-8=6 v \\)\n\nPaul says you can write: \\( 2 v=6 v-8 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "788:B", "QuestionText": "What are the co-ordinates of the turning point of the graph of \\( y=(x-1)^{2}+4 \\) ?", "AnswerAText": "\\( (1,4) \\)", "AnswerBText": "\\( (1,-4) \\)", "AnswerCText": "\\( (-1,4) \\)", "AnswerDText": "\\( (-1,-4) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (1,-4) \\)", "MisconceptionId": "117", "MisconceptionName": "Believes that in completed square form, they need to change the signs of both values to get the turning point", "prompt": "Misconception:\nBelieves that in completed square form, they need to change the signs of both values to get the turning point\n\nQuestion:\nWhat are the co-ordinates of the turning point of the graph of \\( y=(x-1)^{2}+4 \\) ?\n\nOptions:\nA. \\( (1,4) \\)\nB. \\( (1,-4) \\)\nC. \\( (-1,4) \\)\nD. \\( (-1,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "788:C", "QuestionText": "What are the co-ordinates of the turning point of the graph of \\( y=(x-1)^{2}+4 \\) ?", "AnswerAText": "\\( (1,4) \\)", "AnswerBText": "\\( (1,-4) \\)", "AnswerCText": "\\( (-1,4) \\)", "AnswerDText": "\\( (-1,-4) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (-1,4) \\)", "MisconceptionId": "2436", "MisconceptionName": "Believes the solutions of a quadratic equation are the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the constants in the factorised form\n\nQuestion:\nWhat are the co-ordinates of the turning point of the graph of \\( y=(x-1)^{2}+4 \\) ?\n\nOptions:\nA. \\( (1,4) \\)\nB. \\( (1,-4) \\)\nC. \\( (-1,4) \\)\nD. \\( (-1,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "788:D", "QuestionText": "What are the co-ordinates of the turning point of the graph of \\( y=(x-1)^{2}+4 \\) ?", "AnswerAText": "\\( (1,4) \\)", "AnswerBText": "\\( (1,-4) \\)", "AnswerCText": "\\( (-1,4) \\)", "AnswerDText": "\\( (-1,-4) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (-1,-4) \\)", "MisconceptionId": "166", "MisconceptionName": "Believes that in completed square form, they need to change the sign of the constant to get the turning point", "prompt": "Misconception:\nBelieves that in completed square form, they need to change the sign of the constant to get the turning point\n\nQuestion:\nWhat are the co-ordinates of the turning point of the graph of \\( y=(x-1)^{2}+4 \\) ?\n\nOptions:\nA. \\( (1,4) \\)\nB. \\( (1,-4) \\)\nC. \\( (-1,4) \\)\nD. \\( (-1,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "789:A", "QuestionText": "Work out:\n\\(\n\\frac{3}{10}+\\frac{5}{10}\n\\)\nWrite your answer in its simplest form.", "AnswerAText": "\\( \\frac{8}{20} \\)", "AnswerBText": "\\( \\frac{8}{10} \\)", "AnswerCText": "\\( \\frac{4}{5} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{8}{20} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nWork out:\n\\(\n\\frac{3}{10}+\\frac{5}{10}\n\\)\nWrite your answer in its simplest form.\n\nOptions:\nA. \\( \\frac{8}{20} \\)\nB. \\( \\frac{8}{10} \\)\nC. \\( \\frac{4}{5} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "789:B", "QuestionText": "Work out:\n\\(\n\\frac{3}{10}+\\frac{5}{10}\n\\)\nWrite your answer in its simplest form.", "AnswerAText": "\\( \\frac{8}{20} \\)", "AnswerBText": "\\( \\frac{8}{10} \\)", "AnswerCText": "\\( \\frac{4}{5} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{8}{10} \\)", "MisconceptionId": "29", "MisconceptionName": "Forgot to simplify the fraction", "prompt": "Misconception:\nForgot to simplify the fraction\n\nQuestion:\nWork out:\n\\(\n\\frac{3}{10}+\\frac{5}{10}\n\\)\nWrite your answer in its simplest form.\n\nOptions:\nA. \\( \\frac{8}{20} \\)\nB. \\( \\frac{8}{10} \\)\nC. \\( \\frac{4}{5} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "789:D", "QuestionText": "Work out:\n\\(\n\\frac{3}{10}+\\frac{5}{10}\n\\)\nWrite your answer in its simplest form.", "AnswerAText": "\\( \\frac{8}{20} \\)", "AnswerBText": "\\( \\frac{8}{10} \\)", "AnswerCText": "\\( \\frac{4}{5} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{4}{10} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nWork out:\n\\(\n\\frac{3}{10}+\\frac{5}{10}\n\\)\nWrite your answer in its simplest form.\n\nOptions:\nA. \\( \\frac{8}{20} \\)\nB. \\( \\frac{8}{10} \\)\nC. \\( \\frac{4}{5} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "790:A", "QuestionText": "![A grid of 8 squares across and 7 squares up.  A blue isosceles triangle, labelled \"P\", is drawn on the grid. Its corners are at points: 4 squares up from the bottom left corner of the grid; 2 squares right and 3 squares up from the bottom left corner of the grid; 2 squares right and 5 squares up from the bottom left corner of the grid.   Another blue isosceles triangle (identical shape and size to P), labelled \"Q\", is also drawn on the grid. Its corners are at points: 6 squares right and 3 squares up from the bottom left corner of the grid; 6 squares right and 5 squares up from the bottom left corner of the grid; 8 squares right and 4 squares up from the bottom left corner of the grid.\nA light blue vertical line, labelled \"A\" goes from top to bottom of the grid, 2 squares to the right of the left-hand side of the grid. A dark blue vertical line, labelled \"B\" goes from top to bottom of the grid, 4 squares to the right of the left-hand side of the grid. A green vertical line, labelled \"C\" goes from top to bottom of the grid, 5 squares to the right of the left-hand side of the grid. ]() Which is the correct line of reflection to map triangle \\( \\mathrm{P} \\) to triangle \\( \\mathrm{Q} \\) ?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "None of these lines are correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "895", "MisconceptionName": "Believes a line of reflection must be touching the original shape", "prompt": "Misconception:\nBelieves a line of reflection must be touching the original shape\n\nQuestion:\n![A grid of 8 squares across and 7 squares up.  A blue isosceles triangle, labelled \"P\", is drawn on the grid. Its corners are at points: 4 squares up from the bottom left corner of the grid; 2 squares right and 3 squares up from the bottom left corner of the grid; 2 squares right and 5 squares up from the bottom left corner of the grid.   Another blue isosceles triangle (identical shape and size to P), labelled \"Q\", is also drawn on the grid. Its corners are at points: 6 squares right and 3 squares up from the bottom left corner of the grid; 6 squares right and 5 squares up from the bottom left corner of the grid; 8 squares right and 4 squares up from the bottom left corner of the grid.\nA light blue vertical line, labelled \"A\" goes from top to bottom of the grid, 2 squares to the right of the left-hand side of the grid. A dark blue vertical line, labelled \"B\" goes from top to bottom of the grid, 4 squares to the right of the left-hand side of the grid. A green vertical line, labelled \"C\" goes from top to bottom of the grid, 5 squares to the right of the left-hand side of the grid. ]() Which is the correct line of reflection to map triangle \\( \\mathrm{P} \\) to triangle \\( \\mathrm{Q} \\) ?\n\nOptions:\nA. A\nB. B\nC. C\nD. None of these lines are correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "791:B", "QuestionText": "When using long-division to solve this problem, what digit should replace the triangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 92, divisor = 4, the digits of the quotient are represented by a yellow star and a purple triangle.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1155", "MisconceptionName": "Starts at the wrong end of the dividend when dividing", "prompt": "Misconception:\nStarts at the wrong end of the dividend when dividing\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the triangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 92, divisor = 4, the digits of the quotient are represented by a yellow star and a purple triangle.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0 \\)\nC. \\( 2 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "791:D", "QuestionText": "When using long-division to solve this problem, what digit should replace the triangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 92, divisor = 4, the digits of the quotient are represented by a yellow star and a purple triangle.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "58", "MisconceptionName": "When dividing, confuses the remainder with the quotient", "prompt": "Misconception:\nWhen dividing, confuses the remainder with the quotient\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the triangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 92, divisor = 4, the digits of the quotient are represented by a yellow star and a purple triangle.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 0 \\)\nC. \\( 2 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "792:D", "QuestionText": "This is a part of the table of values for the equation\n\\[\n2 x+3 y=12\n\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) &  \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\n2 x+3 y=12\n\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) &  \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 3 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "793:C", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She wants to use a formula.\n\nWhich formula should she use?", "AnswerAText": "\\( \\sqrt{\\left(x_{2}+x_{1}\\right)^{2}-\\left(y_{2}+y_{1}\\right)^{2}} \\)", "AnswerBText": "\\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\)", "AnswerCText": "\\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\)", "AnswerDText": "\\( \\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\)", "MisconceptionId": "745", "MisconceptionName": "Confuses midpoint and distance between two points", "prompt": "Misconception:\nConfuses midpoint and distance between two points\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She wants to use a formula.\n\nWhich formula should she use?\n\nOptions:\nA. \\( \\sqrt{\\left(x_{2}+x_{1}\\right)^{2}-\\left(y_{2}+y_{1}\\right)^{2}} \\)\nB. \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\)\nC. \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\)\nD. \\( \\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "793:D", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She wants to use a formula.\n\nWhich formula should she use?", "AnswerAText": "\\( \\sqrt{\\left(x_{2}+x_{1}\\right)^{2}-\\left(y_{2}+y_{1}\\right)^{2}} \\)", "AnswerBText": "\\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\)", "AnswerCText": "\\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\)", "AnswerDText": "\\( \\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\)", "MisconceptionId": "1386", "MisconceptionName": "Confuses the method for finding the gradient and length of a line segment", "prompt": "Misconception:\nConfuses the method for finding the gradient and length of a line segment\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She wants to use a formula.\n\nWhich formula should she use?\n\nOptions:\nA. \\( \\sqrt{\\left(x_{2}+x_{1}\\right)^{2}-\\left(y_{2}+y_{1}\\right)^{2}} \\)\nB. \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\)\nC. \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\)\nD. \\( \\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "794:A", "QuestionText": "A bag contains some strawberry sweets, some orange sweets and some blackcurrant sweets.\n\nThe probability of choosing a strawberry sweet is \\( 0.8 \\).\n\nWhat is the probability of choosing an orange sweet?", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "Impossible to know", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "2265", "MisconceptionName": "Thinks that probabilities of an event occurring or not occurring must be equal", "prompt": "Misconception:\nThinks that probabilities of an event occurring or not occurring must be equal\n\nQuestion:\nA bag contains some strawberry sweets, some orange sweets and some blackcurrant sweets.\n\nThe probability of choosing a strawberry sweet is \\( 0.8 \\).\n\nWhat is the probability of choosing an orange sweet?\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 0.1 \\)\nC. \\( 0.2 \\)\nD. Impossible to know\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "794:C", "QuestionText": "A bag contains some strawberry sweets, some orange sweets and some blackcurrant sweets.\n\nThe probability of choosing a strawberry sweet is \\( 0.8 \\).\n\nWhat is the probability of choosing an orange sweet?", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "Impossible to know", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "1511", "MisconceptionName": "Does not understand that the probability of something not happening is 1 minus the probability of it happening", "prompt": "Misconception:\nDoes not understand that the probability of something not happening is 1 minus the probability of it happening\n\nQuestion:\nA bag contains some strawberry sweets, some orange sweets and some blackcurrant sweets.\n\nThe probability of choosing a strawberry sweet is \\( 0.8 \\).\n\nWhat is the probability of choosing an orange sweet?\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 0.1 \\)\nC. \\( 0.2 \\)\nD. Impossible to know\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "795:B", "QuestionText": "Amy is collecting shells on the beach. She collected \\( 16 \\) shells on Monday. She collected \\( 11 \\) less shells on Tuesday than on Monday.\nHow many shells does Amy have altogether?", "AnswerAText": "\\( 43 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 21 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 27 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nAmy is collecting shells on the beach. She collected \\( 16 \\) shells on Monday. She collected \\( 11 \\) less shells on Tuesday than on Monday.\nHow many shells does Amy have altogether?\n\nOptions:\nA. \\( 43 \\)\nB. \\( 27 \\)\nC. \\( 21 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "796:A", "QuestionText": "\\( 12^{2}= \\)", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 122 \\)", "AnswerCText": "\\( 144 \\)", "AnswerDText": "\\( 1212 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 12^{2}= \\)\n\nOptions:\nA. \\( 24 \\)\nB. \\( 122 \\)\nC. \\( 144 \\)\nD. \\( 1212 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "796:B", "QuestionText": "\\( 12^{2}= \\)", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 122 \\)", "AnswerCText": "\\( 144 \\)", "AnswerDText": "\\( 1212 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 122 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\n\\( 12^{2}= \\)\n\nOptions:\nA. \\( 24 \\)\nB. \\( 122 \\)\nC. \\( 144 \\)\nD. \\( 1212 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "796:D", "QuestionText": "\\( 12^{2}= \\)", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 122 \\)", "AnswerCText": "\\( 144 \\)", "AnswerDText": "\\( 1212 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1212 \\)", "MisconceptionId": "446", "MisconceptionName": "Repeats the digits twice when squaring a number", "prompt": "Misconception:\nRepeats the digits twice when squaring a number\n\nQuestion:\n\\( 12^{2}= \\)\n\nOptions:\nA. \\( 24 \\)\nB. \\( 122 \\)\nC. \\( 144 \\)\nD. \\( 1212 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "797:B", "QuestionText": "Tom and Katie are discussing \\( \\boldsymbol{y}=\\mathbf{3}^{\\boldsymbol{x}} \\)\nTom says there is no value of \\( x \\) that can make \\( y \\) negative.\nKatie says there is no value of \\( x \\) that can make \\( y \\) equal to \\( 0 \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\nTom and Katie are discussing \\( \\boldsymbol{y}=\\mathbf{3}^{\\boldsymbol{x}} \\)\nTom says there is no value of \\( x \\) that can make \\( y \\) negative.\nKatie says there is no value of \\( x \\) that can make \\( y \\) equal to \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "798:B", "QuestionText": "John is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![\\( (x+5)(x-3) \\)]()", "AnswerAText": "\\( x+3 \\)", "AnswerBText": "\\( +3 x \\)", "AnswerCText": "\\( x-3 \\)", "AnswerDText": "\\( -3 x \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( +3 x \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nJohn is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![\\( (x+5)(x-3) \\)]()\n\nOptions:\nA. \\( x+3 \\)\nB. \\( +3 x \\)\nC. \\( x-3 \\)\nD. \\( -3 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "798:C", "QuestionText": "John is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![\\( (x+5)(x-3) \\)]()", "AnswerAText": "\\( x+3 \\)", "AnswerBText": "\\( +3 x \\)", "AnswerCText": "\\( x-3 \\)", "AnswerDText": "\\( -3 x \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( x-3 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nJohn is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![\\( (x+5)(x-3) \\)]()\n\nOptions:\nA. \\( x+3 \\)\nB. \\( +3 x \\)\nC. \\( x-3 \\)\nD. \\( -3 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "799:A", "QuestionText": "\\( \\frac{5}{12}-\\frac{1}{6}= \\)", "AnswerAText": "\\( \\frac{7}{12} \\)", "AnswerBText": "\\( \\frac{3}{12} \\)", "AnswerCText": "\\( \\frac{4}{6} \\)", "AnswerDText": "\\( \\frac{4}{12} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{7}{12} \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\n\\( \\frac{5}{12}-\\frac{1}{6}= \\)\n\nOptions:\nA. \\( \\frac{7}{12} \\)\nB. \\( \\frac{3}{12} \\)\nC. \\( \\frac{4}{6} \\)\nD. \\( \\frac{4}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "799:C", "QuestionText": "\\( \\frac{5}{12}-\\frac{1}{6}= \\)", "AnswerAText": "\\( \\frac{7}{12} \\)", "AnswerBText": "\\( \\frac{3}{12} \\)", "AnswerCText": "\\( \\frac{4}{6} \\)", "AnswerDText": "\\( \\frac{4}{12} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{4}{6} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\( \\frac{5}{12}-\\frac{1}{6}= \\)\n\nOptions:\nA. \\( \\frac{7}{12} \\)\nB. \\( \\frac{3}{12} \\)\nC. \\( \\frac{4}{6} \\)\nD. \\( \\frac{4}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "799:D", "QuestionText": "\\( \\frac{5}{12}-\\frac{1}{6}= \\)", "AnswerAText": "\\( \\frac{7}{12} \\)", "AnswerBText": "\\( \\frac{3}{12} \\)", "AnswerCText": "\\( \\frac{4}{6} \\)", "AnswerDText": "\\( \\frac{4}{12} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{4}{12} \\)", "MisconceptionId": "1206", "MisconceptionName": "Does not understand how to maintain equivalence in fractions", "prompt": "Misconception:\nDoes not understand how to maintain equivalence in fractions\n\nQuestion:\n\\( \\frac{5}{12}-\\frac{1}{6}= \\)\n\nOptions:\nA. \\( \\frac{7}{12} \\)\nB. \\( \\frac{3}{12} \\)\nC. \\( \\frac{4}{6} \\)\nD. \\( \\frac{4}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "800:A", "QuestionText": "![Two angles around a point, labelled 2y and y]() What is the size of angle \\( y \\) ?", "AnswerAText": "\\( 180^{\\circ} \\)", "AnswerBText": "\\( 120^{\\circ} \\)", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 180^{\\circ} \\)", "MisconceptionId": "528", "MisconceptionName": "Does not think that a variable with no coefficient has a coefficient of 1.", "prompt": "Misconception:\nDoes not think that a variable with no coefficient has a coefficient of 1.\n\nQuestion:\n![Two angles around a point, labelled 2y and y]() What is the size of angle \\( y \\) ?\n\nOptions:\nA. \\( 180^{\\circ} \\)\nB. \\( 120^{\\circ} \\)\nC. \\( 90^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "800:C", "QuestionText": "![Two angles around a point, labelled 2y and y]() What is the size of angle \\( y \\) ?", "AnswerAText": "\\( 180^{\\circ} \\)", "AnswerBText": "\\( 120^{\\circ} \\)", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 90^{\\circ} \\)", "MisconceptionId": "1069", "MisconceptionName": "Assumes an angle is the size that it looks in the (not to scale) diagram", "prompt": "Misconception:\nAssumes an angle is the size that it looks in the (not to scale) diagram\n\nQuestion:\n![Two angles around a point, labelled 2y and y]() What is the size of angle \\( y \\) ?\n\nOptions:\nA. \\( 180^{\\circ} \\)\nB. \\( 120^{\\circ} \\)\nC. \\( 90^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "800:D", "QuestionText": "![Two angles around a point, labelled 2y and y]() What is the size of angle \\( y \\) ?", "AnswerAText": "\\( 180^{\\circ} \\)", "AnswerBText": "\\( 120^{\\circ} \\)", "AnswerCText": "\\( 90^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "51", "MisconceptionName": "Does not use angle facts when setting up an equation from an angle diagram", "prompt": "Misconception:\nDoes not use angle facts when setting up an equation from an angle diagram\n\nQuestion:\n![Two angles around a point, labelled 2y and y]() What is the size of angle \\( y \\) ?\n\nOptions:\nA. \\( 180^{\\circ} \\)\nB. \\( 120^{\\circ} \\)\nC. \\( 90^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "801:C", "QuestionText": "The frequency table shows the grade achieved by some students in a maths exam.\nHow many more students achieved a grade \\( 5 \\) than a grade \\( 1 \\) ? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 4 \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 1 \\) \\\\\n\\hline \\( 4 \\) & \\( 8 \\) \\\\\n\\hline \\( 5 \\) & \\( 10 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "227", "MisconceptionName": "Ignores a more than question and just states one of the values", "prompt": "Misconception:\nIgnores a more than question and just states one of the values\n\nQuestion:\nThe frequency table shows the grade achieved by some students in a maths exam.\nHow many more students achieved a grade \\( 5 \\) than a grade \\( 1 \\) ? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 4 \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 1 \\) \\\\\n\\hline \\( 4 \\) & \\( 8 \\) \\\\\n\\hline \\( 5 \\) & \\( 10 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 10 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "801:D", "QuestionText": "The frequency table shows the grade achieved by some students in a maths exam.\nHow many more students achieved a grade \\( 5 \\) than a grade \\( 1 \\) ? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 4 \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 1 \\) \\\\\n\\hline \\( 4 \\) & \\( 8 \\) \\\\\n\\hline \\( 5 \\) & \\( 10 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "227", "MisconceptionName": "Ignores a more than question and just states one of the values", "prompt": "Misconception:\nIgnores a more than question and just states one of the values\n\nQuestion:\nThe frequency table shows the grade achieved by some students in a maths exam.\nHow many more students achieved a grade \\( 5 \\) than a grade \\( 1 \\) ? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 4 \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 1 \\) \\\\\n\\hline \\( 4 \\) & \\( 8 \\) \\\\\n\\hline \\( 5 \\) & \\( 10 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 10 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "802:B", "QuestionText": "Solve the equation:\n\\(\n\\frac{t+1}{3}=\\frac{5}{4}\n\\)", "AnswerAText": "\\( t=2 \\frac{3}{4} \\)", "AnswerBText": "\\( t=-\\frac{7}{12} \\)", "AnswerCText": "\\( t=\\frac{3}{4} \\)", "AnswerDText": "\\( t=\\frac{11}{12} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( t=-\\frac{7}{12} \\)", "MisconceptionId": "78", "MisconceptionName": "When multiplying a fraction by an integer, multiplies the denominator instead of the numerator", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies the denominator instead of the numerator\n\nQuestion:\nSolve the equation:\n\\(\n\\frac{t+1}{3}=\\frac{5}{4}\n\\)\n\nOptions:\nA. \\( t=2 \\frac{3}{4} \\)\nB. \\( t=-\\frac{7}{12} \\)\nC. \\( t=\\frac{3}{4} \\)\nD. \\( t=\\frac{11}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "802:C", "QuestionText": "Solve the equation:\n\\(\n\\frac{t+1}{3}=\\frac{5}{4}\n\\)", "AnswerAText": "\\( t=2 \\frac{3}{4} \\)", "AnswerBText": "\\( t=-\\frac{7}{12} \\)", "AnswerCText": "\\( t=\\frac{3}{4} \\)", "AnswerDText": "\\( t=\\frac{11}{12} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( t=\\frac{3}{4} \\)", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nSolve the equation:\n\\(\n\\frac{t+1}{3}=\\frac{5}{4}\n\\)\n\nOptions:\nA. \\( t=2 \\frac{3}{4} \\)\nB. \\( t=-\\frac{7}{12} \\)\nC. \\( t=\\frac{3}{4} \\)\nD. \\( t=\\frac{11}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "803:A", "QuestionText": "The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 6, y-axis from -4 to 2. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (3, 1). Point (3, 1) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (3,1) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (1,3) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (3,1) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 6, y-axis from -4 to 2. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (3, 1). Point (3, 1) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (3,1) \\)\nB. \\( (3,0) \\)\nC. \\( (3,-1) \\)\nD. \\( (1,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "803:B", "QuestionText": "The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 6, y-axis from -4 to 2. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (3, 1). Point (3, 1) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (3,1) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (1,3) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (3,0) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 6, y-axis from -4 to 2. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (3, 1). Point (3, 1) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (3,1) \\)\nB. \\( (3,0) \\)\nC. \\( (3,-1) \\)\nD. \\( (1,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "803:D", "QuestionText": "The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 6, y-axis from -4 to 2. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (3, 1). Point (3, 1) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (3,1) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (1,3) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (1,3) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 6, y-axis from -4 to 2. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (3, 1). Point (3, 1) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (3,1) \\)\nB. \\( (3,0) \\)\nC. \\( (3,-1) \\)\nD. \\( (1,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "804:D", "QuestionText": "![\\( \\begin{array}{l}\\square \\square \\square \\circ \\circ=22 \\\\ \\square \\square \\circ \\circ=18\\end{array} \\)]() What is the value of a square?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\n![\\( \\begin{array}{l}\\square \\square \\square \\circ \\circ=22 \\\\ \\square \\square \\circ \\circ=18\\end{array} \\)]() What is the value of a square?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "805:D", "QuestionText": "When using long-division to solve this problem, what digit should replace the triangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 84, divisor = 6, quotient is represented by a yellow star and a purple triangle.]()", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1155", "MisconceptionName": "Starts at the wrong end of the dividend when dividing", "prompt": "Misconception:\nStarts at the wrong end of the dividend when dividing\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the triangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 84, divisor = 6, quotient is represented by a yellow star and a purple triangle.]()\n\nOptions:\nA. \\( 1 \\)\nB. \\( 2 \\)\nC. \\( 4 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "806:A", "QuestionText": "Solve the inequality:\n\\(-\\frac{1}{3} y \\leq-6\\)", "AnswerAText": "\\( y \\leq 18 \\)", "AnswerBText": "\\( y \\geq 2 \\)", "AnswerCText": "\\( y \\leq 2 \\)", "AnswerDText": "\\( y \\geq 18 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( y \\leq 18 \\)", "MisconceptionId": "811", "MisconceptionName": "Believes they can multiply/divide through by a negative number without changing the direction of the inequality", "prompt": "Misconception:\nBelieves they can multiply/divide through by a negative number without changing the direction of the inequality\n\nQuestion:\nSolve the inequality:\n\\(-\\frac{1}{3} y \\leq-6\\)\n\nOptions:\nA. \\( y \\leq 18 \\)\nB. \\( y \\geq 2 \\)\nC. \\( y \\leq 2 \\)\nD. \\( y \\geq 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "806:B", "QuestionText": "Solve the inequality:\n\\(-\\frac{1}{3} y \\leq-6\\)", "AnswerAText": "\\( y \\leq 18 \\)", "AnswerBText": "\\( y \\geq 2 \\)", "AnswerCText": "\\( y \\leq 2 \\)", "AnswerDText": "\\( y \\geq 18 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( y \\geq 2 \\)", "MisconceptionId": "133", "MisconceptionName": "Believes dividing by a unit fraction is equivalent to dividing by its reciprocal", "prompt": "Misconception:\nBelieves dividing by a unit fraction is equivalent to dividing by its reciprocal\n\nQuestion:\nSolve the inequality:\n\\(-\\frac{1}{3} y \\leq-6\\)\n\nOptions:\nA. \\( y \\leq 18 \\)\nB. \\( y \\geq 2 \\)\nC. \\( y \\leq 2 \\)\nD. \\( y \\geq 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "807:A", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the star? \\( \\frac{ \\bigstar\\pm \\sqrt{?-?}}{?} \\)", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "2245", "MisconceptionName": "When using the formula to solve a quadratic equation, believes that a, b and c are always taken from the 1st, 2nd and 3rd terms, respectively, of the quadratic.", "prompt": "Misconception:\nWhen using the formula to solve a quadratic equation, believes that a, b and c are always taken from the 1st, 2nd and 3rd terms, respectively, of the quadratic.\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the star? \\( \\frac{ \\bigstar\\pm \\sqrt{?-?}}{?} \\)\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "807:D", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the star? \\( \\frac{ \\bigstar\\pm \\sqrt{?-?}}{?} \\)", "AnswerAText": "\\( -4 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( -5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\nh^{2}+4=5 h\n\\)\n\nWhat should replace the star? \\( \\frac{ \\bigstar\\pm \\sqrt{?-?}}{?} \\)\n\nOptions:\nA. \\( -4 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( -5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "808:C", "QuestionText": "Tom and Katie are discussing polygons Tom says this is a polygon: ![Triangle]() Katie says this is a polygon: ![Semi-circle]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1283", "MisconceptionName": "Believes a polygon can have curved sides", "prompt": "Misconception:\nBelieves a polygon can have curved sides\n\nQuestion:\nTom and Katie are discussing polygons Tom says this is a polygon: ![Triangle]() Katie says this is a polygon: ![Semi-circle]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "808:D", "QuestionText": "Tom and Katie are discussing polygons Tom says this is a polygon: ![Triangle]() Katie says this is a polygon: ![Semi-circle]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "270", "MisconceptionName": "Thinks the term polygons only applies to shapes with more than 3 sides", "prompt": "Misconception:\nThinks the term polygons only applies to shapes with more than 3 sides\n\nQuestion:\nTom and Katie are discussing polygons Tom says this is a polygon: ![Triangle]() Katie says this is a polygon: ![Semi-circle]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "809:A", "QuestionText": "Step \\( 2 \\)\n\nWhich is the correct next step rearrangement of the following formula, making \\( u \\) the subject?\n\\[\n7 t-13=u(5+2 t)\n\\]", "AnswerAText": "\\( u=5 t-8 \\)", "AnswerBText": "\\( u=\\frac{7 t-13}{5+2 t} \\)", "AnswerCText": "\\( u=\\frac{5+2 t}{7 t-13} \\)", "AnswerDText": "\\( u=9 t-8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( u=5 t-8 \\)", "MisconceptionId": "1190", "MisconceptionName": "When solving an equation, subtracts instead of dividing", "prompt": "Misconception:\nWhen solving an equation, subtracts instead of dividing\n\nQuestion:\nStep \\( 2 \\)\n\nWhich is the correct next step rearrangement of the following formula, making \\( u \\) the subject?\n\\[\n7 t-13=u(5+2 t)\n\\]\n\nOptions:\nA. \\( u=5 t-8 \\)\nB. \\( u=\\frac{7 t-13}{5+2 t} \\)\nC. \\( u=\\frac{5+2 t}{7 t-13} \\)\nD. \\( u=9 t-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "809:D", "QuestionText": "Step \\( 2 \\)\n\nWhich is the correct next step rearrangement of the following formula, making \\( u \\) the subject?\n\\[\n7 t-13=u(5+2 t)\n\\]", "AnswerAText": "\\( u=5 t-8 \\)", "AnswerBText": "\\( u=\\frac{7 t-13}{5+2 t} \\)", "AnswerCText": "\\( u=\\frac{5+2 t}{7 t-13} \\)", "AnswerDText": "\\( u=9 t-8 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( u=9 t-8 \\)", "MisconceptionId": "1049", "MisconceptionName": "Misunderstands the process of making a variable the subject of an equation", "prompt": "Misconception:\nMisunderstands the process of making a variable the subject of an equation\n\nQuestion:\nStep \\( 2 \\)\n\nWhich is the correct next step rearrangement of the following formula, making \\( u \\) the subject?\n\\[\n7 t-13=u(5+2 t)\n\\]\n\nOptions:\nA. \\( u=5 t-8 \\)\nB. \\( u=\\frac{7 t-13}{5+2 t} \\)\nC. \\( u=\\frac{5+2 t}{7 t-13} \\)\nD. \\( u=9 t-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "810:A", "QuestionText": "\\( 1.5 \\) hours \\( = _______\\) minutes", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 105 \\)", "AnswerCText": "\\( 90 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 150 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 1.5 \\) hours \\( = _______\\) minutes\n\nOptions:\nA. \\( 150 \\)\nB. \\( 105 \\)\nC. \\( 90 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "810:B", "QuestionText": "\\( 1.5 \\) hours \\( = _______\\) minutes", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 105 \\)", "AnswerCText": "\\( 90 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 105 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 1.5 \\) hours \\( = _______\\) minutes\n\nOptions:\nA. \\( 150 \\)\nB. \\( 105 \\)\nC. \\( 90 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "810:D", "QuestionText": "\\( 1.5 \\) hours \\( = _______\\) minutes", "AnswerAText": "\\( 150 \\)", "AnswerBText": "\\( 105 \\)", "AnswerCText": "\\( 90 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 65 \\)", "MisconceptionId": "767", "MisconceptionName": "Thinks there are 10 minutes in an hour", "prompt": "Misconception:\nThinks there are 10 minutes in an hour\n\nQuestion:\n\\( 1.5 \\) hours \\( = _______\\) minutes\n\nOptions:\nA. \\( 150 \\)\nB. \\( 105 \\)\nC. \\( 90 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "811:A", "QuestionText": "If you know the first term of a linear sequence and you multiply it by \\( 10 \\), you get the \\( 10^{\\text {th }} \\) term of that sequence.\nIs this statement...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "always true", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nIf you know the first term of a linear sequence and you multiply it by \\( 10 \\), you get the \\( 10^{\\text {th }} \\) term of that sequence.\nIs this statement...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "811:C", "QuestionText": "If you know the first term of a linear sequence and you multiply it by \\( 10 \\), you get the \\( 10^{\\text {th }} \\) term of that sequence.\nIs this statement...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "never true", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nIf you know the first term of a linear sequence and you multiply it by \\( 10 \\), you get the \\( 10^{\\text {th }} \\) term of that sequence.\nIs this statement...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "812:A", "QuestionText": "This displacement-time graph shows the first \\( 10 \\) seconds of Mo's journey.\n\nDuring that time he travelled at a speed of \\( 6 \\mathrm{~m} / \\mathrm{s.} \\)\n\nWhat distance should replace the star? ![A graph showing Time in seconds on the x axis and Distance in metres on the y axis. A straight line is drawn from the origin to the point (10, \\(\\bigstar \\))]()", "AnswerAText": "\\( 30 \\mathrm{~m} \\)", "AnswerBText": "\\( 6 \\mathrm{~m} \\)", "AnswerCText": "\\( 60 \\mathrm{~m} \\)", "AnswerDText": "\\( 16 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 30 \\mathrm{~m} \\)", "MisconceptionId": "1674", "MisconceptionName": "Believes distance is the area under the graph on a displacement time graph", "prompt": "Misconception:\nBelieves distance is the area under the graph on a displacement time graph\n\nQuestion:\nThis displacement-time graph shows the first \\( 10 \\) seconds of Mo's journey.\n\nDuring that time he travelled at a speed of \\( 6 \\mathrm{~m} / \\mathrm{s.} \\)\n\nWhat distance should replace the star? ![A graph showing Time in seconds on the x axis and Distance in metres on the y axis. A straight line is drawn from the origin to the point (10, \\(\\bigstar \\))]()\n\nOptions:\nA. \\( 30 \\mathrm{~m} \\)\nB. \\( 6 \\mathrm{~m} \\)\nC. \\( 60 \\mathrm{~m} \\)\nD. \\( 16 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "812:B", "QuestionText": "This displacement-time graph shows the first \\( 10 \\) seconds of Mo's journey.\n\nDuring that time he travelled at a speed of \\( 6 \\mathrm{~m} / \\mathrm{s.} \\)\n\nWhat distance should replace the star? ![A graph showing Time in seconds on the x axis and Distance in metres on the y axis. A straight line is drawn from the origin to the point (10, \\(\\bigstar \\))]()", "AnswerAText": "\\( 30 \\mathrm{~m} \\)", "AnswerBText": "\\( 6 \\mathrm{~m} \\)", "AnswerCText": "\\( 60 \\mathrm{~m} \\)", "AnswerDText": "\\( 16 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 6 \\mathrm{~m} \\)", "MisconceptionId": "747", "MisconceptionName": "Believes scales on graphs must match on both axes", "prompt": "Misconception:\nBelieves scales on graphs must match on both axes\n\nQuestion:\nThis displacement-time graph shows the first \\( 10 \\) seconds of Mo's journey.\n\nDuring that time he travelled at a speed of \\( 6 \\mathrm{~m} / \\mathrm{s.} \\)\n\nWhat distance should replace the star? ![A graph showing Time in seconds on the x axis and Distance in metres on the y axis. A straight line is drawn from the origin to the point (10, \\(\\bigstar \\))]()\n\nOptions:\nA. \\( 30 \\mathrm{~m} \\)\nB. \\( 6 \\mathrm{~m} \\)\nC. \\( 60 \\mathrm{~m} \\)\nD. \\( 16 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "812:D", "QuestionText": "This displacement-time graph shows the first \\( 10 \\) seconds of Mo's journey.\n\nDuring that time he travelled at a speed of \\( 6 \\mathrm{~m} / \\mathrm{s.} \\)\n\nWhat distance should replace the star? ![A graph showing Time in seconds on the x axis and Distance in metres on the y axis. A straight line is drawn from the origin to the point (10, \\(\\bigstar \\))]()", "AnswerAText": "\\( 30 \\mathrm{~m} \\)", "AnswerBText": "\\( 6 \\mathrm{~m} \\)", "AnswerCText": "\\( 60 \\mathrm{~m} \\)", "AnswerDText": "\\( 16 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 16 \\mathrm{~m} \\)", "MisconceptionId": "119", "MisconceptionName": "Believes distance = speed + time", "prompt": "Misconception:\nBelieves distance = speed + time\n\nQuestion:\nThis displacement-time graph shows the first \\( 10 \\) seconds of Mo's journey.\n\nDuring that time he travelled at a speed of \\( 6 \\mathrm{~m} / \\mathrm{s.} \\)\n\nWhat distance should replace the star? ![A graph showing Time in seconds on the x axis and Distance in metres on the y axis. A straight line is drawn from the origin to the point (10, \\(\\bigstar \\))]()\n\nOptions:\nA. \\( 30 \\mathrm{~m} \\)\nB. \\( 6 \\mathrm{~m} \\)\nC. \\( 60 \\mathrm{~m} \\)\nD. \\( 16 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "813:B", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() Kate picks a yellow ball out and then replaces it.\n\nShe then has a second pick.\nWhat is the probability the second pick is also a yellow ball?", "AnswerAText": "\\( \\frac{3}{7} \\)", "AnswerBText": "\\( \\frac{3}{6} \\)", "AnswerCText": "\\( \\frac{2}{7} \\)", "AnswerDText": "\\( \\frac{2}{6} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3}{6} \\)", "MisconceptionId": "1508", "MisconceptionName": "Assumes the item has not been replaced in a probability question where it has actually been replaced", "prompt": "Misconception:\nAssumes the item has not been replaced in a probability question where it has actually been replaced\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() Kate picks a yellow ball out and then replaces it.\n\nShe then has a second pick.\nWhat is the probability the second pick is also a yellow ball?\n\nOptions:\nA. \\( \\frac{3}{7} \\)\nB. \\( \\frac{3}{6} \\)\nC. \\( \\frac{2}{7} \\)\nD. \\( \\frac{2}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "813:D", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() Kate picks a yellow ball out and then replaces it.\n\nShe then has a second pick.\nWhat is the probability the second pick is also a yellow ball?", "AnswerAText": "\\( \\frac{3}{7} \\)", "AnswerBText": "\\( \\frac{3}{6} \\)", "AnswerCText": "\\( \\frac{2}{7} \\)", "AnswerDText": "\\( \\frac{2}{6} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{2}{6} \\)", "MisconceptionId": "1508", "MisconceptionName": "Assumes the item has not been replaced in a probability question where it has actually been replaced", "prompt": "Misconception:\nAssumes the item has not been replaced in a probability question where it has actually been replaced\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() Kate picks a yellow ball out and then replaces it.\n\nShe then has a second pick.\nWhat is the probability the second pick is also a yellow ball?\n\nOptions:\nA. \\( \\frac{3}{7} \\)\nB. \\( \\frac{3}{6} \\)\nC. \\( \\frac{2}{7} \\)\nD. \\( \\frac{2}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "814:A", "QuestionText": "![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the 9th dash are the only numbers marked on the line. A red arrow is pointing to the 7th dash.]() What number is the arrow pointing to?", "AnswerAText": "\\( 1.8 \\)", "AnswerBText": "\\( 1.5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 1.6 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1.8 \\)", "MisconceptionId": "671", "MisconceptionName": "When reading decimals on a number line, assumes each dash is 0.1", "prompt": "Misconception:\nWhen reading decimals on a number line, assumes each dash is 0.1\n\nQuestion:\n![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the 9th dash are the only numbers marked on the line. A red arrow is pointing to the 7th dash.]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 1.8 \\)\nB. \\( 1.5 \\)\nC. \\( 1 \\)\nD. \\( 1.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "814:C", "QuestionText": "![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the 9th dash are the only numbers marked on the line. A red arrow is pointing to the 7th dash.]() What number is the arrow pointing to?", "AnswerAText": "\\( 1.8 \\)", "AnswerBText": "\\( 1.5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 1.6 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "54", "MisconceptionName": "Believes the arrow on a number line points to the middle value", "prompt": "Misconception:\nBelieves the arrow on a number line points to the middle value\n\nQuestion:\n![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the 9th dash are the only numbers marked on the line. A red arrow is pointing to the 7th dash.]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 1.8 \\)\nB. \\( 1.5 \\)\nC. \\( 1 \\)\nD. \\( 1.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "814:D", "QuestionText": "![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the 9th dash are the only numbers marked on the line. A red arrow is pointing to the 7th dash.]() What number is the arrow pointing to?", "AnswerAText": "\\( 1.8 \\)", "AnswerBText": "\\( 1.5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 1.6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1.6 \\)", "MisconceptionId": "1047", "MisconceptionName": "Estimates a measurement on a diagram rather than working it out", "prompt": "Misconception:\nEstimates a measurement on a diagram rather than working it out\n\nQuestion:\n![A horizontal number-line with 9 vertical, equally spaced, dashes representing the position of numbers. \"0\" above the 1st dash and \"2\" above the 9th dash are the only numbers marked on the line. A red arrow is pointing to the 7th dash.]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 1.8 \\)\nB. \\( 1.5 \\)\nC. \\( 1 \\)\nD. \\( 1.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "815:B", "QuestionText": "\\( 20 \\% \\) of \\( \\pounds 140= \\)", "AnswerAText": "\\( £ 280 \\)", "AnswerBText": "\\( £ 20 \\)", "AnswerCText": "\\( £ 120 \\)", "AnswerDText": "\\( £ 28 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( £ 20 \\)", "MisconceptionId": "2138", "MisconceptionName": "Does not understand a percentage can be applied to something not out of 100", "prompt": "Misconception:\nDoes not understand a percentage can be applied to something not out of 100\n\nQuestion:\n\\( 20 \\% \\) of \\( \\pounds 140= \\)\n\nOptions:\nA. \\( £ 280 \\)\nB. \\( £ 20 \\)\nC. \\( £ 120 \\)\nD. \\( £ 28 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "815:C", "QuestionText": "\\( 20 \\% \\) of \\( \\pounds 140= \\)", "AnswerAText": "\\( £ 280 \\)", "AnswerBText": "\\( £ 20 \\)", "AnswerCText": "\\( £ 120 \\)", "AnswerDText": "\\( £ 28 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 120 \\)", "MisconceptionId": "904", "MisconceptionName": "Has taken the percentage from the original", "prompt": "Misconception:\nHas taken the percentage from the original\n\nQuestion:\n\\( 20 \\% \\) of \\( \\pounds 140= \\)\n\nOptions:\nA. \\( £ 280 \\)\nB. \\( £ 20 \\)\nC. \\( £ 120 \\)\nD. \\( £ 28 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "816:A", "QuestionText": "This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally ![Image showing a cartoon girl with three thought bubbles above her head. The first bubble states 'I added the whole part first 12+4=16'. The second states 'I then added the decimal part 0.3+0.5=0.8'. The third bubble states 'I then added 16 and 0.8 to get 16.8.So 12.3+4.5=16.8']() Dora uses the same method to calculate \\( 3.5+21.8 \\). Which of the following shows how she would do this?", "AnswerAText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=25.3\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)", "MisconceptionId": "1898", "MisconceptionName": "When adding decimals, just adds the digits and ignores place value", "prompt": "Misconception:\nWhen adding decimals, just adds the digits and ignores place value\n\nQuestion:\nThis is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally ![Image showing a cartoon girl with three thought bubbles above her head. The first bubble states 'I added the whole part first 12+4=16'. The second states 'I then added the decimal part 0.3+0.5=0.8'. The third bubble states 'I then added 16 and 0.8 to get 16.8.So 12.3+4.5=16.8']() Dora uses the same method to calculate \\( 3.5+21.8 \\). Which of the following shows how she would do this?\n\nOptions:\nA. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)\nB. \\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)\nC. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)\nD. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=25.3\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "816:B", "QuestionText": "This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally ![Image showing a cartoon girl with three thought bubbles above her head. The first bubble states 'I added the whole part first 12+4=16'. The second states 'I then added the decimal part 0.3+0.5=0.8'. The third bubble states 'I then added 16 and 0.8 to get 16.8.So 12.3+4.5=16.8']() Dora uses the same method to calculate \\( 3.5+21.8 \\). Which of the following shows how she would do this?", "AnswerAText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=25.3\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)", "MisconceptionId": "1999", "MisconceptionName": "Does not interpret the correct order of operations from a worded problem", "prompt": "Misconception:\nDoes not interpret the correct order of operations from a worded problem\n\nQuestion:\nThis is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally ![Image showing a cartoon girl with three thought bubbles above her head. The first bubble states 'I added the whole part first 12+4=16'. The second states 'I then added the decimal part 0.3+0.5=0.8'. The third bubble states 'I then added 16 and 0.8 to get 16.8.So 12.3+4.5=16.8']() Dora uses the same method to calculate \\( 3.5+21.8 \\). Which of the following shows how she would do this?\n\nOptions:\nA. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)\nB. \\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)\nC. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)\nD. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=25.3\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "816:C", "QuestionText": "This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally ![Image showing a cartoon girl with three thought bubbles above her head. The first bubble states 'I added the whole part first 12+4=16'. The second states 'I then added the decimal part 0.3+0.5=0.8'. The third bubble states 'I then added 16 and 0.8 to get 16.8.So 12.3+4.5=16.8']() Dora uses the same method to calculate \\( 3.5+21.8 \\). Which of the following shows how she would do this?", "AnswerAText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=25.3\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)", "MisconceptionId": "2305", "MisconceptionName": "Ignores place value when adding a whole number and a decimal", "prompt": "Misconception:\nIgnores place value when adding a whole number and a decimal\n\nQuestion:\nThis is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally ![Image showing a cartoon girl with three thought bubbles above her head. The first bubble states 'I added the whole part first 12+4=16'. The second states 'I then added the decimal part 0.3+0.5=0.8'. The third bubble states 'I then added 16 and 0.8 to get 16.8.So 12.3+4.5=16.8']() Dora uses the same method to calculate \\( 3.5+21.8 \\). Which of the following shows how she would do this?\n\nOptions:\nA. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=0.13 \\\\ 24+0.13=24.13\\end{array} \\)\nB. \\( \\begin{array}{c}3.5+21=24.5 \\\\ 24.5+0.8=25.3\\end{array} \\)\nC. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=24.13\\end{array} \\)\nD. \\( \\begin{array}{c}3+21=24 \\\\ 0.5+0.8=1.3 \\\\ 24+1.3=25.3\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "817:B", "QuestionText": "The area of this trapezium is \\( 63 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( a \\) ? ![A trapezium with the parallel sides labelled with 3cm and a and the height labelled with 9cm]()", "AnswerAText": "\\( 125 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\)", "AnswerDText": "\\( 11 \\mathrm{~cm} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\)", "MisconceptionId": "2353", "MisconceptionName": "Does not divide by 2 when calculating the area of a trapezium", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 63 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( a \\) ? ![A trapezium with the parallel sides labelled with 3cm and a and the height labelled with 9cm]()\n\nOptions:\nA. \\( 125 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\)\nD. \\( 11 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "818:C", "QuestionText": "\\( \\frac{1}{20} \\) of \\( 7=? \\times 7 \\)", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "760", "MisconceptionName": "Converts a fraction to a decimal by using the denominator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using the denominator after the decimal point\n\nQuestion:\n\\( \\frac{1}{20} \\) of \\( 7=? \\times 7 \\)\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.05 \\)\nC. \\( 0.2 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "818:D", "QuestionText": "\\( \\frac{1}{20} \\) of \\( 7=? \\times 7 \\)", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2458", "MisconceptionName": "Multiplies by the denominator instead of dividing when finding a fraction of an amount", "prompt": "Misconception:\nMultiplies by the denominator instead of dividing when finding a fraction of an amount\n\nQuestion:\n\\( \\frac{1}{20} \\) of \\( 7=? \\times 7 \\)\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.05 \\)\nC. \\( 0.2 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "819:B", "QuestionText": "\\( 6-(-8)= \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( -14 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -14 \\)", "MisconceptionId": "1282", "MisconceptionName": "When subtracting a negative thinks the answer must be negative", "prompt": "Misconception:\nWhen subtracting a negative thinks the answer must be negative\n\nQuestion:\n\\( 6-(-8)= \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( -14 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "819:D", "QuestionText": "\\( 6-(-8)= \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( -14 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "1805", "MisconceptionName": "Does not realise that subtracting a negative is the same as adding it's additive inverse", "prompt": "Misconception:\nDoes not realise that subtracting a negative is the same as adding it's additive inverse\n\nQuestion:\n\\( 6-(-8)= \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( -14 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "820:A", "QuestionText": "A distance has been rounded to the nearest \\( \\mathrm{km} \\), giving \\( 106 \\) \\( \\mathrm{km} \\).\nWhich of these values could the distance \\( \\underline{not} \\) be?", "AnswerAText": "\\( 106220 \\mathrm{~m} \\)", "AnswerBText": "\\( 105605 \\mathrm{~m} \\)", "AnswerCText": "\\( 105698 \\mathrm{~m} \\)", "AnswerDText": "\\( 106502 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 106220 \\mathrm{~m} \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nA distance has been rounded to the nearest \\( \\mathrm{km} \\), giving \\( 106 \\) \\( \\mathrm{km} \\).\nWhich of these values could the distance \\( \\underline{not} \\) be?\n\nOptions:\nA. \\( 106220 \\mathrm{~m} \\)\nB. \\( 105605 \\mathrm{~m} \\)\nC. \\( 105698 \\mathrm{~m} \\)\nD. \\( 106502 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "820:B", "QuestionText": "A distance has been rounded to the nearest \\( \\mathrm{km} \\), giving \\( 106 \\) \\( \\mathrm{km} \\).\nWhich of these values could the distance \\( \\underline{not} \\) be?", "AnswerAText": "\\( 106220 \\mathrm{~m} \\)", "AnswerBText": "\\( 105605 \\mathrm{~m} \\)", "AnswerCText": "\\( 105698 \\mathrm{~m} \\)", "AnswerDText": "\\( 106502 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 105605 \\mathrm{~m} \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nA distance has been rounded to the nearest \\( \\mathrm{km} \\), giving \\( 106 \\) \\( \\mathrm{km} \\).\nWhich of these values could the distance \\( \\underline{not} \\) be?\n\nOptions:\nA. \\( 106220 \\mathrm{~m} \\)\nB. \\( 105605 \\mathrm{~m} \\)\nC. \\( 105698 \\mathrm{~m} \\)\nD. \\( 106502 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "820:C", "QuestionText": "A distance has been rounded to the nearest \\( \\mathrm{km} \\), giving \\( 106 \\) \\( \\mathrm{km} \\).\nWhich of these values could the distance \\( \\underline{not} \\) be?", "AnswerAText": "\\( 106220 \\mathrm{~m} \\)", "AnswerBText": "\\( 105605 \\mathrm{~m} \\)", "AnswerCText": "\\( 105698 \\mathrm{~m} \\)", "AnswerDText": "\\( 106502 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 105698 \\mathrm{~m} \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nA distance has been rounded to the nearest \\( \\mathrm{km} \\), giving \\( 106 \\) \\( \\mathrm{km} \\).\nWhich of these values could the distance \\( \\underline{not} \\) be?\n\nOptions:\nA. \\( 106220 \\mathrm{~m} \\)\nB. \\( 105605 \\mathrm{~m} \\)\nC. \\( 105698 \\mathrm{~m} \\)\nD. \\( 106502 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "821:C", "QuestionText": "Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{m^{2}-4 m+3} \\times \\frac{m-3}{4}\n\\)", "AnswerAText": "\\( \\frac{8}{m-1} \\)", "AnswerBText": "\\( \\frac{1}{2(m-1)} \\)", "AnswerCText": "\\( \\frac{2 m-6}{4 m^{2}-16 m+12} \\)", "AnswerDText": "\\( \\frac{2}{m-1} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2 m-6}{4 m^{2}-16 m+12} \\)", "MisconceptionId": "792", "MisconceptionName": "Expands when asked to simplify", "prompt": "Misconception:\nExpands when asked to simplify\n\nQuestion:\nWrite this as a single fraction as simply as possible\n\\(\n\\frac{2}{m^{2}-4 m+3} \\times \\frac{m-3}{4}\n\\)\n\nOptions:\nA. \\( \\frac{8}{m-1} \\)\nB. \\( \\frac{1}{2(m-1)} \\)\nC. \\( \\frac{2 m-6}{4 m^{2}-16 m+12} \\)\nD. \\( \\frac{2}{m-1} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "822:B", "QuestionText": "Which of the following is most likely to be the graph of a exponential function?", "AnswerAText": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right.]()", "AnswerBText": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "AnswerCText": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "AnswerDText": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "MisconceptionId": "2544", "MisconceptionName": "Confuses reciprocal and exponential graphs", "prompt": "Misconception:\nConfuses reciprocal and exponential graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a exponential function?\n\nOptions:\nA. ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right.]()\nB. ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\nC. ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nD. ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "822:C", "QuestionText": "Which of the following is most likely to be the graph of a exponential function?", "AnswerAText": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right.]()", "AnswerBText": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "AnswerCText": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "AnswerDText": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "MisconceptionId": "1436", "MisconceptionName": "Confuses cubic and exponential graphs", "prompt": "Misconception:\nConfuses cubic and exponential graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a exponential function?\n\nOptions:\nA. ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right.]()\nB. ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\nC. ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nD. ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "822:D", "QuestionText": "Which of the following is most likely to be the graph of a exponential function?", "AnswerAText": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right.]()", "AnswerBText": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "AnswerCText": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "AnswerDText": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "MisconceptionId": "76", "MisconceptionName": "Confuses quadratic and exponential graphs", "prompt": "Misconception:\nConfuses quadratic and exponential graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a exponential function?\n\nOptions:\nA. ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right.]()\nB. ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\nC. ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nD. ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "823:B", "QuestionText": "\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a black car? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region.]()", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "1288", "MisconceptionName": "Believes the intersection on a Venn diagram represents the total of one set", "prompt": "Misconception:\nBelieves the intersection on a Venn diagram represents the total of one set\n\nQuestion:\n\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a black car? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region.]()\n\nOptions:\nA. \\( 27 \\)\nB. \\( 15 \\)\nC. \\( 8 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "823:C", "QuestionText": "\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a black car? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region.]()", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1025", "MisconceptionName": "Forgets to include the intersection value when asked for total value of a set in a Venn diagram", "prompt": "Misconception:\nForgets to include the intersection value when asked for total value of a set in a Venn diagram\n\nQuestion:\n\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a black car? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region.]()\n\nOptions:\nA. \\( 27 \\)\nB. \\( 15 \\)\nC. \\( 8 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "824:B", "QuestionText": "Amelie is counting backwards in steps of \\( 4 \\).\nShe starts at the number \\( 24,993 \\)\nwhat is the next number she will say?", "AnswerAText": "\\( 24,988 \\)", "AnswerBText": "\\( 24,992 \\)", "AnswerCText": "\\( 24,990 \\)", "AnswerDText": "\\( 24,989 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 24,992 \\)", "MisconceptionId": "878", "MisconceptionName": "Counts on by 1, when asked to count forward/backwards in a step other than 1", "prompt": "Misconception:\nCounts on by 1, when asked to count forward/backwards in a step other than 1\n\nQuestion:\nAmelie is counting backwards in steps of \\( 4 \\).\nShe starts at the number \\( 24,993 \\)\nwhat is the next number she will say?\n\nOptions:\nA. \\( 24,988 \\)\nB. \\( 24,992 \\)\nC. \\( 24,990 \\)\nD. \\( 24,989 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "824:C", "QuestionText": "Amelie is counting backwards in steps of \\( 4 \\).\nShe starts at the number \\( 24,993 \\)\nwhat is the next number she will say?", "AnswerAText": "\\( 24,988 \\)", "AnswerBText": "\\( 24,992 \\)", "AnswerCText": "\\( 24,990 \\)", "AnswerDText": "\\( 24,989 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 24,990 \\)", "MisconceptionId": "1824", "MisconceptionName": "Counts the starting number when counting backwards", "prompt": "Misconception:\nCounts the starting number when counting backwards\n\nQuestion:\nAmelie is counting backwards in steps of \\( 4 \\).\nShe starts at the number \\( 24,993 \\)\nwhat is the next number she will say?\n\nOptions:\nA. \\( 24,988 \\)\nB. \\( 24,992 \\)\nC. \\( 24,990 \\)\nD. \\( 24,989 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "825:A", "QuestionText": "If \\( 12 \\) is a factor of a number, then another factor of that number must be...", "AnswerAText": "\\( 5 \\) and \\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 24 \\)", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5 \\) and \\( 7 \\)", "MisconceptionId": "1946", "MisconceptionName": "Believes numbers are divisible by numbers which sum to their factors", "prompt": "Misconception:\nBelieves numbers are divisible by numbers which sum to their factors\n\nQuestion:\nIf \\( 12 \\) is a factor of a number, then another factor of that number must be...\n\nOptions:\nA. \\( 5 \\) and \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 24 \\)\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "825:C", "QuestionText": "If \\( 12 \\) is a factor of a number, then another factor of that number must be...", "AnswerAText": "\\( 5 \\) and \\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 24 \\)", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "573", "MisconceptionName": "Thinks numbers are divisible by all multiples of their factors", "prompt": "Misconception:\nThinks numbers are divisible by all multiples of their factors\n\nQuestion:\nIf \\( 12 \\) is a factor of a number, then another factor of that number must be...\n\nOptions:\nA. \\( 5 \\) and \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 24 \\)\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "826:A", "QuestionText": "\\( 9.4 \\times 50= \\)", "AnswerAText": "\\( 4700 \\)", "AnswerBText": "\\( 420 \\)", "AnswerCText": "\\( 940 \\)", "AnswerDText": "\\( 470 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4700 \\)", "MisconceptionId": "2055", "MisconceptionName": "When multiplying a decimal by an integer, ignores decimal point and just multiplies the digits", "prompt": "Misconception:\nWhen multiplying a decimal by an integer, ignores decimal point and just multiplies the digits\n\nQuestion:\n\\( 9.4 \\times 50= \\)\n\nOptions:\nA. \\( 4700 \\)\nB. \\( 420 \\)\nC. \\( 940 \\)\nD. \\( 470 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "827:A", "QuestionText": "Jo and Paul are arguing about simplifying fractions.\n\nJo says you can never simplify a fraction if either the numerator or denominator is a prime number.\n\nPaul says you will always be able to simplify a fraction if neither the numerator or denominator is prime.\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "2363", "MisconceptionName": "Assumes fractions with prime numerators cannot be simplified", "prompt": "Misconception:\nAssumes fractions with prime numerators cannot be simplified\n\nQuestion:\nJo and Paul are arguing about simplifying fractions.\n\nJo says you can never simplify a fraction if either the numerator or denominator is a prime number.\n\nPaul says you will always be able to simplify a fraction if neither the numerator or denominator is prime.\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "827:B", "QuestionText": "Jo and Paul are arguing about simplifying fractions.\n\nJo says you can never simplify a fraction if either the numerator or denominator is a prime number.\n\nPaul says you will always be able to simplify a fraction if neither the numerator or denominator is prime.\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nJo and Paul are arguing about simplifying fractions.\n\nJo says you can never simplify a fraction if either the numerator or denominator is a prime number.\n\nPaul says you will always be able to simplify a fraction if neither the numerator or denominator is prime.\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "828:A", "QuestionText": "\\( 30 \\% \\) of \\( £ 120= \\)", "AnswerAText": "\\( £ 30 \\)", "AnswerBText": "\\( £ 36 \\)", "AnswerCText": "\\( £ 90 \\)", "AnswerDText": "\\( £ 360 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( £ 30 \\)", "MisconceptionId": "2138", "MisconceptionName": "Does not understand a percentage can be applied to something not out of 100", "prompt": "Misconception:\nDoes not understand a percentage can be applied to something not out of 100\n\nQuestion:\n\\( 30 \\% \\) of \\( £ 120= \\)\n\nOptions:\nA. \\( £ 30 \\)\nB. \\( £ 36 \\)\nC. \\( £ 90 \\)\nD. \\( £ 360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "829:C", "QuestionText": "Multiply out the brackets:\n\\[\n(m-3)(m-2)\n\\]", "AnswerAText": "\\( m^{2}-5 m+6 \\)", "AnswerBText": "\\( m^{2}-m-6 \\)", "AnswerCText": "\\( m^{2}+5 m+6 \\)", "AnswerDText": "\\( m^{2}-5 m-6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( m^{2}+5 m+6 \\)", "MisconceptionId": "1639", "MisconceptionName": "Believes adding two negatives gives a positive answer", "prompt": "Misconception:\nBelieves adding two negatives gives a positive answer\n\nQuestion:\nMultiply out the brackets:\n\\[\n(m-3)(m-2)\n\\]\n\nOptions:\nA. \\( m^{2}-5 m+6 \\)\nB. \\( m^{2}-m-6 \\)\nC. \\( m^{2}+5 m+6 \\)\nD. \\( m^{2}-5 m-6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "829:D", "QuestionText": "Multiply out the brackets:\n\\[\n(m-3)(m-2)\n\\]", "AnswerAText": "\\( m^{2}-5 m+6 \\)", "AnswerBText": "\\( m^{2}-m-6 \\)", "AnswerCText": "\\( m^{2}+5 m+6 \\)", "AnswerDText": "\\( m^{2}-5 m-6 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( m^{2}-5 m-6 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nMultiply out the brackets:\n\\[\n(m-3)(m-2)\n\\]\n\nOptions:\nA. \\( m^{2}-5 m+6 \\)\nB. \\( m^{2}-m-6 \\)\nC. \\( m^{2}+5 m+6 \\)\nD. \\( m^{2}-5 m-6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "830:C", "QuestionText": "This is a part of the table of values for the equation\n\\[\n2 x+3 y=12\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 4.1 \\)", "AnswerBText": "\\( 3.9 \\)", "AnswerCText": "\\( 4.2 \\)", "AnswerDText": "\\( 3.8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4.2 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\n2 x+3 y=12\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 4.1 \\)\nB. \\( 3.9 \\)\nC. \\( 4.2 \\)\nD. \\( 3.8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "831:A", "QuestionText": "Which of the following is a factor of: \\( 6 p^{2}+11 p \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( p^{2} \\)", "AnswerDText": "\\( p \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "91", "MisconceptionName": "When asked for factors of an algebraic expression, thinks any part of a term will be a factor", "prompt": "Misconception:\nWhen asked for factors of an algebraic expression, thinks any part of a term will be a factor\n\nQuestion:\nWhich of the following is a factor of: \\( 6 p^{2}+11 p \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 11 \\)\nC. \\( p^{2} \\)\nD. \\( p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "831:B", "QuestionText": "Which of the following is a factor of: \\( 6 p^{2}+11 p \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( p^{2} \\)", "AnswerDText": "\\( p \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "91", "MisconceptionName": "When asked for factors of an algebraic expression, thinks any part of a term will be a factor", "prompt": "Misconception:\nWhen asked for factors of an algebraic expression, thinks any part of a term will be a factor\n\nQuestion:\nWhich of the following is a factor of: \\( 6 p^{2}+11 p \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 11 \\)\nC. \\( p^{2} \\)\nD. \\( p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "831:C", "QuestionText": "Which of the following is a factor of: \\( 6 p^{2}+11 p \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( p^{2} \\)", "AnswerDText": "\\( p \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( p^{2} \\)", "MisconceptionId": "91", "MisconceptionName": "When asked for factors of an algebraic expression, thinks any part of a term will be a factor", "prompt": "Misconception:\nWhen asked for factors of an algebraic expression, thinks any part of a term will be a factor\n\nQuestion:\nWhich of the following is a factor of: \\( 6 p^{2}+11 p \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 11 \\)\nC. \\( p^{2} \\)\nD. \\( p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "832:B", "QuestionText": "What is the volume of this cube? ![A cube with one edge labelled 5cm]()", "AnswerAText": "\\( 125 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 15 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 25 \\mathrm{~cm}^{3} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 15 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "1984", "MisconceptionName": "Adds when calculating volume instead of multiplying", "prompt": "Misconception:\nAdds when calculating volume instead of multiplying\n\nQuestion:\nWhat is the volume of this cube? ![A cube with one edge labelled 5cm]()\n\nOptions:\nA. \\( 125 \\mathrm{~cm}^{3} \\)\nB. \\( 15 \\mathrm{~cm}^{3} \\)\nC. \\( 25 \\mathrm{~cm}^{3} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "832:C", "QuestionText": "What is the volume of this cube? ![A cube with one edge labelled 5cm]()", "AnswerAText": "\\( 125 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 15 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 25 \\mathrm{~cm}^{3} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 25 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "554", "MisconceptionName": "Finds area of one face when asked for volume", "prompt": "Misconception:\nFinds area of one face when asked for volume\n\nQuestion:\nWhat is the volume of this cube? ![A cube with one edge labelled 5cm]()\n\nOptions:\nA. \\( 125 \\mathrm{~cm}^{3} \\)\nB. \\( 15 \\mathrm{~cm}^{3} \\)\nC. \\( 25 \\mathrm{~cm}^{3} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "832:D", "QuestionText": "What is the volume of this cube? ![A cube with one edge labelled 5cm]()", "AnswerAText": "\\( 125 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 15 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 25 \\mathrm{~cm}^{3} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "253", "MisconceptionName": "Does not recognise that all lengths on a cube are equal", "prompt": "Misconception:\nDoes not recognise that all lengths on a cube are equal\n\nQuestion:\nWhat is the volume of this cube? ![A cube with one edge labelled 5cm]()\n\nOptions:\nA. \\( 125 \\mathrm{~cm}^{3} \\)\nB. \\( 15 \\mathrm{~cm}^{3} \\)\nC. \\( 25 \\mathrm{~cm}^{3} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "833:A", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (3,3) (2,1) and (4,1). The point P is the coordinate (2,1)]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,0) \\)", "AnswerCText": "\\( (0,1) \\)", "AnswerDText": "\\( (1,2) \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (2,2) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (3,3) (2,1) and (4,1). The point P is the coordinate (2,1)]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,0) \\)\nC. \\( (0,1) \\)\nD. \\( (1,2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "833:B", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (3,3) (2,1) and (4,1). The point P is the coordinate (2,1)]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,0) \\)", "AnswerCText": "\\( (0,1) \\)", "AnswerDText": "\\( (1,2) \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (2,0) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (3,3) (2,1) and (4,1). The point P is the coordinate (2,1)]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,0) \\)\nC. \\( (0,1) \\)\nD. \\( (1,2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "833:C", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (3,3) (2,1) and (4,1). The point P is the coordinate (2,1)]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,0) \\)", "AnswerCText": "\\( (0,1) \\)", "AnswerDText": "\\( (1,2) \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (0,1) \\)", "MisconceptionId": "797", "MisconceptionName": "Reflects horizontally or vertically instead of across a diagonal line of symmetry", "prompt": "Misconception:\nReflects horizontally or vertically instead of across a diagonal line of symmetry\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (3,3) (2,1) and (4,1). The point P is the coordinate (2,1)]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,0) \\)\nC. \\( (0,1) \\)\nD. \\( (1,2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "834:B", "QuestionText": "When \\( x^{2}+12 x+32 \\) is factorised, what will appear in the box below? ![\\( (x+4) \\square \\)]()", "AnswerAText": "\\( (x+7) \\)", "AnswerBText": "\\( (x+28) \\)", "AnswerCText": "\\( (x+8) \\)", "AnswerDText": "\\( (x-8) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (x+28) \\)", "MisconceptionId": "1421", "MisconceptionName": "When factorising into double brackets, finds the sum of two values which give the non variable term in the expression rather than the product", "prompt": "Misconception:\nWhen factorising into double brackets, finds the sum of two values which give the non variable term in the expression rather than the product\n\nQuestion:\nWhen \\( x^{2}+12 x+32 \\) is factorised, what will appear in the box below? ![\\( (x+4) \\square \\)]()\n\nOptions:\nA. \\( (x+7) \\)\nB. \\( (x+28) \\)\nC. \\( (x+8) \\)\nD. \\( (x-8) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "834:D", "QuestionText": "When \\( x^{2}+12 x+32 \\) is factorised, what will appear in the box below? ![\\( (x+4) \\square \\)]()", "AnswerAText": "\\( (x+7) \\)", "AnswerBText": "\\( (x+28) \\)", "AnswerCText": "\\( (x+8) \\)", "AnswerDText": "\\( (x-8) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (x-8) \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhen \\( x^{2}+12 x+32 \\) is factorised, what will appear in the box below? ![\\( (x+4) \\square \\)]()\n\nOptions:\nA. \\( (x+7) \\)\nB. \\( (x+28) \\)\nC. \\( (x+8) \\)\nD. \\( (x-8) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "835:C", "QuestionText": "\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 3 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 1.8 \\)", "AnswerBText": "\\( 2.6 \\)", "AnswerCText": "\\( 3.6 \\)", "AnswerDText": "\\( 0.18 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3.6 \\)", "MisconceptionId": "306", "MisconceptionName": "Added rather than multiplied by a scale factor", "prompt": "Misconception:\nAdded rather than multiplied by a scale factor\n\nQuestion:\n\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 3 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 1.8 \\)\nB. \\( 2.6 \\)\nC. \\( 3.6 \\)\nD. \\( 0.18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "835:D", "QuestionText": "\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 3 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 1.8 \\)", "AnswerBText": "\\( 2.6 \\)", "AnswerCText": "\\( 3.6 \\)", "AnswerDText": "\\( 0.18 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.18 \\)", "MisconceptionId": "189", "MisconceptionName": "When multiplying decimals, ignores place value and just multiplies the digits", "prompt": "Misconception:\nWhen multiplying decimals, ignores place value and just multiplies the digits\n\nQuestion:\n\\( 1 \\mathrm{~km} \\approx 0.6 \\) miles \\( 3 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 1.8 \\)\nB. \\( 2.6 \\)\nC. \\( 3.6 \\)\nD. \\( 0.18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "836:B", "QuestionText": "\\( 24 \\) people went to an local ice hockey match.\nThe pie chart shows the colours of their shirts.\nHow many people wore red? ![Pie chart divided into 8 equal sections. 4 sections are yellow, 2 sections are red, 1 section is black and 1 section is white.]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "1490", "MisconceptionName": "Writes fraction rather than fraction of amount", "prompt": "Misconception:\nWrites fraction rather than fraction of amount\n\nQuestion:\n\\( 24 \\) people went to an local ice hockey match.\nThe pie chart shows the colours of their shirts.\nHow many people wore red? ![Pie chart divided into 8 equal sections. 4 sections are yellow, 2 sections are red, 1 section is black and 1 section is white.]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "836:C", "QuestionText": "\\( 24 \\) people went to an local ice hockey match.\nThe pie chart shows the colours of their shirts.\nHow many people wore red? ![Pie chart divided into 8 equal sections. 4 sections are yellow, 2 sections are red, 1 section is black and 1 section is white.]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1057", "MisconceptionName": "Finds the unit fraction when asked to find a non-unit fraction of an amount", "prompt": "Misconception:\nFinds the unit fraction when asked to find a non-unit fraction of an amount\n\nQuestion:\n\\( 24 \\) people went to an local ice hockey match.\nThe pie chart shows the colours of their shirts.\nHow many people wore red? ![Pie chart divided into 8 equal sections. 4 sections are yellow, 2 sections are red, 1 section is black and 1 section is white.]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "836:D", "QuestionText": "\\( 24 \\) people went to an local ice hockey match.\nThe pie chart shows the colours of their shirts.\nHow many people wore red? ![Pie chart divided into 8 equal sections. 4 sections are yellow, 2 sections are red, 1 section is black and 1 section is white.]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1260", "MisconceptionName": "Gives number of sections of pie chart rather than the amount it represents", "prompt": "Misconception:\nGives number of sections of pie chart rather than the amount it represents\n\nQuestion:\n\\( 24 \\) people went to an local ice hockey match.\nThe pie chart shows the colours of their shirts.\nHow many people wore red? ![Pie chart divided into 8 equal sections. 4 sections are yellow, 2 sections are red, 1 section is black and 1 section is white.]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "837:A", "QuestionText": "\\[\n\\text { When } h=10 \\text { and } j=4\n\\]\n\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=60\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\n\\[\n\\text { When } h=10 \\text { and } j=4\n\\]\n\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)\nB. \\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)\nC. \\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)\nD. \\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=60\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "837:B", "QuestionText": "\\[\n\\text { When } h=10 \\text { and } j=4\n\\]\n\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=60\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\n\\[\n\\text { When } h=10 \\text { and } j=4\n\\]\n\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)\nB. \\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)\nC. \\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)\nD. \\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=60\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "837:C", "QuestionText": "\\[\n\\text { When } h=10 \\text { and } j=4\n\\]\n\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=60\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\n\\[\n\\text { When } h=10 \\text { and } j=4\n\\]\n\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=-60\\end{array} \\)\nB. \\( \\begin{array}{l}h(j+2)=42 \\\\ h(2+j)=24\\end{array} \\)\nC. \\( \\begin{array}{l}h(j+2)=24 \\\\ h(2+j)=42\\end{array} \\)\nD. \\( \\begin{array}{l}h(j+2)=60 \\\\ h(2+j)=60\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "838:A", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making an upside down T shape where there is a rectangle across the bottom and a rectangle attached above this, slightly to the left of the centre. The full width across the bottom is 16m, the partial width on the left is 2m, the partial width on the top block is 7m. The full height on the right is 9m, the partial height on the left is 3m. The shaded section is the right hand rectangle from the right edge up to where the top rectangle begins.]()", "AnswerAText": "\\( 48 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 21 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 15 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 10 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 48 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making an upside down T shape where there is a rectangle across the bottom and a rectangle attached above this, slightly to the left of the centre. The full width across the bottom is 16m, the partial width on the left is 2m, the partial width on the top block is 7m. The full height on the right is 9m, the partial height on the left is 3m. The shaded section is the right hand rectangle from the right edge up to where the top rectangle begins.]()\n\nOptions:\nA. \\( 48 \\mathrm{~m}^{2} \\)\nB. \\( 21 \\mathrm{~m}^{2} \\)\nC. \\( 15 \\mathrm{~m}^{2} \\)\nD. \\( 10 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "838:C", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making an upside down T shape where there is a rectangle across the bottom and a rectangle attached above this, slightly to the left of the centre. The full width across the bottom is 16m, the partial width on the left is 2m, the partial width on the top block is 7m. The full height on the right is 9m, the partial height on the left is 3m. The shaded section is the right hand rectangle from the right edge up to where the top rectangle begins.]()", "AnswerAText": "\\( 48 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 21 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 15 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 10 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 15 \\mathrm{~m}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making an upside down T shape where there is a rectangle across the bottom and a rectangle attached above this, slightly to the left of the centre. The full width across the bottom is 16m, the partial width on the left is 2m, the partial width on the top block is 7m. The full height on the right is 9m, the partial height on the left is 3m. The shaded section is the right hand rectangle from the right edge up to where the top rectangle begins.]()\n\nOptions:\nA. \\( 48 \\mathrm{~m}^{2} \\)\nB. \\( 21 \\mathrm{~m}^{2} \\)\nC. \\( 15 \\mathrm{~m}^{2} \\)\nD. \\( 10 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "838:D", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making an upside down T shape where there is a rectangle across the bottom and a rectangle attached above this, slightly to the left of the centre. The full width across the bottom is 16m, the partial width on the left is 2m, the partial width on the top block is 7m. The full height on the right is 9m, the partial height on the left is 3m. The shaded section is the right hand rectangle from the right edge up to where the top rectangle begins.]()", "AnswerAText": "\\( 48 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 21 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 15 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 10 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 10 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "2204", "MisconceptionName": "Believes the area of a rectangle is calculated by length add width", "prompt": "Misconception:\nBelieves the area of a rectangle is calculated by length add width\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A compound shape making an upside down T shape where there is a rectangle across the bottom and a rectangle attached above this, slightly to the left of the centre. The full width across the bottom is 16m, the partial width on the left is 2m, the partial width on the top block is 7m. The full height on the right is 9m, the partial height on the left is 3m. The shaded section is the right hand rectangle from the right edge up to where the top rectangle begins.]()\n\nOptions:\nA. \\( 48 \\mathrm{~m}^{2} \\)\nB. \\( 21 \\mathrm{~m}^{2} \\)\nC. \\( 15 \\mathrm{~m}^{2} \\)\nD. \\( 10 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "839:A", "QuestionText": "Which signs belong in the boxes to make the statement correct?\n\\( 76426 \\)\\[ {\\color{blue}\\square} \\]\\( 76462 \\)\\[ {\\color{orange}\\square} \\]\\( 74662 \\)", "AnswerAText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()", "AnswerBText": "![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()", "AnswerCText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()", "AnswerDText": "![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich signs belong in the boxes to make the statement correct?\n\\( 76426 \\)\\[ {\\color{blue}\\square} \\]\\( 76462 \\)\\[ {\\color{orange}\\square} \\]\\( 74662 \\)\n\nOptions:\nA. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()\nB. ![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()\nC. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()\nD. ![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "839:B", "QuestionText": "Which signs belong in the boxes to make the statement correct?\n\\( 76426 \\)\\[ {\\color{blue}\\square} \\]\\( 76462 \\)\\[ {\\color{orange}\\square} \\]\\( 74662 \\)", "AnswerAText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()", "AnswerBText": "![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()", "AnswerCText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()", "AnswerDText": "![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()", "MisconceptionId": "655", "MisconceptionName": "Assumes that a list is given in size order", "prompt": "Misconception:\nAssumes that a list is given in size order\n\nQuestion:\nWhich signs belong in the boxes to make the statement correct?\n\\( 76426 \\)\\[ {\\color{blue}\\square} \\]\\( 76462 \\)\\[ {\\color{orange}\\square} \\]\\( 74662 \\)\n\nOptions:\nA. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()\nB. ![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()\nC. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()\nD. ![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "839:C", "QuestionText": "Which signs belong in the boxes to make the statement correct?\n\\( 76426 \\)\\[ {\\color{blue}\\square} \\]\\( 76462 \\)\\[ {\\color{orange}\\square} \\]\\( 74662 \\)", "AnswerAText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()", "AnswerBText": "![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()", "AnswerCText": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()", "AnswerDText": "![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()", "MisconceptionId": "655", "MisconceptionName": "Assumes that a list is given in size order", "prompt": "Misconception:\nAssumes that a list is given in size order\n\nQuestion:\nWhich signs belong in the boxes to make the statement correct?\n\\( 76426 \\)\\[ {\\color{blue}\\square} \\]\\( 76462 \\)\\[ {\\color{orange}\\square} \\]\\( 74662 \\)\n\nOptions:\nA. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"less than\" symbol]()\nB. ![A blue box containing a \"less than\" symbol and an orange box containing a \"less than\" symbol]()\nC. ![A blue box containing a \"greater than\" symbol  and an orange box containing a \"greater than\" symbol]()\nD. ![A blue box containing a \"less than\" symbol  and an orange box containing a \"greater than\" symbol]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "840:A", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{8 x}{5}=40\n\\)\n\nTom says a correct next line of working could be: \\( 8 x=8 \\)\nKatie says a correct next line of working could be: \\( \\frac{x}{5}=5 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{8 x}{5}=40\n\\)\n\nTom says a correct next line of working could be: \\( 8 x=8 \\)\nKatie says a correct next line of working could be: \\( \\frac{x}{5}=5 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "840:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{8 x}{5}=40\n\\)\n\nTom says a correct next line of working could be: \\( 8 x=8 \\)\nKatie says a correct next line of working could be: \\( \\frac{x}{5}=5 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "381", "MisconceptionName": "When dividing a fraction by an integer, divides both the numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, divides both the numerator and denominator by the integer\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{8 x}{5}=40\n\\)\n\nTom says a correct next line of working could be: \\( 8 x=8 \\)\nKatie says a correct next line of working could be: \\( \\frac{x}{5}=5 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "841:B", "QuestionText": "These spinners are spun and the two scores are added together.\n\nBob records the results in a sample space diagram.\nHow many cells would contain a score of \\( 4 \\) ? ![Two 6-sided spinners. Both spinners are split into 6 equal sections with the numbers 1, 3, 3, 5, 5, and 5 in them.]() \\begin{tabular}{|l|l|l|l|l|l|l|}\n\\hline & \\( 1 \\) & \\( 3 \\) & \\( 3 \\) & \\( 5 \\) & \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 1 \\) \\\\\n\\hline \\( 3 \\)  \\\\\n\\hline \\( 3 \\)  \\\\\n\\hline \\( 5 \\)\\\\\n\\hline \\( 5 \\)  \\\\\n\\hline \\( 5 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1616", "MisconceptionName": "Fails to consider all possible outcomes", "prompt": "Misconception:\nFails to consider all possible outcomes\n\nQuestion:\nThese spinners are spun and the two scores are added together.\n\nBob records the results in a sample space diagram.\nHow many cells would contain a score of \\( 4 \\) ? ![Two 6-sided spinners. Both spinners are split into 6 equal sections with the numbers 1, 3, 3, 5, 5, and 5 in them.]() \\begin{tabular}{|l|l|l|l|l|l|l|}\n\\hline & \\( 1 \\) & \\( 3 \\) & \\( 3 \\) & \\( 5 \\) & \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 1 \\) \\\\\n\\hline \\( 3 \\)  \\\\\n\\hline \\( 3 \\)  \\\\\n\\hline \\( 5 \\)\\\\\n\\hline \\( 5 \\)  \\\\\n\\hline \\( 5 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 1 \\)\nB. \\( 2 \\)\nC. \\( 4 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "842:A", "QuestionText": "Convert \\( \\frac{4}{20} \\) into a decimal", "AnswerAText": "\\( 5.0 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "\\( 4.20 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5.0 \\)", "MisconceptionId": "1542", "MisconceptionName": "Believes that a fraction means dividing the denominator by the numerator", "prompt": "Misconception:\nBelieves that a fraction means dividing the denominator by the numerator\n\nQuestion:\nConvert \\( \\frac{4}{20} \\) into a decimal\n\nOptions:\nA. \\( 5.0 \\)\nB. \\( 0.4 \\)\nC. \\( 0.2 \\)\nD. \\( 4.20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "842:B", "QuestionText": "Convert \\( \\frac{4}{20} \\) into a decimal", "AnswerAText": "\\( 5.0 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "\\( 4.20 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nConvert \\( \\frac{4}{20} \\) into a decimal\n\nOptions:\nA. \\( 5.0 \\)\nB. \\( 0.4 \\)\nC. \\( 0.2 \\)\nD. \\( 4.20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "842:D", "QuestionText": "Convert \\( \\frac{4}{20} \\) into a decimal", "AnswerAText": "\\( 5.0 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 0.2 \\)", "AnswerDText": "\\( 4.20 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4.20 \\)", "MisconceptionId": "2308", "MisconceptionName": "Converts a fraction to a decimal by placing a decimal point between the numerator and denominator", "prompt": "Misconception:\nConverts a fraction to a decimal by placing a decimal point between the numerator and denominator\n\nQuestion:\nConvert \\( \\frac{4}{20} \\) into a decimal\n\nOptions:\nA. \\( 5.0 \\)\nB. \\( 0.4 \\)\nC. \\( 0.2 \\)\nD. \\( 4.20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "843:B", "QuestionText": "Tom and Katie are discussing congruent shapes. Who is correct? Tom says these two shapes are congruent ![An image of two triangles. The triangles are the same shape and size but have different orientations.]() Katie says these two shapes are congruent ![An image of two triangles. A big one and a small one.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruent shapes. Who is correct? Tom says these two shapes are congruent ![An image of two triangles. The triangles are the same shape and size but have different orientations.]() Katie says these two shapes are congruent ![An image of two triangles. A big one and a small one.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "843:C", "QuestionText": "Tom and Katie are discussing congruent shapes. Who is correct? Tom says these two shapes are congruent ![An image of two triangles. The triangles are the same shape and size but have different orientations.]() Katie says these two shapes are congruent ![An image of two triangles. A big one and a small one.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruent shapes. Who is correct? Tom says these two shapes are congruent ![An image of two triangles. The triangles are the same shape and size but have different orientations.]() Katie says these two shapes are congruent ![An image of two triangles. A big one and a small one.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "843:D", "QuestionText": "Tom and Katie are discussing congruent shapes. Who is correct? Tom says these two shapes are congruent ![An image of two triangles. The triangles are the same shape and size but have different orientations.]() Katie says these two shapes are congruent ![An image of two triangles. A big one and a small one.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1318", "MisconceptionName": "Does not understand that shapes are congruent if they have the same size and shape", "prompt": "Misconception:\nDoes not understand that shapes are congruent if they have the same size and shape\n\nQuestion:\nTom and Katie are discussing congruent shapes. Who is correct? Tom says these two shapes are congruent ![An image of two triangles. The triangles are the same shape and size but have different orientations.]() Katie says these two shapes are congruent ![An image of two triangles. A big one and a small one.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "844:A", "QuestionText": "What is the difference between the perimeters of these two shapes? ![Beige rectangle with base length 13cm and side length 5cm]() ![Pink, isosceles triangle with base length 4cm and side length 16cm]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 48 \\mathrm{~cm} \\)", "AnswerCText": "\\( 0 \\mathrm{~cm} \\)", "AnswerDText": "\\( 72 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is the difference between the perimeters of these two shapes? ![Beige rectangle with base length 13cm and side length 5cm]() ![Pink, isosceles triangle with base length 4cm and side length 16cm]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 48 \\mathrm{~cm} \\)\nC. \\( 0 \\mathrm{~cm} \\)\nD. \\( 72 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "844:B", "QuestionText": "What is the difference between the perimeters of these two shapes? ![Beige rectangle with base length 13cm and side length 5cm]() ![Pink, isosceles triangle with base length 4cm and side length 16cm]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 48 \\mathrm{~cm} \\)", "AnswerCText": "\\( 0 \\mathrm{~cm} \\)", "AnswerDText": "\\( 72 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 48 \\mathrm{~cm} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is the difference between the perimeters of these two shapes? ![Beige rectangle with base length 13cm and side length 5cm]() ![Pink, isosceles triangle with base length 4cm and side length 16cm]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 48 \\mathrm{~cm} \\)\nC. \\( 0 \\mathrm{~cm} \\)\nD. \\( 72 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "844:D", "QuestionText": "What is the difference between the perimeters of these two shapes? ![Beige rectangle with base length 13cm and side length 5cm]() ![Pink, isosceles triangle with base length 4cm and side length 16cm]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 48 \\mathrm{~cm} \\)", "AnswerCText": "\\( 0 \\mathrm{~cm} \\)", "AnswerDText": "\\( 72 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 72 \\mathrm{~cm} \\)", "MisconceptionId": "1887", "MisconceptionName": "Adds instead of subtracts when asked to find the difference", "prompt": "Misconception:\nAdds instead of subtracts when asked to find the difference\n\nQuestion:\nWhat is the difference between the perimeters of these two shapes? ![Beige rectangle with base length 13cm and side length 5cm]() ![Pink, isosceles triangle with base length 4cm and side length 16cm]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 48 \\mathrm{~cm} \\)\nC. \\( 0 \\mathrm{~cm} \\)\nD. \\( 72 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "845:C", "QuestionText": "A triangle has the following angles: \\( 90\\degree, 50\\degree, 40\\degree \\)\nTom says the triangle is right-angled\nKatie says the triangle is isosceles\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Both Tom and Katie", "AnswerCText": "Only Katie", "AnswerDText": "Neither are correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Only Katie", "MisconceptionId": "1886", "MisconceptionName": "Does not understand that base angles in an isosceles are equal", "prompt": "Misconception:\nDoes not understand that base angles in an isosceles are equal\n\nQuestion:\nA triangle has the following angles: \\( 90\\degree, 50\\degree, 40\\degree \\)\nTom says the triangle is right-angled\nKatie says the triangle is isosceles\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Both Tom and Katie\nC. Only Katie\nD. Neither are correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "845:D", "QuestionText": "A triangle has the following angles: \\( 90\\degree, 50\\degree, 40\\degree \\)\nTom says the triangle is right-angled\nKatie says the triangle is isosceles\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Both Tom and Katie", "AnswerCText": "Only Katie", "AnswerDText": "Neither are correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither are correct", "MisconceptionId": "219", "MisconceptionName": "Does not know that a right angle is 90 degrees", "prompt": "Misconception:\nDoes not know that a right angle is 90 degrees\n\nQuestion:\nA triangle has the following angles: \\( 90\\degree, 50\\degree, 40\\degree \\)\nTom says the triangle is right-angled\nKatie says the triangle is isosceles\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Both Tom and Katie\nC. Only Katie\nD. Neither are correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "846:D", "QuestionText": "Tom and Katie are trying to calculate the answer to \\( 19 \\times 8 \\)\nTom does this: \\( 20 \\times 8-1 \\times 8 \\)\nKatie does this: \\( 10 \\times 8+9 \\times 8 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\nTom and Katie are trying to calculate the answer to \\( 19 \\times 8 \\)\nTom does this: \\( 20 \\times 8-1 \\times 8 \\)\nKatie does this: \\( 10 \\times 8+9 \\times 8 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "847:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+4 p\n\\)", "AnswerAText": "\\( (p-2)(p+2) \\)", "AnswerBText": "\\( p(p+4) \\)", "AnswerCText": "\\( (p+2)(p+2) \\)", "AnswerDText": "Does not\nfactorise", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (p-2)(p+2) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+4 p\n\\)\n\nOptions:\nA. \\( (p-2)(p+2) \\)\nB. \\( p(p+4) \\)\nC. \\( (p+2)(p+2) \\)\nD. Does not\nfactorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "847:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+4 p\n\\)", "AnswerAText": "\\( (p-2)(p+2) \\)", "AnswerBText": "\\( p(p+4) \\)", "AnswerCText": "\\( (p+2)(p+2) \\)", "AnswerDText": "Does not\nfactorise", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (p+2)(p+2) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+4 p\n\\)\n\nOptions:\nA. \\( (p-2)(p+2) \\)\nB. \\( p(p+4) \\)\nC. \\( (p+2)(p+2) \\)\nD. Does not\nfactorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "848:B", "QuestionText": "Here is the completed Venn diagram from earlier in the quiz.\nWhat calculation works out the lowest common multiple of \\( 36 \\) and \\( 90 \\) ? ![A Venn diagram showing the Prime factors of 36 set and the Prime factors of 90 set. There is a 2 in the prime factors of 36 set, there is 2, 3, 3 in the intersection and there is a 5 in the prime factors of 50 set.]()", "AnswerAText": "\\( 2 \\times 2 \\times 3 \\times 3 \\times 5 \\)", "AnswerBText": "\\( 2 \\times 3 \\times 3 \\)", "AnswerCText": "\\( 2 \\times 5 \\)", "AnswerDText": "\\( 2 \\times 3 \\times 5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\times 3 \\times 3 \\)", "MisconceptionId": "842", "MisconceptionName": "Confuses the calculations for HCF and LCM", "prompt": "Misconception:\nConfuses the calculations for HCF and LCM\n\nQuestion:\nHere is the completed Venn diagram from earlier in the quiz.\nWhat calculation works out the lowest common multiple of \\( 36 \\) and \\( 90 \\) ? ![A Venn diagram showing the Prime factors of 36 set and the Prime factors of 90 set. There is a 2 in the prime factors of 36 set, there is 2, 3, 3 in the intersection and there is a 5 in the prime factors of 50 set.]()\n\nOptions:\nA. \\( 2 \\times 2 \\times 3 \\times 3 \\times 5 \\)\nB. \\( 2 \\times 3 \\times 3 \\)\nC. \\( 2 \\times 5 \\)\nD. \\( 2 \\times 3 \\times 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "848:C", "QuestionText": "Here is the completed Venn diagram from earlier in the quiz.\nWhat calculation works out the lowest common multiple of \\( 36 \\) and \\( 90 \\) ? ![A Venn diagram showing the Prime factors of 36 set and the Prime factors of 90 set. There is a 2 in the prime factors of 36 set, there is 2, 3, 3 in the intersection and there is a 5 in the prime factors of 50 set.]()", "AnswerAText": "\\( 2 \\times 2 \\times 3 \\times 3 \\times 5 \\)", "AnswerBText": "\\( 2 \\times 3 \\times 3 \\)", "AnswerCText": "\\( 2 \\times 5 \\)", "AnswerDText": "\\( 2 \\times 3 \\times 5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 \\times 5 \\)", "MisconceptionId": "1950", "MisconceptionName": "forgets to include the common factors when calculating the lowest common multiple", "prompt": "Misconception:\nforgets to include the common factors when calculating the lowest common multiple\n\nQuestion:\nHere is the completed Venn diagram from earlier in the quiz.\nWhat calculation works out the lowest common multiple of \\( 36 \\) and \\( 90 \\) ? ![A Venn diagram showing the Prime factors of 36 set and the Prime factors of 90 set. There is a 2 in the prime factors of 36 set, there is 2, 3, 3 in the intersection and there is a 5 in the prime factors of 50 set.]()\n\nOptions:\nA. \\( 2 \\times 2 \\times 3 \\times 3 \\times 5 \\)\nB. \\( 2 \\times 3 \\times 3 \\)\nC. \\( 2 \\times 5 \\)\nD. \\( 2 \\times 3 \\times 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "849:A", "QuestionText": "What number is this CCXLIX?", "AnswerAText": "\\( 271 \\)", "AnswerBText": "\\( 269 \\)", "AnswerCText": "\\( 249 \\)", "AnswerDText": "\\( 259 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 271 \\)", "MisconceptionId": "2413", "MisconceptionName": "When finding the value of a number given in roman numerals, adds the value of all letters together without considering the position of the letter.", "prompt": "Misconception:\nWhen finding the value of a number given in roman numerals, adds the value of all letters together without considering the position of the letter.\n\nQuestion:\nWhat number is this CCXLIX?\n\nOptions:\nA. \\( 271 \\)\nB. \\( 269 \\)\nC. \\( 249 \\)\nD. \\( 259 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "849:B", "QuestionText": "What number is this CCXLIX?", "AnswerAText": "\\( 271 \\)", "AnswerBText": "\\( 269 \\)", "AnswerCText": "\\( 249 \\)", "AnswerDText": "\\( 259 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 269 \\)", "MisconceptionId": "2413", "MisconceptionName": "When finding the value of a number given in roman numerals, adds the value of all letters together without considering the position of the letter.", "prompt": "Misconception:\nWhen finding the value of a number given in roman numerals, adds the value of all letters together without considering the position of the letter.\n\nQuestion:\nWhat number is this CCXLIX?\n\nOptions:\nA. \\( 271 \\)\nB. \\( 269 \\)\nC. \\( 249 \\)\nD. \\( 259 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "850:A", "QuestionText": "Jo and Paul are discussing the table of values for \\( \\boldsymbol{y}=\\boldsymbol{x}^{2} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 4 \\) \\\\\n\\hline\n\\end{tabular} Jo says the star could be \\( 16 \\).\nPaul says the star could be \\( -2 \\).\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1012", "MisconceptionName": "Squares when asked to find the square root", "prompt": "Misconception:\nSquares when asked to find the square root\n\nQuestion:\nJo and Paul are discussing the table of values for \\( \\boldsymbol{y}=\\boldsymbol{x}^{2} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 4 \\) \\\\\n\\hline\n\\end{tabular} Jo says the star could be \\( 16 \\).\nPaul says the star could be \\( -2 \\).\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "851:C", "QuestionText": "Write \\( 0.07 \\) as a percentage.", "AnswerAText": "\\( 7 \\% \\)", "AnswerBText": "\\( \\frac{7}{100} \\)", "AnswerCText": "\\( 70 \\% \\)", "AnswerDText": "\\( 0.07 \\% \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 70 \\% \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nWrite \\( 0.07 \\) as a percentage.\n\nOptions:\nA. \\( 7 \\% \\)\nB. \\( \\frac{7}{100} \\)\nC. \\( 70 \\% \\)\nD. \\( 0.07 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "851:D", "QuestionText": "Write \\( 0.07 \\) as a percentage.", "AnswerAText": "\\( 7 \\% \\)", "AnswerBText": "\\( \\frac{7}{100} \\)", "AnswerCText": "\\( 70 \\% \\)", "AnswerDText": "\\( 0.07 \\% \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.07 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nWrite \\( 0.07 \\) as a percentage.\n\nOptions:\nA. \\( 7 \\% \\)\nB. \\( \\frac{7}{100} \\)\nC. \\( 70 \\% \\)\nD. \\( 0.07 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "852:A", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=3 x\n\\] ![A table with two rows and two columns. The top left box has 'x', top right has a star, the bottom left box has 'y', bottom right has '-1'. ]() What should replace the star?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -0.3 \\)", "AnswerCText": "\\( -\\frac{1}{3} \\)", "AnswerDText": "There is no possible solution", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=3 x\n\\] ![A table with two rows and two columns. The top left box has 'x', top right has a star, the bottom left box has 'y', bottom right has '-1'. ]() What should replace the star?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -0.3 \\)\nC. \\( -\\frac{1}{3} \\)\nD. There is no possible solution\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "852:B", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=3 x\n\\] ![A table with two rows and two columns. The top left box has 'x', top right has a star, the bottom left box has 'y', bottom right has '-1'. ]() What should replace the star?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -0.3 \\)", "AnswerCText": "\\( -\\frac{1}{3} \\)", "AnswerDText": "There is no possible solution", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -0.3 \\)", "MisconceptionId": "2515", "MisconceptionName": "Rounds too early in calculation", "prompt": "Misconception:\nRounds too early in calculation\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=3 x\n\\] ![A table with two rows and two columns. The top left box has 'x', top right has a star, the bottom left box has 'y', bottom right has '-1'. ]() What should replace the star?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -0.3 \\)\nC. \\( -\\frac{1}{3} \\)\nD. There is no possible solution\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "853:D", "QuestionText": "\\( \\frac{1}{5} \\) of \\( 35= \\)", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "2154", "MisconceptionName": "Thinks finding a fraction of an amount means subtracting from that amount", "prompt": "Misconception:\nThinks finding a fraction of an amount means subtracting from that amount\n\nQuestion:\n\\( \\frac{1}{5} \\) of \\( 35= \\)\n\nOptions:\nA. \\( 7 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "854:A", "QuestionText": "What is the first cube number greater than \\( 100 ? \\)", "AnswerAText": "\\( 103 \\)", "AnswerBText": "\\( 125 \\)", "AnswerCText": "\\( 121 \\)", "AnswerDText": "\\( 102 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 103 \\)", "MisconceptionId": "2583", "MisconceptionName": "Does not know what a cube number is", "prompt": "Misconception:\nDoes not know what a cube number is\n\nQuestion:\nWhat is the first cube number greater than \\( 100 ? \\)\n\nOptions:\nA. \\( 103 \\)\nB. \\( 125 \\)\nC. \\( 121 \\)\nD. \\( 102 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "854:C", "QuestionText": "What is the first cube number greater than \\( 100 ? \\)", "AnswerAText": "\\( 103 \\)", "AnswerBText": "\\( 125 \\)", "AnswerCText": "\\( 121 \\)", "AnswerDText": "\\( 102 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 121 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhat is the first cube number greater than \\( 100 ? \\)\n\nOptions:\nA. \\( 103 \\)\nB. \\( 125 \\)\nC. \\( 121 \\)\nD. \\( 102 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "854:D", "QuestionText": "What is the first cube number greater than \\( 100 ? \\)", "AnswerAText": "\\( 103 \\)", "AnswerBText": "\\( 125 \\)", "AnswerCText": "\\( 121 \\)", "AnswerDText": "\\( 102 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 102 \\)", "MisconceptionId": "1427", "MisconceptionName": "Believes cube numbers are just multiples of 3", "prompt": "Misconception:\nBelieves cube numbers are just multiples of 3\n\nQuestion:\nWhat is the first cube number greater than \\( 100 ? \\)\n\nOptions:\nA. \\( 103 \\)\nB. \\( 125 \\)\nC. \\( 121 \\)\nD. \\( 102 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "855:A", "QuestionText": "Write this as a single fraction as simply as possible: \\( \\frac{5}{x-3} \\times \\frac{x^{2}}{2 y} \\)", "AnswerAText": "\\( \\frac{10 y}{x^{2}(x-3)} \\)", "AnswerBText": "\\( \\frac{5 x^{2}}{2 y(x-3)} \\)", "AnswerCText": "\\( \\frac{5 x^{2}}{x-6 y} \\)", "AnswerDText": "\\( \\frac{5 x^{2}}{2 x y-3} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{10 y}{x^{2}(x-3)} \\)", "MisconceptionId": "2134", "MisconceptionName": "when multiplying fractions multiplies by the reciprocal of the 2nd fraction instead", "prompt": "Misconception:\nwhen multiplying fractions multiplies by the reciprocal of the 2nd fraction instead\n\nQuestion:\nWrite this as a single fraction as simply as possible: \\( \\frac{5}{x-3} \\times \\frac{x^{2}}{2 y} \\)\n\nOptions:\nA. \\( \\frac{10 y}{x^{2}(x-3)} \\)\nB. \\( \\frac{5 x^{2}}{2 y(x-3)} \\)\nC. \\( \\frac{5 x^{2}}{x-6 y} \\)\nD. \\( \\frac{5 x^{2}}{2 x y-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "855:C", "QuestionText": "Write this as a single fraction as simply as possible: \\( \\frac{5}{x-3} \\times \\frac{x^{2}}{2 y} \\)", "AnswerAText": "\\( \\frac{10 y}{x^{2}(x-3)} \\)", "AnswerBText": "\\( \\frac{5 x^{2}}{2 y(x-3)} \\)", "AnswerCText": "\\( \\frac{5 x^{2}}{x-6 y} \\)", "AnswerDText": "\\( \\frac{5 x^{2}}{2 x y-3} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{5 x^{2}}{x-6 y} \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nWrite this as a single fraction as simply as possible: \\( \\frac{5}{x-3} \\times \\frac{x^{2}}{2 y} \\)\n\nOptions:\nA. \\( \\frac{10 y}{x^{2}(x-3)} \\)\nB. \\( \\frac{5 x^{2}}{2 y(x-3)} \\)\nC. \\( \\frac{5 x^{2}}{x-6 y} \\)\nD. \\( \\frac{5 x^{2}}{2 x y-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "855:D", "QuestionText": "Write this as a single fraction as simply as possible: \\( \\frac{5}{x-3} \\times \\frac{x^{2}}{2 y} \\)", "AnswerAText": "\\( \\frac{10 y}{x^{2}(x-3)} \\)", "AnswerBText": "\\( \\frac{5 x^{2}}{2 y(x-3)} \\)", "AnswerCText": "\\( \\frac{5 x^{2}}{x-6 y} \\)", "AnswerDText": "\\( \\frac{5 x^{2}}{2 x y-3} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{5 x^{2}}{2 x y-3} \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nWrite this as a single fraction as simply as possible: \\( \\frac{5}{x-3} \\times \\frac{x^{2}}{2 y} \\)\n\nOptions:\nA. \\( \\frac{10 y}{x^{2}(x-3)} \\)\nB. \\( \\frac{5 x^{2}}{2 y(x-3)} \\)\nC. \\( \\frac{5 x^{2}}{x-6 y} \\)\nD. \\( \\frac{5 x^{2}}{2 x y-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "856:B", "QuestionText": "![Line drawing of a triangular prism]() How many faces does this prism have?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "207", "MisconceptionName": "Confuses the terms faces and edges", "prompt": "Misconception:\nConfuses the terms faces and edges\n\nQuestion:\n![Line drawing of a triangular prism]() How many faces does this prism have?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 9 \\)\nC. \\( 6 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "856:C", "QuestionText": "![Line drawing of a triangular prism]() How many faces does this prism have?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "450", "MisconceptionName": "Confuses the terms faces and vertices", "prompt": "Misconception:\nConfuses the terms faces and vertices\n\nQuestion:\n![Line drawing of a triangular prism]() How many faces does this prism have?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 9 \\)\nC. \\( 6 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "856:D", "QuestionText": "![Line drawing of a triangular prism]() How many faces does this prism have?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1927", "MisconceptionName": "Does not know the definition of a prism", "prompt": "Misconception:\nDoes not know the definition of a prism\n\nQuestion:\n![Line drawing of a triangular prism]() How many faces does this prism have?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 9 \\)\nC. \\( 6 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "857:A", "QuestionText": "What is the next term of this linear sequence?\n\\[\n3,9,15,21, \\ldots\n\\]", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 24 \\)", "AnswerDText": "\\( 28 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 22 \\)", "MisconceptionId": "834", "MisconceptionName": "When asked for the next term in the sequence adds one to the last term given, despite the sequence not going up in ones.", "prompt": "Misconception:\nWhen asked for the next term in the sequence adds one to the last term given, despite the sequence not going up in ones.\n\nQuestion:\nWhat is the next term of this linear sequence?\n\\[\n3,9,15,21, \\ldots\n\\]\n\nOptions:\nA. \\( 22 \\)\nB. \\( 27 \\)\nC. \\( 24 \\)\nD. \\( 28 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "858:A", "QuestionText": "Problem P: \\( (4+5)^{2}= \\)\nProblem Q: \\( 4+5^{2}= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 4+5 \\)\nProblem Q: \\( 4+5 \\)", "AnswerBText": "Problem P: \\( 4+5 \\)\nProblem Q: \\( 5^{2} \\)", "AnswerCText": "Problem P: \\( 5^{2} \\)\nProblem Q: \\( 4+5 \\)", "AnswerDText": "Problem P: \\( 5^{2} \\)\nProblem Q: \\( 5^{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Problem P: \\( 4+5 \\)\nProblem Q: \\( 4+5 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nProblem P: \\( (4+5)^{2}= \\)\nProblem Q: \\( 4+5^{2}= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 4+5 \\)\nProblem Q: \\( 4+5 \\)\nB. Problem P: \\( 4+5 \\)\nProblem Q: \\( 5^{2} \\)\nC. Problem P: \\( 5^{2} \\)\nProblem Q: \\( 4+5 \\)\nD. Problem P: \\( 5^{2} \\)\nProblem Q: \\( 5^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "858:D", "QuestionText": "Problem P: \\( (4+5)^{2}= \\)\nProblem Q: \\( 4+5^{2}= \\)\n\nWhich calculation should you do first in each problem?", "AnswerAText": "Problem P: \\( 4+5 \\)\nProblem Q: \\( 4+5 \\)", "AnswerBText": "Problem P: \\( 4+5 \\)\nProblem Q: \\( 5^{2} \\)", "AnswerCText": "Problem P: \\( 5^{2} \\)\nProblem Q: \\( 4+5 \\)", "AnswerDText": "Problem P: \\( 5^{2} \\)\nProblem Q: \\( 5^{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Problem P: \\( 5^{2} \\)\nProblem Q: \\( 5^{2} \\)", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\nProblem P: \\( (4+5)^{2}= \\)\nProblem Q: \\( 4+5^{2}= \\)\n\nWhich calculation should you do first in each problem?\n\nOptions:\nA. Problem P: \\( 4+5 \\)\nProblem Q: \\( 4+5 \\)\nB. Problem P: \\( 4+5 \\)\nProblem Q: \\( 5^{2} \\)\nC. Problem P: \\( 5^{2} \\)\nProblem Q: \\( 4+5 \\)\nD. Problem P: \\( 5^{2} \\)\nProblem Q: \\( 5^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "859:A", "QuestionText": "Solve the equation:\n\\(12 d-3=6 d+3\\)", "AnswerAText": "\\( d=0 \\)", "AnswerBText": "\\( d=1 \\)", "AnswerCText": "\\( d=-1 \\)", "AnswerDText": "\\( d=\\frac{1}{3} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( d=0 \\)", "MisconceptionId": "1924", "MisconceptionName": "Believes that a number divided by itself equals 0", "prompt": "Misconception:\nBelieves that a number divided by itself equals 0\n\nQuestion:\nSolve the equation:\n\\(12 d-3=6 d+3\\)\n\nOptions:\nA. \\( d=0 \\)\nB. \\( d=1 \\)\nC. \\( d=-1 \\)\nD. \\( d=\\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "859:C", "QuestionText": "Solve the equation:\n\\(12 d-3=6 d+3\\)", "AnswerAText": "\\( d=0 \\)", "AnswerBText": "\\( d=1 \\)", "AnswerCText": "\\( d=-1 \\)", "AnswerDText": "\\( d=\\frac{1}{3} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( d=-1 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(12 d-3=6 d+3\\)\n\nOptions:\nA. \\( d=0 \\)\nB. \\( d=1 \\)\nC. \\( d=-1 \\)\nD. \\( d=\\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "859:D", "QuestionText": "Solve the equation:\n\\(12 d-3=6 d+3\\)", "AnswerAText": "\\( d=0 \\)", "AnswerBText": "\\( d=1 \\)", "AnswerCText": "\\( d=-1 \\)", "AnswerDText": "\\( d=\\frac{1}{3} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( d=\\frac{1}{3} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(12 d-3=6 d+3\\)\n\nOptions:\nA. \\( d=0 \\)\nB. \\( d=1 \\)\nC. \\( d=-1 \\)\nD. \\( d=\\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "860:A", "QuestionText": "\\( (-3)-5= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( -8 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1435", "MisconceptionName": "When subtracting from a negative thinks the answer must be positive", "prompt": "Misconception:\nWhen subtracting from a negative thinks the answer must be positive\n\nQuestion:\n\\( (-3)-5= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( -2 \\)\nC. \\( 8 \\)\nD. \\( -8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "860:C", "QuestionText": "\\( (-3)-5= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( -2 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( -8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1435", "MisconceptionName": "When subtracting from a negative thinks the answer must be positive", "prompt": "Misconception:\nWhen subtracting from a negative thinks the answer must be positive\n\nQuestion:\n\\( (-3)-5= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( -2 \\)\nC. \\( 8 \\)\nD. \\( -8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "861:B", "QuestionText": "\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 5 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) & \\( 14 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 4 \\) & \\( 16 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"14\" represent?", "AnswerAText": "How many people who live in the \\( 7 \\) households", "AnswerBText": "The total number of TVs in the \\( 2 \\) households", "AnswerCText": "The mean number of TVs in the \\( 7 \\) households", "AnswerDText": "The total number of TVs in the \\( 7 \\) households", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "The total number of TVs in the \\( 2 \\) households", "MisconceptionId": "2024", "MisconceptionName": "Confuses the variable and frequency columns in a frequency table", "prompt": "Misconception:\nConfuses the variable and frequency columns in a frequency table\n\nQuestion:\n\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 5 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) & \\( 14 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 4 \\) & \\( 16 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"14\" represent?\n\nOptions:\nA. How many people who live in the \\( 7 \\) households\nB. The total number of TVs in the \\( 2 \\) households\nC. The mean number of TVs in the \\( 7 \\) households\nD. The total number of TVs in the \\( 7 \\) households\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "861:C", "QuestionText": "\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 5 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) & \\( 14 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 4 \\) & \\( 16 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"14\" represent?", "AnswerAText": "How many people who live in the \\( 7 \\) households", "AnswerBText": "The total number of TVs in the \\( 2 \\) households", "AnswerCText": "The mean number of TVs in the \\( 7 \\) households", "AnswerDText": "The total number of TVs in the \\( 7 \\) households", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "The mean number of TVs in the \\( 7 \\) households", "MisconceptionId": "1457", "MisconceptionName": "Does not understand the interpretation of the fx column in a frequency table", "prompt": "Misconception:\nDoes not understand the interpretation of the fx column in a frequency table\n\nQuestion:\n\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 5 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) & \\( 14 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 4 \\) & \\( 16 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"14\" represent?\n\nOptions:\nA. How many people who live in the \\( 7 \\) households\nB. The total number of TVs in the \\( 2 \\) households\nC. The mean number of TVs in the \\( 7 \\) households\nD. The total number of TVs in the \\( 7 \\) households\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "862:A", "QuestionText": "This is a graph of\n\\(y=4 x-1\\) ![A set of axes with y=4x-1 drawn on.]() Use the graph to solve\n\\(4 x-1=-3\\)", "AnswerAText": "\\( x=0.25 \\)", "AnswerBText": "\\( x=-3 \\)", "AnswerCText": "\\( x=-0.5 \\)", "AnswerDText": "No solutions", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x=0.25 \\)", "MisconceptionId": "57", "MisconceptionName": "Believes the solution to mx + c = a is the x intercept of y = mx +c", "prompt": "Misconception:\nBelieves the solution to mx + c = a is the x intercept of y = mx +c\n\nQuestion:\nThis is a graph of\n\\(y=4 x-1\\) ![A set of axes with y=4x-1 drawn on.]() Use the graph to solve\n\\(4 x-1=-3\\)\n\nOptions:\nA. \\( x=0.25 \\)\nB. \\( x=-3 \\)\nC. \\( x=-0.5 \\)\nD. No solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "862:B", "QuestionText": "This is a graph of\n\\(y=4 x-1\\) ![A set of axes with y=4x-1 drawn on.]() Use the graph to solve\n\\(4 x-1=-3\\)", "AnswerAText": "\\( x=0.25 \\)", "AnswerBText": "\\( x=-3 \\)", "AnswerCText": "\\( x=-0.5 \\)", "AnswerDText": "No solutions", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x=-3 \\)", "MisconceptionId": "337", "MisconceptionName": "Believes the solution of mx + c = a is x =a", "prompt": "Misconception:\nBelieves the solution of mx + c = a is x =a\n\nQuestion:\nThis is a graph of\n\\(y=4 x-1\\) ![A set of axes with y=4x-1 drawn on.]() Use the graph to solve\n\\(4 x-1=-3\\)\n\nOptions:\nA. \\( x=0.25 \\)\nB. \\( x=-3 \\)\nC. \\( x=-0.5 \\)\nD. No solutions\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "863:B", "QuestionText": "\\( \\frac{1}{2} \\times 3= \\)", "AnswerAText": "\\( \\frac{3}{2} \\)", "AnswerBText": "\\( 3 \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{3}{6} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\frac{1}{2} \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( \\frac{1}{2} \\times 3= \\)\n\nOptions:\nA. \\( \\frac{3}{2} \\)\nB. \\( 3 \\frac{1}{2} \\)\nC. \\( \\frac{3}{6} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "863:C", "QuestionText": "\\( \\frac{1}{2} \\times 3= \\)", "AnswerAText": "\\( \\frac{3}{2} \\)", "AnswerBText": "\\( 3 \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{3}{6} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{6} \\)", "MisconceptionId": "408", "MisconceptionName": "When multiplying fractions, multiplies both the numerator and denominator", "prompt": "Misconception:\nWhen multiplying fractions, multiplies both the numerator and denominator\n\nQuestion:\n\\( \\frac{1}{2} \\times 3= \\)\n\nOptions:\nA. \\( \\frac{3}{2} \\)\nB. \\( 3 \\frac{1}{2} \\)\nC. \\( \\frac{3}{6} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "863:D", "QuestionText": "\\( \\frac{1}{2} \\times 3= \\)", "AnswerAText": "\\( \\frac{3}{2} \\)", "AnswerBText": "\\( 3 \\frac{1}{2} \\)", "AnswerCText": "\\( \\frac{3}{6} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{6} \\)", "MisconceptionId": "1374", "MisconceptionName": "When multiplying fractions, multiplies the denominator", "prompt": "Misconception:\nWhen multiplying fractions, multiplies the denominator\n\nQuestion:\n\\( \\frac{1}{2} \\times 3= \\)\n\nOptions:\nA. \\( \\frac{3}{2} \\)\nB. \\( 3 \\frac{1}{2} \\)\nC. \\( \\frac{3}{6} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "864:B", "QuestionText": "This is the graph of \\( y=5-0.5 x \\) According to the graph, what is the solution to: \\( 5-0.5 x=6 \\) ![Graph showing straight line with y intercept (0,5) and x intercept (10,0)]()", "AnswerAText": "\\( x=-2 \\)", "AnswerBText": "\\( x=2 \\)", "AnswerCText": "\\( x=5 \\)", "AnswerDText": "\\( x=10 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x=2 \\)", "MisconceptionId": "1291", "MisconceptionName": "Thinks they solve mx + c = a, by substituting in the value of a for x and therefore calculating ma + c", "prompt": "Misconception:\nThinks they solve mx + c = a, by substituting in the value of a for x and therefore calculating ma + c\n\nQuestion:\nThis is the graph of \\( y=5-0.5 x \\) According to the graph, what is the solution to: \\( 5-0.5 x=6 \\) ![Graph showing straight line with y intercept (0,5) and x intercept (10,0)]()\n\nOptions:\nA. \\( x=-2 \\)\nB. \\( x=2 \\)\nC. \\( x=5 \\)\nD. \\( x=10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "864:C", "QuestionText": "This is the graph of \\( y=5-0.5 x \\) According to the graph, what is the solution to: \\( 5-0.5 x=6 \\) ![Graph showing straight line with y intercept (0,5) and x intercept (10,0)]()", "AnswerAText": "\\( x=-2 \\)", "AnswerBText": "\\( x=2 \\)", "AnswerCText": "\\( x=5 \\)", "AnswerDText": "\\( x=10 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x=5 \\)", "MisconceptionId": "2573", "MisconceptionName": "Believes the solution to mx + c = a is the y intercept of y = mx +c", "prompt": "Misconception:\nBelieves the solution to mx + c = a is the y intercept of y = mx +c\n\nQuestion:\nThis is the graph of \\( y=5-0.5 x \\) According to the graph, what is the solution to: \\( 5-0.5 x=6 \\) ![Graph showing straight line with y intercept (0,5) and x intercept (10,0)]()\n\nOptions:\nA. \\( x=-2 \\)\nB. \\( x=2 \\)\nC. \\( x=5 \\)\nD. \\( x=10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "864:D", "QuestionText": "This is the graph of \\( y=5-0.5 x \\) According to the graph, what is the solution to: \\( 5-0.5 x=6 \\) ![Graph showing straight line with y intercept (0,5) and x intercept (10,0)]()", "AnswerAText": "\\( x=-2 \\)", "AnswerBText": "\\( x=2 \\)", "AnswerCText": "\\( x=5 \\)", "AnswerDText": "\\( x=10 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x=10 \\)", "MisconceptionId": "57", "MisconceptionName": "Believes the solution to mx + c = a is the x intercept of y = mx +c", "prompt": "Misconception:\nBelieves the solution to mx + c = a is the x intercept of y = mx +c\n\nQuestion:\nThis is the graph of \\( y=5-0.5 x \\) According to the graph, what is the solution to: \\( 5-0.5 x=6 \\) ![Graph showing straight line with y intercept (0,5) and x intercept (10,0)]()\n\nOptions:\nA. \\( x=-2 \\)\nB. \\( x=2 \\)\nC. \\( x=5 \\)\nD. \\( x=10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "865:B", "QuestionText": "Which of the following could be the equation of the curve? ![A negative  quadratic graph that crosses the x-axis at (-5,0) and (1,0).]()", "AnswerAText": "\\( y=(1-x)(x+5) \\)", "AnswerBText": "\\( y=(1-x)(5-x) \\)", "AnswerCText": "\\( y=(x-1)(x+5) \\)", "AnswerDText": "\\( y=(x-1)(x-5) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=(1-x)(5-x) \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich of the following could be the equation of the curve? ![A negative  quadratic graph that crosses the x-axis at (-5,0) and (1,0).]()\n\nOptions:\nA. \\( y=(1-x)(x+5) \\)\nB. \\( y=(1-x)(5-x) \\)\nC. \\( y=(x-1)(x+5) \\)\nD. \\( y=(x-1)(x-5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "865:C", "QuestionText": "Which of the following could be the equation of the curve? ![A negative  quadratic graph that crosses the x-axis at (-5,0) and (1,0).]()", "AnswerAText": "\\( y=(1-x)(x+5) \\)", "AnswerBText": "\\( y=(1-x)(5-x) \\)", "AnswerCText": "\\( y=(x-1)(x+5) \\)", "AnswerDText": "\\( y=(x-1)(x-5) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( y=(x-1)(x+5) \\)", "MisconceptionId": "510", "MisconceptionName": "Believes that a positive x squared coefficient in a quadratic equation results in an n shaped graph", "prompt": "Misconception:\nBelieves that a positive x squared coefficient in a quadratic equation results in an n shaped graph\n\nQuestion:\nWhich of the following could be the equation of the curve? ![A negative  quadratic graph that crosses the x-axis at (-5,0) and (1,0).]()\n\nOptions:\nA. \\( y=(1-x)(x+5) \\)\nB. \\( y=(1-x)(5-x) \\)\nC. \\( y=(x-1)(x+5) \\)\nD. \\( y=(x-1)(x-5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "865:D", "QuestionText": "Which of the following could be the equation of the curve? ![A negative  quadratic graph that crosses the x-axis at (-5,0) and (1,0).]()", "AnswerAText": "\\( y=(1-x)(x+5) \\)", "AnswerBText": "\\( y=(1-x)(5-x) \\)", "AnswerCText": "\\( y=(x-1)(x+5) \\)", "AnswerDText": "\\( y=(x-1)(x-5) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=(x-1)(x-5) \\)", "MisconceptionId": "510", "MisconceptionName": "Believes that a positive x squared coefficient in a quadratic equation results in an n shaped graph", "prompt": "Misconception:\nBelieves that a positive x squared coefficient in a quadratic equation results in an n shaped graph\n\nQuestion:\nWhich of the following could be the equation of the curve? ![A negative  quadratic graph that crosses the x-axis at (-5,0) and (1,0).]()\n\nOptions:\nA. \\( y=(1-x)(x+5) \\)\nB. \\( y=(1-x)(5-x) \\)\nC. \\( y=(x-1)(x+5) \\)\nD. \\( y=(x-1)(x-5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "866:A", "QuestionText": "![A number line going from -8 up to 7]() Asha's office is on level \\( 7 \\).\nHer car is parked in the basement on level \\( -2 \\).\n\nHow many floors does Asha need to go down to get from the office to her car?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1824", "MisconceptionName": "Counts the starting number when counting backwards", "prompt": "Misconception:\nCounts the starting number when counting backwards\n\nQuestion:\n![A number line going from -8 up to 7]() Asha's office is on level \\( 7 \\).\nHer car is parked in the basement on level \\( -2 \\).\n\nHow many floors does Asha need to go down to get from the office to her car?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 5 \\)\nC. \\( 9 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "866:D", "QuestionText": "![A number line going from -8 up to 7]() Asha's office is on level \\( 7 \\).\nHer car is parked in the basement on level \\( -2 \\).\n\nHow many floors does Asha need to go down to get from the office to her car?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "626", "MisconceptionName": "Thinks the difference between a positive number and a negative number is equal to the positive number", "prompt": "Misconception:\nThinks the difference between a positive number and a negative number is equal to the positive number\n\nQuestion:\n![A number line going from -8 up to 7]() Asha's office is on level \\( 7 \\).\nHer car is parked in the basement on level \\( -2 \\).\n\nHow many floors does Asha need to go down to get from the office to her car?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 5 \\)\nC. \\( 9 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "867:B", "QuestionText": "Which of the following answers shows a correct expansion and simplification of the expression below? \\( (x-4)^{2} \\)", "AnswerAText": "\\( x^{2}-8 x+16 \\)", "AnswerBText": "\\( x^{2}+16 \\)", "AnswerCText": "\\( x^{2}-16 \\)", "AnswerDText": "\\( x^{2}-8 x-16 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x^{2}+16 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nWhich of the following answers shows a correct expansion and simplification of the expression below? \\( (x-4)^{2} \\)\n\nOptions:\nA. \\( x^{2}-8 x+16 \\)\nB. \\( x^{2}+16 \\)\nC. \\( x^{2}-16 \\)\nD. \\( x^{2}-8 x-16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "867:D", "QuestionText": "Which of the following answers shows a correct expansion and simplification of the expression below? \\( (x-4)^{2} \\)", "AnswerAText": "\\( x^{2}-8 x+16 \\)", "AnswerBText": "\\( x^{2}+16 \\)", "AnswerCText": "\\( x^{2}-16 \\)", "AnswerDText": "\\( x^{2}-8 x-16 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x^{2}-8 x-16 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich of the following answers shows a correct expansion and simplification of the expression below? \\( (x-4)^{2} \\)\n\nOptions:\nA. \\( x^{2}-8 x+16 \\)\nB. \\( x^{2}+16 \\)\nC. \\( x^{2}-16 \\)\nD. \\( x^{2}-8 x-16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "868:A", "QuestionText": "This is how Ron calculates the answer to \\( 46+28 \\) mentally \"\\( 46+20 \\) is equal to \\( 66 \\). Then I am going to add on the \\( 8\\). \\(66+8=74 \\)\" Ron uses the same method to calculate \\( 37+56 \\). Which of the following shows how he would do this?", "AnswerAText": "\\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}37+50=87 \\\\ 87+6=93\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Ron calculates the answer to \\( 46+28 \\) mentally \"\\( 46+20 \\) is equal to \\( 66 \\). Then I am going to add on the \\( 8\\). \\(66+8=74 \\)\" Ron uses the same method to calculate \\( 37+56 \\). Which of the following shows how he would do this?\n\nOptions:\nA. \\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)\nB. \\( \\begin{array}{c}37+50=87 \\\\ 87+6=93\\end{array} \\)\nC. \\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)\nD. \\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "868:C", "QuestionText": "This is how Ron calculates the answer to \\( 46+28 \\) mentally \"\\( 46+20 \\) is equal to \\( 66 \\). Then I am going to add on the \\( 8\\). \\(66+8=74 \\)\" Ron uses the same method to calculate \\( 37+56 \\). Which of the following shows how he would do this?", "AnswerAText": "\\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}37+50=87 \\\\ 87+6=93\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Ron calculates the answer to \\( 46+28 \\) mentally \"\\( 46+20 \\) is equal to \\( 66 \\). Then I am going to add on the \\( 8\\). \\(66+8=74 \\)\" Ron uses the same method to calculate \\( 37+56 \\). Which of the following shows how he would do this?\n\nOptions:\nA. \\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)\nB. \\( \\begin{array}{c}37+50=87 \\\\ 87+6=93\\end{array} \\)\nC. \\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)\nD. \\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "868:D", "QuestionText": "This is how Ron calculates the answer to \\( 46+28 \\) mentally \"\\( 46+20 \\) is equal to \\( 66 \\). Then I am going to add on the \\( 8\\). \\(66+8=74 \\)\" Ron uses the same method to calculate \\( 37+56 \\). Which of the following shows how he would do this?", "AnswerAText": "\\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}37+50=87 \\\\ 87+6=93\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Ron calculates the answer to \\( 46+28 \\) mentally \"\\( 46+20 \\) is equal to \\( 66 \\). Then I am going to add on the \\( 8\\). \\(66+8=74 \\)\" Ron uses the same method to calculate \\( 37+56 \\). Which of the following shows how he would do this?\n\nOptions:\nA. \\( \\begin{array}{c}37+6=43 \\\\ 43+50=93\\end{array} \\)\nB. \\( \\begin{array}{c}37+50=87 \\\\ 87+6=93\\end{array} \\)\nC. \\( \\begin{array}{c}30+50=80 \\\\ 7+6=13 \\\\ 80+13=93\\end{array} \\)\nD. \\( \\begin{array}{c}7+6=13 \\\\ 30+13=43 \\\\ 43+50=93\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "869:B", "QuestionText": "What is the mean shoe size? \\begin{tabular}{|c|c|}\n\\hline Shoe Size \\( (\\mathrm{s}) \\) & Frequency \\( (f) \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 8 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 6 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "A \\( \\quad 3.77 \\)", "AnswerBText": "B \\( \\quad 5.65 \\)", "AnswerCText": "C \\( \\quad \\mathbf{1 . 5 0} \\)", "AnswerDText": "D \\( \\quad 22.6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B \\( \\quad 5.65 \\)", "MisconceptionId": "2006", "MisconceptionName": "Believes the mean is total divided by sum of categories given", "prompt": "Misconception:\nBelieves the mean is total divided by sum of categories given\n\nQuestion:\nWhat is the mean shoe size? \\begin{tabular}{|c|c|}\n\\hline Shoe Size \\( (\\mathrm{s}) \\) & Frequency \\( (f) \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 8 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 6 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. A \\( \\quad 3.77 \\)\nB. B \\( \\quad 5.65 \\)\nC. C \\( \\quad \\mathbf{1 . 5 0} \\)\nD. D \\( \\quad 22.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "869:C", "QuestionText": "What is the mean shoe size? \\begin{tabular}{|c|c|}\n\\hline Shoe Size \\( (\\mathrm{s}) \\) & Frequency \\( (f) \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 8 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 6 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "A \\( \\quad 3.77 \\)", "AnswerBText": "B \\( \\quad 5.65 \\)", "AnswerCText": "C \\( \\quad \\mathbf{1 . 5 0} \\)", "AnswerDText": "D \\( \\quad 22.6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "C \\( \\quad \\mathbf{1 . 5 0} \\)", "MisconceptionId": "1522", "MisconceptionName": "Believes the mean is total frequency divided by sum of categories given", "prompt": "Misconception:\nBelieves the mean is total frequency divided by sum of categories given\n\nQuestion:\nWhat is the mean shoe size? \\begin{tabular}{|c|c|}\n\\hline Shoe Size \\( (\\mathrm{s}) \\) & Frequency \\( (f) \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 8 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 6 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. A \\( \\quad 3.77 \\)\nB. B \\( \\quad 5.65 \\)\nC. C \\( \\quad \\mathbf{1 . 5 0} \\)\nD. D \\( \\quad 22.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "869:D", "QuestionText": "What is the mean shoe size? \\begin{tabular}{|c|c|}\n\\hline Shoe Size \\( (\\mathrm{s}) \\) & Frequency \\( (f) \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 8 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 6 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "A \\( \\quad 3.77 \\)", "AnswerBText": "B \\( \\quad 5.65 \\)", "AnswerCText": "C \\( \\quad \\mathbf{1 . 5 0} \\)", "AnswerDText": "D \\( \\quad 22.6 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "D \\( \\quad 22.6 \\)", "MisconceptionId": "650", "MisconceptionName": "Believes mean is total divided by number of groups", "prompt": "Misconception:\nBelieves mean is total divided by number of groups\n\nQuestion:\nWhat is the mean shoe size? \\begin{tabular}{|c|c|}\n\\hline Shoe Size \\( (\\mathrm{s}) \\) & Frequency \\( (f) \\) \\\\\n\\hline \\( 2 \\) & \\( 5 \\) \\\\\n\\hline \\( 3 \\) & \\( 8 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 5 \\) \\\\\n\\hline \\( 6 \\) & \\( 3 \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. A \\( \\quad 3.77 \\)\nB. B \\( \\quad 5.65 \\)\nC. C \\( \\quad \\mathbf{1 . 5 0} \\)\nD. D \\( \\quad 22.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "870:A", "QuestionText": "\\[\n1,3,5,7, \\ldots ?\n\\]\n\nWhich pattern matches the sequence above?", "AnswerAText": "![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()", "AnswerBText": "![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()", "AnswerCText": "![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()", "AnswerDText": "![A sequence of 4 patterns. The first pattern is one red dot. The other patterns are made from multiple red dots: Pattern 2 is like a 2 by 2 square of dots but with the top left dot missing; Pattern 3 is like a 2 (width) by 3 rectangle of dots but with the top left dot missing; Pattern 4 is like a 2 (width) by 4 rectangle of dots but with the top left dot missing;]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\n\\[\n1,3,5,7, \\ldots ?\n\\]\n\nWhich pattern matches the sequence above?\n\nOptions:\nA. ![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()\nB. ![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()\nC. ![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()\nD. ![A sequence of 4 patterns. The first pattern is one red dot. The other patterns are made from multiple red dots: Pattern 2 is like a 2 by 2 square of dots but with the top left dot missing; Pattern 3 is like a 2 (width) by 3 rectangle of dots but with the top left dot missing; Pattern 4 is like a 2 (width) by 4 rectangle of dots but with the top left dot missing;]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "870:B", "QuestionText": "\\[\n1,3,5,7, \\ldots ?\n\\]\n\nWhich pattern matches the sequence above?", "AnswerAText": "![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()", "AnswerBText": "![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()", "AnswerCText": "![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()", "AnswerDText": "![A sequence of 4 patterns. The first pattern is one red dot. The other patterns are made from multiple red dots: Pattern 2 is like a 2 by 2 square of dots but with the top left dot missing; Pattern 3 is like a 2 (width) by 3 rectangle of dots but with the top left dot missing; Pattern 4 is like a 2 (width) by 4 rectangle of dots but with the top left dot missing;]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\n\\[\n1,3,5,7, \\ldots ?\n\\]\n\nWhich pattern matches the sequence above?\n\nOptions:\nA. ![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()\nB. ![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()\nC. ![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()\nD. ![A sequence of 4 patterns. The first pattern is one red dot. The other patterns are made from multiple red dots: Pattern 2 is like a 2 by 2 square of dots but with the top left dot missing; Pattern 3 is like a 2 (width) by 3 rectangle of dots but with the top left dot missing; Pattern 4 is like a 2 (width) by 4 rectangle of dots but with the top left dot missing;]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "870:C", "QuestionText": "\\[\n1,3,5,7, \\ldots ?\n\\]\n\nWhich pattern matches the sequence above?", "AnswerAText": "![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()", "AnswerBText": "![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()", "AnswerCText": "![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()", "AnswerDText": "![A sequence of 4 patterns. The first pattern is one red dot. The other patterns are made from multiple red dots: Pattern 2 is like a 2 by 2 square of dots but with the top left dot missing; Pattern 3 is like a 2 (width) by 3 rectangle of dots but with the top left dot missing; Pattern 4 is like a 2 (width) by 4 rectangle of dots but with the top left dot missing;]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\n\\[\n1,3,5,7, \\ldots ?\n\\]\n\nWhich pattern matches the sequence above?\n\nOptions:\nA. ![A sequence of 4 patterns. The first pattern is 1 green dot. The second pattern is green dots arranged in a 2 by 2 square shape. The third pattern is green dots arranged in a 3 by 3 square shape. The fourth pattern is green dots arranged in a 4 by 4 square shape. ]()\nB. ![A sequence of 4 patterns. The first pattern is one small cube. The other patterns are larger cubes made from small cubes like the one in the first pattern: Pattern 2 is a cube of width 2; Pattern 3 is a cube of width 3; Pattern 4 is a cube of width 4.]()\nC. ![A sequence of 4 patterns. The first pattern is one blue dot. The other patterns are triangles, made from blue dots like the one in the first pattern: Pattern 2 has 2 dots on the bottom and 1 dot above these; Pattern 3 is the same as Pattern 2 but with 3 extra dots that form a 3rd row at the bottom; Pattern 4 is the same as Pattern 3 but with 4 extra dots forming a 4th row at the bottom.]()\nD. ![A sequence of 4 patterns. The first pattern is one red dot. The other patterns are made from multiple red dots: Pattern 2 is like a 2 by 2 square of dots but with the top left dot missing; Pattern 3 is like a 2 (width) by 3 rectangle of dots but with the top left dot missing; Pattern 4 is like a 2 (width) by 4 rectangle of dots but with the top left dot missing;]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "871:A", "QuestionText": "Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape making an L shape. The full width across the bottom is 9m, the partial width on the top is 5m. The full height on the left is 10m, the partial height on the right is 6m.]()", "AnswerAText": "Paige: \\( 10 \\times 6+5 \\times 4 \\)", "AnswerBText": "Kaci: \\( 10 \\times 5+9 \\times 6 \\)", "AnswerCText": "David: \\( 9 \\times 10-6 \\times 4 \\)", "AnswerDText": "They are all correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Paige: \\( 10 \\times 6+5 \\times 4 \\)", "MisconceptionId": "910", "MisconceptionName": "Cannot identify the correct side lengths to use when asked to find the area of a face", "prompt": "Misconception:\nCannot identify the correct side lengths to use when asked to find the area of a face\n\nQuestion:\nPaige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape making an L shape. The full width across the bottom is 9m, the partial width on the top is 5m. The full height on the left is 10m, the partial height on the right is 6m.]()\n\nOptions:\nA. Paige: \\( 10 \\times 6+5 \\times 4 \\)\nB. Kaci: \\( 10 \\times 5+9 \\times 6 \\)\nC. David: \\( 9 \\times 10-6 \\times 4 \\)\nD. They are all correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "871:B", "QuestionText": "Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape making an L shape. The full width across the bottom is 9m, the partial width on the top is 5m. The full height on the left is 10m, the partial height on the right is 6m.]()", "AnswerAText": "Paige: \\( 10 \\times 6+5 \\times 4 \\)", "AnswerBText": "Kaci: \\( 10 \\times 5+9 \\times 6 \\)", "AnswerCText": "David: \\( 9 \\times 10-6 \\times 4 \\)", "AnswerDText": "They are all correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Kaci: \\( 10 \\times 5+9 \\times 6 \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nPaige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape making an L shape. The full width across the bottom is 9m, the partial width on the top is 5m. The full height on the left is 10m, the partial height on the right is 6m.]()\n\nOptions:\nA. Paige: \\( 10 \\times 6+5 \\times 4 \\)\nB. Kaci: \\( 10 \\times 5+9 \\times 6 \\)\nC. David: \\( 9 \\times 10-6 \\times 4 \\)\nD. They are all correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "872:A", "QuestionText": "\\( 11^{2}= \\)", "AnswerAText": "\\( 1111 \\)", "AnswerBText": "\\( 121 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 112 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1111 \\)", "MisconceptionId": "446", "MisconceptionName": "Repeats the digits twice when squaring a number", "prompt": "Misconception:\nRepeats the digits twice when squaring a number\n\nQuestion:\n\\( 11^{2}= \\)\n\nOptions:\nA. \\( 1111 \\)\nB. \\( 121 \\)\nC. \\( 22 \\)\nD. \\( 112 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "872:C", "QuestionText": "\\( 11^{2}= \\)", "AnswerAText": "\\( 1111 \\)", "AnswerBText": "\\( 121 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 112 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 22 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 11^{2}= \\)\n\nOptions:\nA. \\( 1111 \\)\nB. \\( 121 \\)\nC. \\( 22 \\)\nD. \\( 112 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "872:D", "QuestionText": "\\( 11^{2}= \\)", "AnswerAText": "\\( 1111 \\)", "AnswerBText": "\\( 121 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 112 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 112 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\n\\( 11^{2}= \\)\n\nOptions:\nA. \\( 1111 \\)\nB. \\( 121 \\)\nC. \\( 22 \\)\nD. \\( 112 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "873:D", "QuestionText": "Simplify the following, if possible: \\( \\frac{4 t^{2}-1}{4 t+2} \\)", "AnswerAText": "\\( t-1 \\)", "AnswerBText": "\\( t+\\frac{1}{2} \\)", "AnswerCText": "\\( t-\\frac{1}{2} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{4 t^{2}-1}{4 t+2} \\)\n\nOptions:\nA. \\( t-1 \\)\nB. \\( t+\\frac{1}{2} \\)\nC. \\( t-\\frac{1}{2} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "874:A", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter sides marked as 7cm and 10cm. The angle opposite the 10 cm side is labelled with θ. The longest side of the triangle has no label.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Sin", "MisconceptionId": "718", "MisconceptionName": "Uses sin when tan is required", "prompt": "Misconception:\nUses sin when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter sides marked as 7cm and 10cm. The angle opposite the 10 cm side is labelled with θ. The longest side of the triangle has no label.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "874:B", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter sides marked as 7cm and 10cm. The angle opposite the 10 cm side is labelled with θ. The longest side of the triangle has no label.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Cos", "MisconceptionId": "809", "MisconceptionName": "Uses cos when tan is required", "prompt": "Misconception:\nUses cos when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter sides marked as 7cm and 10cm. The angle opposite the 10 cm side is labelled with θ. The longest side of the triangle has no label.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "874:D", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter sides marked as 7cm and 10cm. The angle opposite the 10 cm side is labelled with θ. The longest side of the triangle has no label.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "1450", "MisconceptionName": "Does not understand how to apply sohcahtoa", "prompt": "Misconception:\nDoes not understand how to apply sohcahtoa\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter sides marked as 7cm and 10cm. The angle opposite the 10 cm side is labelled with θ. The longest side of the triangle has no label.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "875:A", "QuestionText": "Round \\( 27.48 \\) to one decimal place", "AnswerAText": "\\( 27.4 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 27.5 \\)", "AnswerDText": "\\( 28.0 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 27.4 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nRound \\( 27.48 \\) to one decimal place\n\nOptions:\nA. \\( 27.4 \\)\nB. \\( 27 \\)\nC. \\( 27.5 \\)\nD. \\( 28.0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "875:B", "QuestionText": "Round \\( 27.48 \\) to one decimal place", "AnswerAText": "\\( 27.4 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 27.5 \\)", "AnswerDText": "\\( 28.0 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 27 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nRound \\( 27.48 \\) to one decimal place\n\nOptions:\nA. \\( 27.4 \\)\nB. \\( 27 \\)\nC. \\( 27.5 \\)\nD. \\( 28.0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "876:A", "QuestionText": "Sophie is organising a charity hot dog sale.\nThere are \\( 18 \\) bread rolls in each packet.\nThere are \\( 15 \\) hot dogs in each packet.\nSophie buys exactly the same number of bread rolls as hot dogs.\nWhat is the smallest number of each packet that Sophie can buy?\n\nTo solve this problem you need to work out the \\( ___ \\) of \\( 18 \\) and \\( 15 \\)", "AnswerAText": "Product", "AnswerBText": "Sum", "AnswerCText": "Lowest Common Multiple", "AnswerDText": "Highest Common Factor", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Product", "MisconceptionId": "1470", "MisconceptionName": "Does not know the meaning of the word \"product\"", "prompt": "Misconception:\nDoes not know the meaning of the word \"product\"\n\nQuestion:\nSophie is organising a charity hot dog sale.\nThere are \\( 18 \\) bread rolls in each packet.\nThere are \\( 15 \\) hot dogs in each packet.\nSophie buys exactly the same number of bread rolls as hot dogs.\nWhat is the smallest number of each packet that Sophie can buy?\n\nTo solve this problem you need to work out the \\( ___ \\) of \\( 18 \\) and \\( 15 \\)\n\nOptions:\nA. Product\nB. Sum\nC. Lowest Common Multiple\nD. Highest Common Factor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "876:B", "QuestionText": "Sophie is organising a charity hot dog sale.\nThere are \\( 18 \\) bread rolls in each packet.\nThere are \\( 15 \\) hot dogs in each packet.\nSophie buys exactly the same number of bread rolls as hot dogs.\nWhat is the smallest number of each packet that Sophie can buy?\n\nTo solve this problem you need to work out the \\( ___ \\) of \\( 18 \\) and \\( 15 \\)", "AnswerAText": "Product", "AnswerBText": "Sum", "AnswerCText": "Lowest Common Multiple", "AnswerDText": "Highest Common Factor", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Sum", "MisconceptionId": "2130", "MisconceptionName": "Does not know the meaning of the word \"sum\"", "prompt": "Misconception:\nDoes not know the meaning of the word \"sum\"\n\nQuestion:\nSophie is organising a charity hot dog sale.\nThere are \\( 18 \\) bread rolls in each packet.\nThere are \\( 15 \\) hot dogs in each packet.\nSophie buys exactly the same number of bread rolls as hot dogs.\nWhat is the smallest number of each packet that Sophie can buy?\n\nTo solve this problem you need to work out the \\( ___ \\) of \\( 18 \\) and \\( 15 \\)\n\nOptions:\nA. Product\nB. Sum\nC. Lowest Common Multiple\nD. Highest Common Factor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "876:D", "QuestionText": "Sophie is organising a charity hot dog sale.\nThere are \\( 18 \\) bread rolls in each packet.\nThere are \\( 15 \\) hot dogs in each packet.\nSophie buys exactly the same number of bread rolls as hot dogs.\nWhat is the smallest number of each packet that Sophie can buy?\n\nTo solve this problem you need to work out the \\( ___ \\) of \\( 18 \\) and \\( 15 \\)", "AnswerAText": "Product", "AnswerBText": "Sum", "AnswerCText": "Lowest Common Multiple", "AnswerDText": "Highest Common Factor", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Highest Common Factor", "MisconceptionId": "1356", "MisconceptionName": "Confuses the use of LCM and HCF in real life examples", "prompt": "Misconception:\nConfuses the use of LCM and HCF in real life examples\n\nQuestion:\nSophie is organising a charity hot dog sale.\nThere are \\( 18 \\) bread rolls in each packet.\nThere are \\( 15 \\) hot dogs in each packet.\nSophie buys exactly the same number of bread rolls as hot dogs.\nWhat is the smallest number of each packet that Sophie can buy?\n\nTo solve this problem you need to work out the \\( ___ \\) of \\( 18 \\) and \\( 15 \\)\n\nOptions:\nA. Product\nB. Sum\nC. Lowest Common Multiple\nD. Highest Common Factor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "877:B", "QuestionText": "Tom and Katie are discussing units of length\nTom says miles is a unit of length\nKatie says \\( m l \\) is a unit of length\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1210", "MisconceptionName": "Does not recognise millilitres as a unit of volume", "prompt": "Misconception:\nDoes not recognise millilitres as a unit of volume\n\nQuestion:\nTom and Katie are discussing units of length\nTom says miles is a unit of length\nKatie says \\( m l \\) is a unit of length\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "877:C", "QuestionText": "Tom and Katie are discussing units of length\nTom says miles is a unit of length\nKatie says \\( m l \\) is a unit of length\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1210", "MisconceptionName": "Does not recognise millilitres as a unit of volume", "prompt": "Misconception:\nDoes not recognise millilitres as a unit of volume\n\nQuestion:\nTom and Katie are discussing units of length\nTom says miles is a unit of length\nKatie says \\( m l \\) is a unit of length\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "877:D", "QuestionText": "Tom and Katie are discussing units of length\nTom says miles is a unit of length\nKatie says \\( m l \\) is a unit of length\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1782", "MisconceptionName": "Does not recognise miles as a unit of length", "prompt": "Misconception:\nDoes not recognise miles as a unit of length\n\nQuestion:\nTom and Katie are discussing units of length\nTom says miles is a unit of length\nKatie says \\( m l \\) is a unit of length\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "878:A", "QuestionText": "What is the value of the \\( 2 \\) in the number below?\n\\(\n12030\n\\)", "AnswerAText": "\\( 20000 \\)", "AnswerBText": "\\( 2000 \\)", "AnswerCText": "\\( 200 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 20000 \\)", "MisconceptionId": "45", "MisconceptionName": "When asked for the value of a digit, gives an answer 10 times too big", "prompt": "Misconception:\nWhen asked for the value of a digit, gives an answer 10 times too big\n\nQuestion:\nWhat is the value of the \\( 2 \\) in the number below?\n\\(\n12030\n\\)\n\nOptions:\nA. \\( 20000 \\)\nB. \\( 2000 \\)\nC. \\( 200 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "878:C", "QuestionText": "What is the value of the \\( 2 \\) in the number below?\n\\(\n12030\n\\)", "AnswerAText": "\\( 20000 \\)", "AnswerBText": "\\( 2000 \\)", "AnswerCText": "\\( 200 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 200 \\)", "MisconceptionId": "2402", "MisconceptionName": "When asked for the value of a digit, gives an answer 10 times too small", "prompt": "Misconception:\nWhen asked for the value of a digit, gives an answer 10 times too small\n\nQuestion:\nWhat is the value of the \\( 2 \\) in the number below?\n\\(\n12030\n\\)\n\nOptions:\nA. \\( 20000 \\)\nB. \\( 2000 \\)\nC. \\( 200 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "878:D", "QuestionText": "What is the value of the \\( 2 \\) in the number below?\n\\(\n12030\n\\)", "AnswerAText": "\\( 20000 \\)", "AnswerBText": "\\( 2000 \\)", "AnswerCText": "\\( 200 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2395", "MisconceptionName": "When asked for the value of a digit, just gives the digit", "prompt": "Misconception:\nWhen asked for the value of a digit, just gives the digit\n\nQuestion:\nWhat is the value of the \\( 2 \\) in the number below?\n\\(\n12030\n\\)\n\nOptions:\nA. \\( 20000 \\)\nB. \\( 2000 \\)\nC. \\( 200 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "879:C", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,3) and (1,1).]()", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( -1.5 \\)", "AnswerDText": "\\( -0.5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -1.5 \\)", "MisconceptionId": "1849", "MisconceptionName": "Believes the gradient of a line is given by the x intercept", "prompt": "Misconception:\nBelieves the gradient of a line is given by the x intercept\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,3) and (1,1).]()\n\nOptions:\nA. \\( -2 \\)\nB. \\( -1 \\)\nC. \\( -1.5 \\)\nD. \\( -0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "879:D", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,3) and (1,1).]()", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( -1.5 \\)", "AnswerDText": "\\( -0.5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -0.5 \\)", "MisconceptionId": "1704", "MisconceptionName": "Believes gradient = change in x/change in y", "prompt": "Misconception:\nBelieves gradient = change in x/change in y\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,3) and (1,1).]()\n\nOptions:\nA. \\( -2 \\)\nB. \\( -1 \\)\nC. \\( -1.5 \\)\nD. \\( -0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "880:A", "QuestionText": "What time is \\( 30 \\) minutes before midnight?", "AnswerAText": "\\( 11: 30 \\)", "AnswerBText": "11:30 am", "AnswerCText": "11:30 pm", "AnswerDText": "None of these answers is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 11: 30 \\)", "MisconceptionId": "581", "MisconceptionName": "Writes times in the afternoon as if they are morning on a 24 hour clock", "prompt": "Misconception:\nWrites times in the afternoon as if they are morning on a 24 hour clock\n\nQuestion:\nWhat time is \\( 30 \\) minutes before midnight?\n\nOptions:\nA. \\( 11: 30 \\)\nB. 11:30 am\nC. 11:30 pm\nD. None of these answers is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "880:B", "QuestionText": "What time is \\( 30 \\) minutes before midnight?", "AnswerAText": "\\( 11: 30 \\)", "AnswerBText": "11:30 am", "AnswerCText": "11:30 pm", "AnswerDText": "None of these answers is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "11:30 am", "MisconceptionId": "2485", "MisconceptionName": "Thinks that times just before midnight are \"am\" times", "prompt": "Misconception:\nThinks that times just before midnight are \"am\" times\n\nQuestion:\nWhat time is \\( 30 \\) minutes before midnight?\n\nOptions:\nA. \\( 11: 30 \\)\nB. 11:30 am\nC. 11:30 pm\nD. None of these answers is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "881:A", "QuestionText": "Here are the first five terms of a sequence ![\\( \\begin{array}{llllll}3 & 5 & 7 & 9 & 11 & \\ldots\\end{array} \\)]() Find an expression for the \\( n \\)th term of this sequence.", "AnswerAText": "\\( 2 n \\)", "AnswerBText": "Double, add \\( 1 \\)", "AnswerCText": "\\( 2 n+1 \\)", "AnswerDText": "Add \\( 2 \\) each time", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 n \\)", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nHere are the first five terms of a sequence ![\\( \\begin{array}{llllll}3 & 5 & 7 & 9 & 11 & \\ldots\\end{array} \\)]() Find an expression for the \\( n \\)th term of this sequence.\n\nOptions:\nA. \\( 2 n \\)\nB. Double, add \\( 1 \\)\nC. \\( 2 n+1 \\)\nD. Add \\( 2 \\) each time\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "881:B", "QuestionText": "Here are the first five terms of a sequence ![\\( \\begin{array}{llllll}3 & 5 & 7 & 9 & 11 & \\ldots\\end{array} \\)]() Find an expression for the \\( n \\)th term of this sequence.", "AnswerAText": "\\( 2 n \\)", "AnswerBText": "Double, add \\( 1 \\)", "AnswerCText": "\\( 2 n+1 \\)", "AnswerDText": "Add \\( 2 \\) each time", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Double, add \\( 1 \\)", "MisconceptionId": "1636", "MisconceptionName": "Believes nth term rule can be given in words", "prompt": "Misconception:\nBelieves nth term rule can be given in words\n\nQuestion:\nHere are the first five terms of a sequence ![\\( \\begin{array}{llllll}3 & 5 & 7 & 9 & 11 & \\ldots\\end{array} \\)]() Find an expression for the \\( n \\)th term of this sequence.\n\nOptions:\nA. \\( 2 n \\)\nB. Double, add \\( 1 \\)\nC. \\( 2 n+1 \\)\nD. Add \\( 2 \\) each time\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "882:B", "QuestionText": "![Number line with -7 and -5 marked on it. From the -7 there is an arrow to the right labelled +5. Then there is an arrow pointing to the left labelled b and ending at -5.]() What is the value of \\( b \\) ?", "AnswerAText": "\\( -7 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( -3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -4 \\)", "MisconceptionId": "1824", "MisconceptionName": "Counts the starting number when counting backwards", "prompt": "Misconception:\nCounts the starting number when counting backwards\n\nQuestion:\n![Number line with -7 and -5 marked on it. From the -7 there is an arrow to the right labelled +5. Then there is an arrow pointing to the left labelled b and ending at -5.]() What is the value of \\( b \\) ?\n\nOptions:\nA. \\( -7 \\)\nB. \\( -4 \\)\nC. \\( -2 \\)\nD. \\( -3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "883:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{5 x}{3}-1=-2.4\\)\n\nTom says a correct next line of working could be: \\( 5 x-3=-7.2 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=-3.4 \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{5 x}{3}-1=-2.4\\)\n\nTom says a correct next line of working could be: \\( 5 x-3=-7.2 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=-3.4 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "884:A", "QuestionText": "Calculate: \\( \\frac{1}{8} \\times \\frac{1}{3} \\)", "AnswerAText": "\\( \\frac{2}{11} \\)", "AnswerBText": "\\( \\frac{3}{8} \\)", "AnswerCText": "\\( \\frac{1}{11} \\)", "AnswerDText": "\\( \\frac{1}{24} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{11} \\)", "MisconceptionId": "1980", "MisconceptionName": "When multiplying fractions, adds the numerators and the denominators", "prompt": "Misconception:\nWhen multiplying fractions, adds the numerators and the denominators\n\nQuestion:\nCalculate: \\( \\frac{1}{8} \\times \\frac{1}{3} \\)\n\nOptions:\nA. \\( \\frac{2}{11} \\)\nB. \\( \\frac{3}{8} \\)\nC. \\( \\frac{1}{11} \\)\nD. \\( \\frac{1}{24} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "884:B", "QuestionText": "Calculate: \\( \\frac{1}{8} \\times \\frac{1}{3} \\)", "AnswerAText": "\\( \\frac{2}{11} \\)", "AnswerBText": "\\( \\frac{3}{8} \\)", "AnswerCText": "\\( \\frac{1}{11} \\)", "AnswerDText": "\\( \\frac{1}{24} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3}{8} \\)", "MisconceptionId": "565", "MisconceptionName": "Divides rather than multiplies", "prompt": "Misconception:\nDivides rather than multiplies\n\nQuestion:\nCalculate: \\( \\frac{1}{8} \\times \\frac{1}{3} \\)\n\nOptions:\nA. \\( \\frac{2}{11} \\)\nB. \\( \\frac{3}{8} \\)\nC. \\( \\frac{1}{11} \\)\nD. \\( \\frac{1}{24} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "884:C", "QuestionText": "Calculate: \\( \\frac{1}{8} \\times \\frac{1}{3} \\)", "AnswerAText": "\\( \\frac{2}{11} \\)", "AnswerBText": "\\( \\frac{3}{8} \\)", "AnswerCText": "\\( \\frac{1}{11} \\)", "AnswerDText": "\\( \\frac{1}{24} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{11} \\)", "MisconceptionId": "1280", "MisconceptionName": "When multiplying fractions, multiplies the numerator and adds the denominator", "prompt": "Misconception:\nWhen multiplying fractions, multiplies the numerator and adds the denominator\n\nQuestion:\nCalculate: \\( \\frac{1}{8} \\times \\frac{1}{3} \\)\n\nOptions:\nA. \\( \\frac{2}{11} \\)\nB. \\( \\frac{3}{8} \\)\nC. \\( \\frac{1}{11} \\)\nD. \\( \\frac{1}{24} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "885:A", "QuestionText": "Which shape has rotational symmetry order \\( 4 \\) ?", "AnswerAText": "![Rectangle]()", "AnswerBText": "![Square]()", "AnswerCText": "![Trapezium]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![Rectangle]()", "MisconceptionId": "1877", "MisconceptionName": "Thinks rectangles have rotational symmetry or order 4", "prompt": "Misconception:\nThinks rectangles have rotational symmetry or order 4\n\nQuestion:\nWhich shape has rotational symmetry order \\( 4 \\) ?\n\nOptions:\nA. ![Rectangle]()\nB. ![Square]()\nC. ![Trapezium]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "885:C", "QuestionText": "Which shape has rotational symmetry order \\( 4 \\) ?", "AnswerAText": "![Rectangle]()", "AnswerBText": "![Square]()", "AnswerCText": "![Trapezium]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![Trapezium]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has rotational symmetry order \\( 4 \\) ?\n\nOptions:\nA. ![Rectangle]()\nB. ![Square]()\nC. ![Trapezium]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "885:D", "QuestionText": "Which shape has rotational symmetry order \\( 4 \\) ?", "AnswerAText": "![Rectangle]()", "AnswerBText": "![Square]()", "AnswerCText": "![Trapezium]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![Hexagon]()", "MisconceptionId": "1007", "MisconceptionName": "Does not connect rotational symmetry to number of sides/vertices", "prompt": "Misconception:\nDoes not connect rotational symmetry to number of sides/vertices\n\nQuestion:\nWhich shape has rotational symmetry order \\( 4 \\) ?\n\nOptions:\nA. ![Rectangle]()\nB. ![Square]()\nC. ![Trapezium]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "886:A", "QuestionText": "Round \\( 0.0572 \\) to \\( 1 \\) significant figure", "AnswerAText": "\\( 0.05 \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.05 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nRound \\( 0.0572 \\) to \\( 1 \\) significant figure\n\nOptions:\nA. \\( 0.05 \\)\nB. \\( 0.1 \\)\nC. \\( 0 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "886:B", "QuestionText": "Round \\( 0.0572 \\) to \\( 1 \\) significant figure", "AnswerAText": "\\( 0.05 \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.1 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nRound \\( 0.0572 \\) to \\( 1 \\) significant figure\n\nOptions:\nA. \\( 0.05 \\)\nB. \\( 0.1 \\)\nC. \\( 0 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "886:C", "QuestionText": "Round \\( 0.0572 \\) to \\( 1 \\) significant figure", "AnswerAText": "\\( 0.05 \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nRound \\( 0.0572 \\) to \\( 1 \\) significant figure\n\nOptions:\nA. \\( 0.05 \\)\nB. \\( 0.1 \\)\nC. \\( 0 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "887:A", "QuestionText": "Tom and Katie are arguing about powers.\nTom says \\( 2^{6}=4^{3} \\)\nKatie says \\( 2^{6}=8^{2} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nTom and Katie are arguing about powers.\nTom says \\( 2^{6}=4^{3} \\)\nKatie says \\( 2^{6}=8^{2} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "887:D", "QuestionText": "Tom and Katie are arguing about powers.\nTom says \\( 2^{6}=4^{3} \\)\nKatie says \\( 2^{6}=8^{2} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2480", "MisconceptionName": "Thinks powers with different bases cannot be equal", "prompt": "Misconception:\nThinks powers with different bases cannot be equal\n\nQuestion:\nTom and Katie are arguing about powers.\nTom says \\( 2^{6}=4^{3} \\)\nKatie says \\( 2^{6}=8^{2} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "888:C", "QuestionText": "Multiply out the brackets:\n\\[\n(m-5)(m-7)\n\\]", "AnswerAText": "\\( m^{2}-2 m-35 \\)", "AnswerBText": "\\( m^{2}-12 m+35 \\)", "AnswerCText": "\\( m^{2}+12 m+35 \\)", "AnswerDText": "\\( m^{2}-12 m-35 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( m^{2}+12 m+35 \\)", "MisconceptionId": "1639", "MisconceptionName": "Believes adding two negatives gives a positive answer", "prompt": "Misconception:\nBelieves adding two negatives gives a positive answer\n\nQuestion:\nMultiply out the brackets:\n\\[\n(m-5)(m-7)\n\\]\n\nOptions:\nA. \\( m^{2}-2 m-35 \\)\nB. \\( m^{2}-12 m+35 \\)\nC. \\( m^{2}+12 m+35 \\)\nD. \\( m^{2}-12 m-35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "888:D", "QuestionText": "Multiply out the brackets:\n\\[\n(m-5)(m-7)\n\\]", "AnswerAText": "\\( m^{2}-2 m-35 \\)", "AnswerBText": "\\( m^{2}-12 m+35 \\)", "AnswerCText": "\\( m^{2}+12 m+35 \\)", "AnswerDText": "\\( m^{2}-12 m-35 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( m^{2}-12 m-35 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nMultiply out the brackets:\n\\[\n(m-5)(m-7)\n\\]\n\nOptions:\nA. \\( m^{2}-2 m-35 \\)\nB. \\( m^{2}-12 m+35 \\)\nC. \\( m^{2}+12 m+35 \\)\nD. \\( m^{2}-12 m-35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "889:B", "QuestionText": "Tom and Katie are arguing about the solution to this inequality:\n\\[\n20 \\geq 8 m\n\\]\n\nTom says \\( m \\) could be \\( 2.5 \\)\n\nKatie says \\( m \\) could be \\( 3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nTom and Katie are arguing about the solution to this inequality:\n\\[\n20 \\geq 8 m\n\\]\n\nTom says \\( m \\) could be \\( 2.5 \\)\n\nKatie says \\( m \\) could be \\( 3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "889:D", "QuestionText": "Tom and Katie are arguing about the solution to this inequality:\n\\[\n20 \\geq 8 m\n\\]\n\nTom says \\( m \\) could be \\( 2.5 \\)\n\nKatie says \\( m \\) could be \\( 3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1660", "MisconceptionName": "When using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa", "prompt": "Misconception:\nWhen using inequality notation, thinks \"greater than/less than or equal to\" symbols are instead the \"greater than/less than\" symbols and vice versa\n\nQuestion:\nTom and Katie are arguing about the solution to this inequality:\n\\[\n20 \\geq 8 m\n\\]\n\nTom says \\( m \\) could be \\( 2.5 \\)\n\nKatie says \\( m \\) could be \\( 3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "890:C", "QuestionText": "Multiply out the brackets: \\( m(m-2) \\)", "AnswerAText": "\\( 2 m-2 \\)", "AnswerBText": "\\( m^{2}-2 m \\)", "AnswerCText": "\\( 2 m-2 m \\)", "AnswerDText": "\\( m^{2}-2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 m-2 m \\)", "MisconceptionId": "577", "MisconceptionName": "Does not realise multiplying a variable by itself results in a power of that variable", "prompt": "Misconception:\nDoes not realise multiplying a variable by itself results in a power of that variable\n\nQuestion:\nMultiply out the brackets: \\( m(m-2) \\)\n\nOptions:\nA. \\( 2 m-2 \\)\nB. \\( m^{2}-2 m \\)\nC. \\( 2 m-2 m \\)\nD. \\( m^{2}-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "890:D", "QuestionText": "Multiply out the brackets: \\( m(m-2) \\)", "AnswerAText": "\\( 2 m-2 \\)", "AnswerBText": "\\( m^{2}-2 m \\)", "AnswerCText": "\\( 2 m-2 m \\)", "AnswerDText": "\\( m^{2}-2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( m^{2}-2 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nMultiply out the brackets: \\( m(m-2) \\)\n\nOptions:\nA. \\( 2 m-2 \\)\nB. \\( m^{2}-2 m \\)\nC. \\( 2 m-2 m \\)\nD. \\( m^{2}-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "891:A", "QuestionText": "Which of the following triangles have the same area as this rectangle? ![A rectangle with height of 4 and width of 8]()", "AnswerAText": "![An isosceles triangle with base of 4 and perpendicular height of 8]()", "AnswerBText": "![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()", "AnswerCText": "![A triangle with a base of 8, perpendicular height of 8 and slant height of 10.]()", "AnswerDText": "They are all equal to the rectangle", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![An isosceles triangle with base of 4 and perpendicular height of 8]()", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nWhich of the following triangles have the same area as this rectangle? ![A rectangle with height of 4 and width of 8]()\n\nOptions:\nA. ![An isosceles triangle with base of 4 and perpendicular height of 8]()\nB. ![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()\nC. ![A triangle with a base of 8, perpendicular height of 8 and slant height of 10.]()\nD. They are all equal to the rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "891:B", "QuestionText": "Which of the following triangles have the same area as this rectangle? ![A rectangle with height of 4 and width of 8]()", "AnswerAText": "![An isosceles triangle with base of 4 and perpendicular height of 8]()", "AnswerBText": "![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()", "AnswerCText": "![A triangle with a base of 8, perpendicular height of 8 and slant height of 10.]()", "AnswerDText": "They are all equal to the rectangle", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nWhich of the following triangles have the same area as this rectangle? ![A rectangle with height of 4 and width of 8]()\n\nOptions:\nA. ![An isosceles triangle with base of 4 and perpendicular height of 8]()\nB. ![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()\nC. ![A triangle with a base of 8, perpendicular height of 8 and slant height of 10.]()\nD. They are all equal to the rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "891:D", "QuestionText": "Which of the following triangles have the same area as this rectangle? ![A rectangle with height of 4 and width of 8]()", "AnswerAText": "![An isosceles triangle with base of 4 and perpendicular height of 8]()", "AnswerBText": "![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()", "AnswerCText": "![A triangle with a base of 8, perpendicular height of 8 and slant height of 10.]()", "AnswerDText": "They are all equal to the rectangle", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "They are all equal to the rectangle", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nWhich of the following triangles have the same area as this rectangle? ![A rectangle with height of 4 and width of 8]()\n\nOptions:\nA. ![An isosceles triangle with base of 4 and perpendicular height of 8]()\nB. ![A right angled triangle with base of 4, perpendicular height of 8 and hypotenuse of root 80]()\nC. ![A triangle with a base of 8, perpendicular height of 8 and slant height of 10.]()\nD. They are all equal to the rectangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "892:B", "QuestionText": "\\( 204-36= \\)", "AnswerAText": "\\( 156 \\)", "AnswerBText": "\\( 178 \\)", "AnswerCText": "\\( 240 \\)", "AnswerDText": "\\( 168 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 178 \\)", "MisconceptionId": "1858", "MisconceptionName": "Does not compensate when subtracting", "prompt": "Misconception:\nDoes not compensate when subtracting\n\nQuestion:\n\\( 204-36= \\)\n\nOptions:\nA. \\( 156 \\)\nB. \\( 178 \\)\nC. \\( 240 \\)\nD. \\( 168 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "892:C", "QuestionText": "\\( 204-36= \\)", "AnswerAText": "\\( 156 \\)", "AnswerBText": "\\( 178 \\)", "AnswerCText": "\\( 240 \\)", "AnswerDText": "\\( 168 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 240 \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\n\\( 204-36= \\)\n\nOptions:\nA. \\( 156 \\)\nB. \\( 178 \\)\nC. \\( 240 \\)\nD. \\( 168 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "893:A", "QuestionText": "How should you write \\( 5 \\) kilograms and \\( 7 \\) grams in tonnes?", "AnswerAText": "\\( 5007 t \\)", "AnswerBText": "\\( 0.05007 t \\)", "AnswerCText": "\\( 5.007 t \\)", "AnswerDText": "\\( 0.005007 t \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5007 t \\)", "MisconceptionId": "666", "MisconceptionName": "Thinks grams and tonnes are the same", "prompt": "Misconception:\nThinks grams and tonnes are the same\n\nQuestion:\nHow should you write \\( 5 \\) kilograms and \\( 7 \\) grams in tonnes?\n\nOptions:\nA. \\( 5007 t \\)\nB. \\( 0.05007 t \\)\nC. \\( 5.007 t \\)\nD. \\( 0.005007 t \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "893:B", "QuestionText": "How should you write \\( 5 \\) kilograms and \\( 7 \\) grams in tonnes?", "AnswerAText": "\\( 5007 t \\)", "AnswerBText": "\\( 0.05007 t \\)", "AnswerCText": "\\( 5.007 t \\)", "AnswerDText": "\\( 0.005007 t \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.05007 t \\)", "MisconceptionId": "1491", "MisconceptionName": "Thinks there are 100kg in a tonne", "prompt": "Misconception:\nThinks there are 100kg in a tonne\n\nQuestion:\nHow should you write \\( 5 \\) kilograms and \\( 7 \\) grams in tonnes?\n\nOptions:\nA. \\( 5007 t \\)\nB. \\( 0.05007 t \\)\nC. \\( 5.007 t \\)\nD. \\( 0.005007 t \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "894:C", "QuestionText": "This triangle has an area of \\( 36 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( p \\) ? ![A triangle with base labelled p and the perpendicular height labelled 12cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 12 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\mathrm{~cm} \\)", "MisconceptionId": "2072", "MisconceptionName": "Confuses formulae for area of triangle and area of rectangle", "prompt": "Misconception:\nConfuses formulae for area of triangle and area of rectangle\n\nQuestion:\nThis triangle has an area of \\( 36 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( p \\) ? ![A triangle with base labelled p and the perpendicular height labelled 12cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 12 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "894:D", "QuestionText": "This triangle has an area of \\( 36 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( p \\) ? ![A triangle with base labelled p and the perpendicular height labelled 12cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 12 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 12 \\mathrm{~cm} \\)", "MisconceptionId": "1678", "MisconceptionName": "Confuses perimeter and area", "prompt": "Misconception:\nConfuses perimeter and area\n\nQuestion:\nThis triangle has an area of \\( 36 \\mathrm{~cm}^{2} \\).\n\nWhat is the value of \\( p \\) ? ![A triangle with base labelled p and the perpendicular height labelled 12cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 12 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "895:A", "QuestionText": "\\[\n9-8+5\n\\]\nJo and Paul are trying to make the calculation above equal to \\( 6 \\).\nJo says you can write it like this: \\( 9-(8+5) \\)\nPaul says you can leave it like this: \\( 9-8+5 \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\n\\[\n9-8+5\n\\]\nJo and Paul are trying to make the calculation above equal to \\( 6 \\).\nJo says you can write it like this: \\( 9-(8+5) \\)\nPaul says you can leave it like this: \\( 9-8+5 \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "895:C", "QuestionText": "\\[\n9-8+5\n\\]\nJo and Paul are trying to make the calculation above equal to \\( 6 \\).\nJo says you can write it like this: \\( 9-(8+5) \\)\nPaul says you can leave it like this: \\( 9-8+5 \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "2488", "MisconceptionName": "Answers order of operations questions with brackets as if the brackets are not there", "prompt": "Misconception:\nAnswers order of operations questions with brackets as if the brackets are not there\n\nQuestion:\n\\[\n9-8+5\n\\]\nJo and Paul are trying to make the calculation above equal to \\( 6 \\).\nJo says you can write it like this: \\( 9-(8+5) \\)\nPaul says you can leave it like this: \\( 9-8+5 \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "895:D", "QuestionText": "\\[\n9-8+5\n\\]\nJo and Paul are trying to make the calculation above equal to \\( 6 \\).\nJo says you can write it like this: \\( 9-(8+5) \\)\nPaul says you can leave it like this: \\( 9-8+5 \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\n\\[\n9-8+5\n\\]\nJo and Paul are trying to make the calculation above equal to \\( 6 \\).\nJo says you can write it like this: \\( 9-(8+5) \\)\nPaul says you can leave it like this: \\( 9-8+5 \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "896:B", "QuestionText": "Tom and Katie are discussing this equation:\n\\[\nx+y=12\n\\] Tom uses the equation to write:\n\\[\n3 x+3 y=36\n\\] Katie uses the equation to write:\n\\[\nx+2 y=24\n\\] Who has written a related linear equation?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing this equation:\n\\[\nx+y=12\n\\] Tom uses the equation to write:\n\\[\n3 x+3 y=36\n\\] Katie uses the equation to write:\n\\[\nx+2 y=24\n\\] Who has written a related linear equation?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "896:C", "QuestionText": "Tom and Katie are discussing this equation:\n\\[\nx+y=12\n\\] Tom uses the equation to write:\n\\[\n3 x+3 y=36\n\\] Katie uses the equation to write:\n\\[\nx+2 y=24\n\\] Who has written a related linear equation?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing this equation:\n\\[\nx+y=12\n\\] Tom uses the equation to write:\n\\[\n3 x+3 y=36\n\\] Katie uses the equation to write:\n\\[\nx+2 y=24\n\\] Who has written a related linear equation?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "896:D", "QuestionText": "Tom and Katie are discussing this equation:\n\\[\nx+y=12\n\\] Tom uses the equation to write:\n\\[\n3 x+3 y=36\n\\] Katie uses the equation to write:\n\\[\nx+2 y=24\n\\] Who has written a related linear equation?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "14", "MisconceptionName": "Does not understand how to create a multiple of an equation", "prompt": "Misconception:\nDoes not understand how to create a multiple of an equation\n\nQuestion:\nTom and Katie are discussing this equation:\n\\[\nx+y=12\n\\] Tom uses the equation to write:\n\\[\n3 x+3 y=36\n\\] Katie uses the equation to write:\n\\[\nx+2 y=24\n\\] Who has written a related linear equation?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "897:A", "QuestionText": "This is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -9 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -18 \\)", "AnswerBText": "\\( -9 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( -81 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -18 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -9 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -18 \\)\nB. \\( -9 \\)\nC. \\( 81 \\)\nD. \\( -81 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "897:D", "QuestionText": "This is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -9 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -18 \\)", "AnswerBText": "\\( -9 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( -81 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -81 \\)", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( -9 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -18 \\)\nB. \\( -9 \\)\nC. \\( 81 \\)\nD. \\( -81 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "898:A", "QuestionText": "Which statement about the temperatures \\( -5^{\\circ} \\mathrm{C} \\) and \\( 2^{\\circ} \\mathrm{C} \\) is true?", "AnswerAText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\)\nhotter than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]", "AnswerBText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) hotter than \\( -5^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\) colder than \\( -5^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) colder than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\)\nhotter than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]", "MisconceptionId": "2119", "MisconceptionName": "Ignores the negative sign", "prompt": "Misconception:\nIgnores the negative sign\n\nQuestion:\nWhich statement about the temperatures \\( -5^{\\circ} \\mathrm{C} \\) and \\( 2^{\\circ} \\mathrm{C} \\) is true?\n\nOptions:\nA. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\)\nhotter than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]\nB. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) hotter than \\( -5^{\\circ} \\mathrm{C} \\)\nC. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\) colder than \\( -5^{\\circ} \\mathrm{C} \\)\nD. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) colder than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "898:D", "QuestionText": "Which statement about the temperatures \\( -5^{\\circ} \\mathrm{C} \\) and \\( 2^{\\circ} \\mathrm{C} \\) is true?", "AnswerAText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\)\nhotter than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]", "AnswerBText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) hotter than \\( -5^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\) colder than \\( -5^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) colder than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) colder than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]", "MisconceptionId": "1471", "MisconceptionName": "Mixes up colder and hotter when comparing temperatures", "prompt": "Misconception:\nMixes up colder and hotter when comparing temperatures\n\nQuestion:\nWhich statement about the temperatures \\( -5^{\\circ} \\mathrm{C} \\) and \\( 2^{\\circ} \\mathrm{C} \\) is true?\n\nOptions:\nA. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\)\nhotter than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]\nB. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) hotter than \\( -5^{\\circ} \\mathrm{C} \\)\nC. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 3^{\\circ} \\mathrm{C} \\) colder than \\( -5^{\\circ} \\mathrm{C} \\)\nD. \\( 2^{\\circ} \\mathrm{C} \\) is \\( 7^{\\circ} \\mathrm{C} \\) colder than\n\\[\n-5^{\\circ} \\mathrm{C}\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "899:A", "QuestionText": "\\[\n10-8 \\times 7+6=\n\\]\n\nWhich calculation should you do first?", "AnswerAText": "\\( 7+6 \\)", "AnswerBText": "\\( 10-8 \\)", "AnswerCText": "\\( 8 \\times 7 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7+6 \\)", "MisconceptionId": "706", "MisconceptionName": "Carries out operations from right to left regardless of priority order", "prompt": "Misconception:\nCarries out operations from right to left regardless of priority order\n\nQuestion:\n\\[\n10-8 \\times 7+6=\n\\]\n\nWhich calculation should you do first?\n\nOptions:\nA. \\( 7+6 \\)\nB. \\( 10-8 \\)\nC. \\( 8 \\times 7 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "899:B", "QuestionText": "\\[\n10-8 \\times 7+6=\n\\]\n\nWhich calculation should you do first?", "AnswerAText": "\\( 7+6 \\)", "AnswerBText": "\\( 10-8 \\)", "AnswerCText": "\\( 8 \\times 7 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 10-8 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\[\n10-8 \\times 7+6=\n\\]\n\nWhich calculation should you do first?\n\nOptions:\nA. \\( 7+6 \\)\nB. \\( 10-8 \\)\nC. \\( 8 \\times 7 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "899:D", "QuestionText": "\\[\n10-8 \\times 7+6=\n\\]\n\nWhich calculation should you do first?", "AnswerAText": "\\( 7+6 \\)", "AnswerBText": "\\( 10-8 \\)", "AnswerCText": "\\( 8 \\times 7 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "It doesn't matter: you get the same answer", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\n\\[\n10-8 \\times 7+6=\n\\]\n\nWhich calculation should you do first?\n\nOptions:\nA. \\( 7+6 \\)\nB. \\( 10-8 \\)\nC. \\( 8 \\times 7 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "900:B", "QuestionText": "\\( 500000 \\mathrm{~cm}^{3} \\) is the same as ______ litres", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 5000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1484", "MisconceptionName": "Thinks 1l = 10 000 cubic centimetres", "prompt": "Misconception:\nThinks 1l = 10 000 cubic centimetres\n\nQuestion:\n\\( 500000 \\mathrm{~cm}^{3} \\) is the same as ______ litres\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 5 \\)\nC. \\( 500 \\)\nD. \\( 5000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "900:D", "QuestionText": "\\( 500000 \\mathrm{~cm}^{3} \\) is the same as ______ litres", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 5000 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5000 \\)", "MisconceptionId": "474", "MisconceptionName": "Thinks 1l = 100 cubic centimetres", "prompt": "Misconception:\nThinks 1l = 100 cubic centimetres\n\nQuestion:\n\\( 500000 \\mathrm{~cm}^{3} \\) is the same as ______ litres\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 5 \\)\nC. \\( 500 \\)\nD. \\( 5000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "901:A", "QuestionText": "Which of the following is the most appropriate word to describe \\( p \\) in this:\n\\(\n3 p+7\n\\)", "AnswerAText": "Equation", "AnswerBText": "Term", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Equation", "MisconceptionId": "196", "MisconceptionName": "Confuses a variable with an equation", "prompt": "Misconception:\nConfuses a variable with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( p \\) in this:\n\\(\n3 p+7\n\\)\n\nOptions:\nA. Equation\nB. Term\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "901:B", "QuestionText": "Which of the following is the most appropriate word to describe \\( p \\) in this:\n\\(\n3 p+7\n\\)", "AnswerAText": "Equation", "AnswerBText": "Term", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Term", "MisconceptionId": "2519", "MisconceptionName": "Confuses a term with a variable", "prompt": "Misconception:\nConfuses a term with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( p \\) in this:\n\\(\n3 p+7\n\\)\n\nOptions:\nA. Equation\nB. Term\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "901:D", "QuestionText": "Which of the following is the most appropriate word to describe \\( p \\) in this:\n\\(\n3 p+7\n\\)", "AnswerAText": "Equation", "AnswerBText": "Term", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Expression", "MisconceptionId": "2209", "MisconceptionName": "Confuses an expression with a variable", "prompt": "Misconception:\nConfuses an expression with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( p \\) in this:\n\\(\n3 p+7\n\\)\n\nOptions:\nA. Equation\nB. Term\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "902:A", "QuestionText": "Simplify, if possible:\n\\[\nz+5\n\\]", "AnswerAText": "\\( 5 z \\)", "AnswerBText": "\\( z^{5} \\)", "AnswerCText": "\\( z 5 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 z \\)", "MisconceptionId": "2504", "MisconceptionName": "Does not realise that two letters together, or a number and letter together, are multiplying", "prompt": "Misconception:\nDoes not realise that two letters together, or a number and letter together, are multiplying\n\nQuestion:\nSimplify, if possible:\n\\[\nz+5\n\\]\n\nOptions:\nA. \\( 5 z \\)\nB. \\( z^{5} \\)\nC. \\( z 5 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "902:B", "QuestionText": "Simplify, if possible:\n\\[\nz+5\n\\]", "AnswerAText": "\\( 5 z \\)", "AnswerBText": "\\( z^{5} \\)", "AnswerCText": "\\( z 5 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( z^{5} \\)", "MisconceptionId": "4", "MisconceptionName": "Believes addition of terms and powers of terms are equivalent e.g. a + c = a^c", "prompt": "Misconception:\nBelieves addition of terms and powers of terms are equivalent e.g. a + c = a^c\n\nQuestion:\nSimplify, if possible:\n\\[\nz+5\n\\]\n\nOptions:\nA. \\( 5 z \\)\nB. \\( z^{5} \\)\nC. \\( z 5 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "903:A", "QuestionText": "Which shape has a line of symmetry? ![A Trapezium above the label \"A\"; A shape which is a circle with a 90 degree sector removed above the label \"B\"; A crescent (moon) shape above the label \"C\"; the words \"All of them\" above the label \"D\".]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1836", "MisconceptionName": "Believes lines of symmetry must be vertical or horizontal", "prompt": "Misconception:\nBelieves lines of symmetry must be vertical or horizontal\n\nQuestion:\nWhich shape has a line of symmetry? ![A Trapezium above the label \"A\"; A shape which is a circle with a 90 degree sector removed above the label \"B\"; A crescent (moon) shape above the label \"C\"; the words \"All of them\" above the label \"D\".]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "904:A", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The inner scale goes from 0 to 360 anti-clockwise. The angle is a reflex angle that is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, anti-clockwise to the red line that is half way between 280 and 290 (inner scale) and halfway between 260 and 250 (outer scale).\n]()", "AnswerAText": "\\( 255^{\\circ} \\)", "AnswerBText": "\\( 285^{\\circ} \\)", "AnswerCText": "\\( 180^{\\circ} \\)", "AnswerDText": "\\( 295^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 255^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The inner scale goes from 0 to 360 anti-clockwise. The angle is a reflex angle that is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, anti-clockwise to the red line that is half way between 280 and 290 (inner scale) and halfway between 260 and 250 (outer scale).\n]()\n\nOptions:\nA. \\( 255^{\\circ} \\)\nB. \\( 285^{\\circ} \\)\nC. \\( 180^{\\circ} \\)\nD. \\( 295^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "904:C", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The inner scale goes from 0 to 360 anti-clockwise. The angle is a reflex angle that is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, anti-clockwise to the red line that is half way between 280 and 290 (inner scale) and halfway between 260 and 250 (outer scale).\n]()", "AnswerAText": "\\( 255^{\\circ} \\)", "AnswerBText": "\\( 285^{\\circ} \\)", "AnswerCText": "\\( 180^{\\circ} \\)", "AnswerDText": "\\( 295^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 180^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The inner scale goes from 0 to 360 anti-clockwise. The angle is a reflex angle that is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, anti-clockwise to the red line that is half way between 280 and 290 (inner scale) and halfway between 260 and 250 (outer scale).\n]()\n\nOptions:\nA. \\( 255^{\\circ} \\)\nB. \\( 285^{\\circ} \\)\nC. \\( 180^{\\circ} \\)\nD. \\( 295^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "904:D", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The inner scale goes from 0 to 360 anti-clockwise. The angle is a reflex angle that is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, anti-clockwise to the red line that is half way between 280 and 290 (inner scale) and halfway between 260 and 250 (outer scale).\n]()", "AnswerAText": "\\( 255^{\\circ} \\)", "AnswerBText": "\\( 285^{\\circ} \\)", "AnswerCText": "\\( 180^{\\circ} \\)", "AnswerDText": "\\( 295^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 295^{\\circ} \\)", "MisconceptionId": "1250", "MisconceptionName": "Correct scale but wrong value on protractor reading.", "prompt": "Misconception:\nCorrect scale but wrong value on protractor reading.\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out an angle being measured by the protractor. The inner scale goes from 0 to 360 anti-clockwise. The angle is a reflex angle that is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, anti-clockwise to the red line that is half way between 280 and 290 (inner scale) and halfway between 260 and 250 (outer scale).\n]()\n\nOptions:\nA. \\( 255^{\\circ} \\)\nB. \\( 285^{\\circ} \\)\nC. \\( 180^{\\circ} \\)\nD. \\( 295^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "905:A", "QuestionText": "This angle is... ![An image of an angle that is larger than 90 degrees but smaller than 180 degrees.]()", "AnswerAText": "Acute", "AnswerBText": "Obtuse", "AnswerCText": "Reflex", "AnswerDText": "A right angle", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Acute", "MisconceptionId": "1071", "MisconceptionName": "Confuses obtuse and acute angles", "prompt": "Misconception:\nConfuses obtuse and acute angles\n\nQuestion:\nThis angle is... ![An image of an angle that is larger than 90 degrees but smaller than 180 degrees.]()\n\nOptions:\nA. Acute\nB. Obtuse\nC. Reflex\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "905:C", "QuestionText": "This angle is... ![An image of an angle that is larger than 90 degrees but smaller than 180 degrees.]()", "AnswerAText": "Acute", "AnswerBText": "Obtuse", "AnswerCText": "Reflex", "AnswerDText": "A right angle", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Reflex", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nThis angle is... ![An image of an angle that is larger than 90 degrees but smaller than 180 degrees.]()\n\nOptions:\nA. Acute\nB. Obtuse\nC. Reflex\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "905:D", "QuestionText": "This angle is... ![An image of an angle that is larger than 90 degrees but smaller than 180 degrees.]()", "AnswerAText": "Acute", "AnswerBText": "Obtuse", "AnswerCText": "Reflex", "AnswerDText": "A right angle", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "A right angle", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nThis angle is... ![An image of an angle that is larger than 90 degrees but smaller than 180 degrees.]()\n\nOptions:\nA. Acute\nB. Obtuse\nC. Reflex\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "906:A", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (0,1) (0,3) and (-3,2). The point P is the coordinate (0,3)]()", "AnswerAText": "\\( (0,2) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (2,3) \\)", "AnswerDText": "\\( (0,1) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (0,2) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (0,1) (0,3) and (-3,2). The point P is the coordinate (0,3)]()\n\nOptions:\nA. \\( (0,2) \\)\nB. \\( (3,0) \\)\nC. \\( (2,3) \\)\nD. \\( (0,1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "906:C", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (0,1) (0,3) and (-3,2). The point P is the coordinate (0,3)]()", "AnswerAText": "\\( (0,2) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (2,3) \\)", "AnswerDText": "\\( (0,1) \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (2,3) \\)", "MisconceptionId": "797", "MisconceptionName": "Reflects horizontally or vertically instead of across a diagonal line of symmetry", "prompt": "Misconception:\nReflects horizontally or vertically instead of across a diagonal line of symmetry\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (0,1) (0,3) and (-3,2). The point P is the coordinate (0,3)]()\n\nOptions:\nA. \\( (0,2) \\)\nB. \\( (3,0) \\)\nC. \\( (2,3) \\)\nD. \\( (0,1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "906:D", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (0,1) (0,3) and (-3,2). The point P is the coordinate (0,3)]()", "AnswerAText": "\\( (0,2) \\)", "AnswerBText": "\\( (3,0) \\)", "AnswerCText": "\\( (2,3) \\)", "AnswerDText": "\\( (0,1) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( (0,1) \\)", "MisconceptionId": "797", "MisconceptionName": "Reflects horizontally or vertically instead of across a diagonal line of symmetry", "prompt": "Misconception:\nReflects horizontally or vertically instead of across a diagonal line of symmetry\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![Four quadrant, coordinate grid with the reflection line y=x drawn and a triangle. The triangle has coordinates: (0,1) (0,3) and (-3,2). The point P is the coordinate (0,3)]()\n\nOptions:\nA. \\( (0,2) \\)\nB. \\( (3,0) \\)\nC. \\( (2,3) \\)\nD. \\( (0,1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "907:B", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"-4\" written inside it and the final rectangle has \"output\" written above it and \"11\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( -7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"-4\" written inside it and the final rectangle has \"output\" written above it and \"11\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( -7 \\)\nC. \\( 4 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "907:D", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"-4\" written inside it and the final rectangle has \"output\" written above it and \"11\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( -7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 44 \\)", "MisconceptionId": "481", "MisconceptionName": "Thinks the inverse of subtraction is multiplication", "prompt": "Misconception:\nThinks the inverse of subtraction is multiplication\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"-4\" written inside it and the final rectangle has \"output\" written above it and \"11\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 15 \\)\nB. \\( -7 \\)\nC. \\( 4 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "908:B", "QuestionText": "This is a graph of\n\\(y=1-0.4 x\\) ![A set of axes with y=1-0.4x drawn on.]() Use the graph to solve\n\\(1-0.4 x=0\\)", "AnswerAText": "\\( x=2.5 \\)", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=1 \\)", "AnswerDText": "\\( x=-0.4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x=0 \\)", "MisconceptionId": "1691", "MisconceptionName": "Believes the solution of mx + c = 0 is x =0", "prompt": "Misconception:\nBelieves the solution of mx + c = 0 is x =0\n\nQuestion:\nThis is a graph of\n\\(y=1-0.4 x\\) ![A set of axes with y=1-0.4x drawn on.]() Use the graph to solve\n\\(1-0.4 x=0\\)\n\nOptions:\nA. \\( x=2.5 \\)\nB. \\( x=0 \\)\nC. \\( x=1 \\)\nD. \\( x=-0.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "908:C", "QuestionText": "This is a graph of\n\\(y=1-0.4 x\\) ![A set of axes with y=1-0.4x drawn on.]() Use the graph to solve\n\\(1-0.4 x=0\\)", "AnswerAText": "\\( x=2.5 \\)", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=1 \\)", "AnswerDText": "\\( x=-0.4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x=1 \\)", "MisconceptionId": "1776", "MisconceptionName": "Believes they solve mx + c = 0 by substituting in x = 0", "prompt": "Misconception:\nBelieves they solve mx + c = 0 by substituting in x = 0\n\nQuestion:\nThis is a graph of\n\\(y=1-0.4 x\\) ![A set of axes with y=1-0.4x drawn on.]() Use the graph to solve\n\\(1-0.4 x=0\\)\n\nOptions:\nA. \\( x=2.5 \\)\nB. \\( x=0 \\)\nC. \\( x=1 \\)\nD. \\( x=-0.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "908:D", "QuestionText": "This is a graph of\n\\(y=1-0.4 x\\) ![A set of axes with y=1-0.4x drawn on.]() Use the graph to solve\n\\(1-0.4 x=0\\)", "AnswerAText": "\\( x=2.5 \\)", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=1 \\)", "AnswerDText": "\\( x=-0.4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x=-0.4 \\)", "MisconceptionId": "244", "MisconceptionName": "Believes the solution of mx + c = 0 is x = m", "prompt": "Misconception:\nBelieves the solution of mx + c = 0 is x = m\n\nQuestion:\nThis is a graph of\n\\(y=1-0.4 x\\) ![A set of axes with y=1-0.4x drawn on.]() Use the graph to solve\n\\(1-0.4 x=0\\)\n\nOptions:\nA. \\( x=2.5 \\)\nB. \\( x=0 \\)\nC. \\( x=1 \\)\nD. \\( x=-0.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "909:B", "QuestionText": "Which number line represents \\( -1 \\leq x<3 \\) ?", "AnswerAText": "![Number line with numbers from -5 to 5. Above the -1 is an open, unfilled circle with an arrow to the left. Above the 3 is a red, filled circle with an arrow to the right.]()", "AnswerBText": "![Number line with numbers from -5 to 5. Above the -1 is a blue, filled circle with an arrow to the left. Above the 3 is an open, unfilled circle with an arrow to the right.]()", "AnswerCText": "![Number line with numbers from -5 to 5. Above the -1 is an open,  unfilled circle and above the 3 is a green, filled circle. The two circles are joined by a horizontal line.]()", "AnswerDText": "![Number line with numbers from -5 to 5. Above the -1 is a purple, filled circle and above the 3 is an open, unfilled circle. The two circles are joined by a horizontal line.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![Number line with numbers from -5 to 5. Above the -1 is a blue, filled circle with an arrow to the left. Above the 3 is an open, unfilled circle with an arrow to the right.]()", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich number line represents \\( -1 \\leq x<3 \\) ?\n\nOptions:\nA. ![Number line with numbers from -5 to 5. Above the -1 is an open, unfilled circle with an arrow to the left. Above the 3 is a red, filled circle with an arrow to the right.]()\nB. ![Number line with numbers from -5 to 5. Above the -1 is a blue, filled circle with an arrow to the left. Above the 3 is an open, unfilled circle with an arrow to the right.]()\nC. ![Number line with numbers from -5 to 5. Above the -1 is an open,  unfilled circle and above the 3 is a green, filled circle. The two circles are joined by a horizontal line.]()\nD. ![Number line with numbers from -5 to 5. Above the -1 is a purple, filled circle and above the 3 is an open, unfilled circle. The two circles are joined by a horizontal line.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "909:C", "QuestionText": "Which number line represents \\( -1 \\leq x<3 \\) ?", "AnswerAText": "![Number line with numbers from -5 to 5. Above the -1 is an open, unfilled circle with an arrow to the left. Above the 3 is a red, filled circle with an arrow to the right.]()", "AnswerBText": "![Number line with numbers from -5 to 5. Above the -1 is a blue, filled circle with an arrow to the left. Above the 3 is an open, unfilled circle with an arrow to the right.]()", "AnswerCText": "![Number line with numbers from -5 to 5. Above the -1 is an open,  unfilled circle and above the 3 is a green, filled circle. The two circles are joined by a horizontal line.]()", "AnswerDText": "![Number line with numbers from -5 to 5. Above the -1 is a purple, filled circle and above the 3 is an open, unfilled circle. The two circles are joined by a horizontal line.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![Number line with numbers from -5 to 5. Above the -1 is an open,  unfilled circle and above the 3 is a green, filled circle. The two circles are joined by a horizontal line.]()", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich number line represents \\( -1 \\leq x<3 \\) ?\n\nOptions:\nA. ![Number line with numbers from -5 to 5. Above the -1 is an open, unfilled circle with an arrow to the left. Above the 3 is a red, filled circle with an arrow to the right.]()\nB. ![Number line with numbers from -5 to 5. Above the -1 is a blue, filled circle with an arrow to the left. Above the 3 is an open, unfilled circle with an arrow to the right.]()\nC. ![Number line with numbers from -5 to 5. Above the -1 is an open,  unfilled circle and above the 3 is a green, filled circle. The two circles are joined by a horizontal line.]()\nD. ![Number line with numbers from -5 to 5. Above the -1 is a purple, filled circle and above the 3 is an open, unfilled circle. The two circles are joined by a horizontal line.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "910:B", "QuestionText": "Expand:\n\\[\n3(p-1)\n\\]", "AnswerAText": "\\( 3 p-3 \\)", "AnswerBText": "\\( 3 p-1 \\)", "AnswerCText": "\\( p-3 \\)", "AnswerDText": "\\( 3 p-2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 p-1 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n3(p-1)\n\\]\n\nOptions:\nA. \\( 3 p-3 \\)\nB. \\( 3 p-1 \\)\nC. \\( p-3 \\)\nD. \\( 3 p-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "910:C", "QuestionText": "Expand:\n\\[\n3(p-1)\n\\]", "AnswerAText": "\\( 3 p-3 \\)", "AnswerBText": "\\( 3 p-1 \\)", "AnswerCText": "\\( p-3 \\)", "AnswerDText": "\\( 3 p-2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( p-3 \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n3(p-1)\n\\]\n\nOptions:\nA. \\( 3 p-3 \\)\nB. \\( 3 p-1 \\)\nC. \\( p-3 \\)\nD. \\( 3 p-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "910:D", "QuestionText": "Expand:\n\\[\n3(p-1)\n\\]", "AnswerAText": "\\( 3 p-3 \\)", "AnswerBText": "\\( 3 p-1 \\)", "AnswerCText": "\\( p-3 \\)", "AnswerDText": "\\( 3 p-2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3 p-2 \\)", "MisconceptionId": "107", "MisconceptionName": "When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.", "prompt": "Misconception:\nWhen expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.\n\nQuestion:\nExpand:\n\\[\n3(p-1)\n\\]\n\nOptions:\nA. \\( 3 p-3 \\)\nB. \\( 3 p-1 \\)\nC. \\( p-3 \\)\nD. \\( 3 p-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "911:B", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"3m + 1\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 6 m+2 \\)", "AnswerBText": "\\( 3 m+2 \\)", "AnswerCText": "\\( 6 m+1 \\)", "AnswerDText": "\\( 6 m+3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 m+2 \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"3m + 1\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 6 m+2 \\)\nB. \\( 3 m+2 \\)\nC. \\( 6 m+1 \\)\nD. \\( 6 m+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "911:C", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"3m + 1\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 6 m+2 \\)", "AnswerBText": "\\( 3 m+2 \\)", "AnswerCText": "\\( 6 m+1 \\)", "AnswerDText": "\\( 6 m+3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 m+1 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"3m + 1\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 6 m+2 \\)\nB. \\( 3 m+2 \\)\nC. \\( 6 m+1 \\)\nD. \\( 6 m+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "911:D", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"3m + 1\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 6 m+2 \\)", "AnswerBText": "\\( 3 m+2 \\)", "AnswerCText": "\\( 6 m+1 \\)", "AnswerDText": "\\( 6 m+3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 6 m+3 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"3m + 1\" written inside it. The middle rectangle has \"✕ 2\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 6 m+2 \\)\nB. \\( 3 m+2 \\)\nC. \\( 6 m+1 \\)\nD. \\( 6 m+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "912:A", "QuestionText": "Nick wants to subtract \\( 199 \\) from a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +200 \\) then \\( +1 \\)", "AnswerBText": "\\( -200 \\) then \\( +1 \\)", "AnswerCText": "\\( -200 \\) then \\( -1 \\)", "AnswerDText": "\\( +200 \\) then \\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( +200 \\) then \\( +1 \\)", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nNick wants to subtract \\( 199 \\) from a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +200 \\) then \\( +1 \\)\nB. \\( -200 \\) then \\( +1 \\)\nC. \\( -200 \\) then \\( -1 \\)\nD. \\( +200 \\) then \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "912:C", "QuestionText": "Nick wants to subtract \\( 199 \\) from a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +200 \\) then \\( +1 \\)", "AnswerBText": "\\( -200 \\) then \\( +1 \\)", "AnswerCText": "\\( -200 \\) then \\( -1 \\)", "AnswerDText": "\\( +200 \\) then \\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -200 \\) then \\( -1 \\)", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nNick wants to subtract \\( 199 \\) from a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +200 \\) then \\( +1 \\)\nB. \\( -200 \\) then \\( +1 \\)\nC. \\( -200 \\) then \\( -1 \\)\nD. \\( +200 \\) then \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "912:D", "QuestionText": "Nick wants to subtract \\( 199 \\) from a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +200 \\) then \\( +1 \\)", "AnswerBText": "\\( -200 \\) then \\( +1 \\)", "AnswerCText": "\\( -200 \\) then \\( -1 \\)", "AnswerDText": "\\( +200 \\) then \\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( +200 \\) then \\( -1 \\)", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nNick wants to subtract \\( 199 \\) from a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +200 \\) then \\( +1 \\)\nB. \\( -200 \\) then \\( +1 \\)\nC. \\( -200 \\) then \\( -1 \\)\nD. \\( +200 \\) then \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "913:B", "QuestionText": "\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 3 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 8 \\) & \\( 16 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 2 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"16\" represent?", "AnswerAText": "How many people who live in the \\( 7 \\) households", "AnswerBText": "The mean number of TVs in the \\( 8 \\) households", "AnswerCText": "The total number of TVs in the \\( 8 \\) households", "AnswerDText": "The total number of TVs in the \\( 2 \\) households", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "The mean number of TVs in the \\( 8 \\) households", "MisconceptionId": "1457", "MisconceptionName": "Does not understand the interpretation of the fx column in a frequency table", "prompt": "Misconception:\nDoes not understand the interpretation of the fx column in a frequency table\n\nQuestion:\n\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 3 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 8 \\) & \\( 16 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 2 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"16\" represent?\n\nOptions:\nA. How many people who live in the \\( 7 \\) households\nB. The mean number of TVs in the \\( 8 \\) households\nC. The total number of TVs in the \\( 8 \\) households\nD. The total number of TVs in the \\( 2 \\) households\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "913:D", "QuestionText": "\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 3 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 8 \\) & \\( 16 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 2 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"16\" represent?", "AnswerAText": "How many people who live in the \\( 7 \\) households", "AnswerBText": "The mean number of TVs in the \\( 8 \\) households", "AnswerCText": "The total number of TVs in the \\( 8 \\) households", "AnswerDText": "The total number of TVs in the \\( 2 \\) households", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "The total number of TVs in the \\( 2 \\) households", "MisconceptionId": "2024", "MisconceptionName": "Confuses the variable and frequency columns in a frequency table", "prompt": "Misconception:\nConfuses the variable and frequency columns in a frequency table\n\nQuestion:\n\\begin{tabular}{|c|c|c|}\n\\hline TVs & Frequency & TVs \\( \\times \\) Frequency \\\\\n\\hline \\( 0 \\) & \\( 3 \\) & \\( 0 \\) \\\\\n\\hline \\( 1 \\) & \\( 8 \\) & \\( 8 \\) \\\\\n\\hline \\( 2 \\) & \\( 8 \\) & \\( 16 \\) \\\\\n\\hline \\( 3 \\) & \\( 4 \\) & \\( 12 \\) \\\\\n\\hline \\( 4 \\) & \\( 2 \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular} The table shows the numbers of TVs in the households of students in a class.\n\nWhat does the \"16\" represent?\n\nOptions:\nA. How many people who live in the \\( 7 \\) households\nB. The mean number of TVs in the \\( 8 \\) households\nC. The total number of TVs in the \\( 8 \\) households\nD. The total number of TVs in the \\( 2 \\) households\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "914:A", "QuestionText": "The straight line shown in this diagram is a ....? ![A circle with a line across from edge to edge, passing through the centre]()", "AnswerAText": "Radius", "AnswerBText": "Arc", "AnswerCText": "Diameter", "AnswerDText": "Circumference", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Radius", "MisconceptionId": "1686", "MisconceptionName": "Confuses diameter and radius", "prompt": "Misconception:\nConfuses diameter and radius\n\nQuestion:\nThe straight line shown in this diagram is a ....? ![A circle with a line across from edge to edge, passing through the centre]()\n\nOptions:\nA. Radius\nB. Arc\nC. Diameter\nD. Circumference\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "914:B", "QuestionText": "The straight line shown in this diagram is a ....? ![A circle with a line across from edge to edge, passing through the centre]()", "AnswerAText": "Radius", "AnswerBText": "Arc", "AnswerCText": "Diameter", "AnswerDText": "Circumference", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Arc", "MisconceptionId": "1763", "MisconceptionName": "Confuses arc and diameter", "prompt": "Misconception:\nConfuses arc and diameter\n\nQuestion:\nThe straight line shown in this diagram is a ....? ![A circle with a line across from edge to edge, passing through the centre]()\n\nOptions:\nA. Radius\nB. Arc\nC. Diameter\nD. Circumference\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "914:D", "QuestionText": "The straight line shown in this diagram is a ....? ![A circle with a line across from edge to edge, passing through the centre]()", "AnswerAText": "Radius", "AnswerBText": "Arc", "AnswerCText": "Diameter", "AnswerDText": "Circumference", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Circumference", "MisconceptionId": "1661", "MisconceptionName": "Confuses circumference and diameter", "prompt": "Misconception:\nConfuses circumference and diameter\n\nQuestion:\nThe straight line shown in this diagram is a ....? ![A circle with a line across from edge to edge, passing through the centre]()\n\nOptions:\nA. Radius\nB. Arc\nC. Diameter\nD. Circumference\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "915:B", "QuestionText": "What is the ratio of tables to chairs? ![tables\nchairs]()", "AnswerAText": "\\( 3: 1 \\)", "AnswerBText": "\\( 3: 4 \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( \\frac{270}{360} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3: 4 \\)", "MisconceptionId": "1986", "MisconceptionName": "When writing ratio from diagram, writes total as one side", "prompt": "Misconception:\nWhen writing ratio from diagram, writes total as one side\n\nQuestion:\nWhat is the ratio of tables to chairs? ![tables\nchairs]()\n\nOptions:\nA. \\( 3: 1 \\)\nB. \\( 3: 4 \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( \\frac{270}{360} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "915:C", "QuestionText": "What is the ratio of tables to chairs? ![tables\nchairs]()", "AnswerAText": "\\( 3: 1 \\)", "AnswerBText": "\\( 3: 4 \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( \\frac{270}{360} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{4} \\)", "MisconceptionId": "2558", "MisconceptionName": "When writing fraction from diagram, writes total as denominator", "prompt": "Misconception:\nWhen writing fraction from diagram, writes total as denominator\n\nQuestion:\nWhat is the ratio of tables to chairs? ![tables\nchairs]()\n\nOptions:\nA. \\( 3: 1 \\)\nB. \\( 3: 4 \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( \\frac{270}{360} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "915:D", "QuestionText": "What is the ratio of tables to chairs? ![tables\nchairs]()", "AnswerAText": "\\( 3: 1 \\)", "AnswerBText": "\\( 3: 4 \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "\\( \\frac{270}{360} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{270}{360} \\)", "MisconceptionId": "2558", "MisconceptionName": "When writing fraction from diagram, writes total as denominator", "prompt": "Misconception:\nWhen writing fraction from diagram, writes total as denominator\n\nQuestion:\nWhat is the ratio of tables to chairs? ![tables\nchairs]()\n\nOptions:\nA. \\( 3: 1 \\)\nB. \\( 3: 4 \\)\nC. \\( \\frac{3}{4} \\)\nD. \\( \\frac{270}{360} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "916:C", "QuestionText": "Jo and Paul are arguing about rounding.\n\nJo says \\( \\mathbf{9 9 . 9 6} \\) rounded to \\( 1 \\) significant figure is \\( \\mathbf{1 0 0} \\)\n\nPaul says \\( \\mathbf{9 9 . 9 6} \\) rounded to \\( 1 \\) decimal place is \\( \\mathbf{1 0 0} \\)\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "2162", "MisconceptionName": "When rounding to decimal places and the only digits after the decimal point will be zeros, just gives the integer as the answer.", "prompt": "Misconception:\nWhen rounding to decimal places and the only digits after the decimal point will be zeros, just gives the integer as the answer.\n\nQuestion:\nJo and Paul are arguing about rounding.\n\nJo says \\( \\mathbf{9 9 . 9 6} \\) rounded to \\( 1 \\) significant figure is \\( \\mathbf{1 0 0} \\)\n\nPaul says \\( \\mathbf{9 9 . 9 6} \\) rounded to \\( 1 \\) decimal place is \\( \\mathbf{1 0 0} \\)\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "917:A", "QuestionText": "Tom and Katie are discussing rearranging \\( t=\\sqrt{u+9} \\) to make \\( u \\) the subject\nTom says a correct first line of working could be: \\( t=\\sqrt{u}+3 \\)\nKatie says a correct first line of working could be: \\( t^{2}=u+9 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "483", "MisconceptionName": "Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression", "prompt": "Misconception:\nThinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression\n\nQuestion:\nTom and Katie are discussing rearranging \\( t=\\sqrt{u+9} \\) to make \\( u \\) the subject\nTom says a correct first line of working could be: \\( t=\\sqrt{u}+3 \\)\nKatie says a correct first line of working could be: \\( t^{2}=u+9 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "917:C", "QuestionText": "Tom and Katie are discussing rearranging \\( t=\\sqrt{u+9} \\) to make \\( u \\) the subject\nTom says a correct first line of working could be: \\( t=\\sqrt{u}+3 \\)\nKatie says a correct first line of working could be: \\( t^{2}=u+9 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "483", "MisconceptionName": "Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression", "prompt": "Misconception:\nThinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression\n\nQuestion:\nTom and Katie are discussing rearranging \\( t=\\sqrt{u+9} \\) to make \\( u \\) the subject\nTom says a correct first line of working could be: \\( t=\\sqrt{u}+3 \\)\nKatie says a correct first line of working could be: \\( t^{2}=u+9 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "918:A", "QuestionText": "\\( 0.5 \\div 2= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 0.025 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "2273", "MisconceptionName": "Subtracts instead of divides", "prompt": "Misconception:\nSubtracts instead of divides\n\nQuestion:\n\\( 0.5 \\div 2= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 0.025 \\)\nC. \\( 1 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "918:B", "QuestionText": "\\( 0.5 \\div 2= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 0.025 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.025 \\)", "MisconceptionId": "2002", "MisconceptionName": "When dividing a decimal by an integer, divides by the wrong power of 10 when reinserting the decimal.", "prompt": "Misconception:\nWhen dividing a decimal by an integer, divides by the wrong power of 10 when reinserting the decimal.\n\nQuestion:\n\\( 0.5 \\div 2= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 0.025 \\)\nC. \\( 1 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "918:C", "QuestionText": "\\( 0.5 \\div 2= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 0.025 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 0.5 \\div 2= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 0.025 \\)\nC. \\( 1 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "919:A", "QuestionText": "This is a part of the table of values for the equation\n\\[y=3 x^{2}\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 0.81 \\)", "AnswerBText": "\\( 0.27 \\)", "AnswerCText": "\\( 1.8 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.81 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[y=3 x^{2}\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 0.81 \\)\nB. \\( 0.27 \\)\nC. \\( 1.8 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "919:C", "QuestionText": "This is a part of the table of values for the equation\n\\[y=3 x^{2}\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 0.81 \\)", "AnswerBText": "\\( 0.27 \\)", "AnswerCText": "\\( 1.8 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1.8 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[y=3 x^{2}\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 0.81 \\)\nB. \\( 0.27 \\)\nC. \\( 1.8 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "919:D", "QuestionText": "This is a part of the table of values for the equation\n\\[y=3 x^{2}\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 0.81 \\)", "AnswerBText": "\\( 0.27 \\)", "AnswerCText": "\\( 1.8 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2.7 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[y=3 x^{2}\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( 0.3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 0.81 \\)\nB. \\( 0.27 \\)\nC. \\( 1.8 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "920:A", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 95365 \\)", "AnswerAText": "\\( 10000 \\)", "AnswerBText": "\\( 90000 \\)", "AnswerCText": "\\( 100000 \\)", "AnswerDText": "\\( 95365 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10000 \\)", "MisconceptionId": "1605", "MisconceptionName": "When rounding up from a 9, does not add one on to the digit to the left", "prompt": "Misconception:\nWhen rounding up from a 9, does not add one on to the digit to the left\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 95365 \\)\n\nOptions:\nA. \\( 10000 \\)\nB. \\( 90000 \\)\nC. \\( 100000 \\)\nD. \\( 95365 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "920:B", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\( 95365 \\)", "AnswerAText": "\\( 10000 \\)", "AnswerBText": "\\( 90000 \\)", "AnswerCText": "\\( 100000 \\)", "AnswerDText": "\\( 95365 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 90000 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\( 95365 \\)\n\nOptions:\nA. \\( 10000 \\)\nB. \\( 90000 \\)\nC. \\( 100000 \\)\nD. \\( 95365 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "921:B", "QuestionText": "What is \\( 20.15349 \\) rounded to \\( 3 \\) decimal places?", "AnswerAText": "\\( 20.153 \\)", "AnswerBText": "\\( 20.15 \\)", "AnswerCText": "\\( 20.154 \\)", "AnswerDText": "\\( 20.253 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 20.15 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 20.15349 \\) rounded to \\( 3 \\) decimal places?\n\nOptions:\nA. \\( 20.153 \\)\nB. \\( 20.15 \\)\nC. \\( 20.154 \\)\nD. \\( 20.253 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "921:C", "QuestionText": "What is \\( 20.15349 \\) rounded to \\( 3 \\) decimal places?", "AnswerAText": "\\( 20.153 \\)", "AnswerBText": "\\( 20.15 \\)", "AnswerCText": "\\( 20.154 \\)", "AnswerDText": "\\( 20.253 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 20.154 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nWhat is \\( 20.15349 \\) rounded to \\( 3 \\) decimal places?\n\nOptions:\nA. \\( 20.153 \\)\nB. \\( 20.15 \\)\nC. \\( 20.154 \\)\nD. \\( 20.253 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "921:D", "QuestionText": "What is \\( 20.15349 \\) rounded to \\( 3 \\) decimal places?", "AnswerAText": "\\( 20.153 \\)", "AnswerBText": "\\( 20.15 \\)", "AnswerCText": "\\( 20.154 \\)", "AnswerDText": "\\( 20.253 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 20.253 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( 20.15349 \\) rounded to \\( 3 \\) decimal places?\n\nOptions:\nA. \\( 20.153 \\)\nB. \\( 20.15 \\)\nC. \\( 20.154 \\)\nD. \\( 20.253 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "922:A", "QuestionText": "\\( 1 \\mathrm{~cm}^{3} \\) is the same as _______ \\( \\mathrm{mm}^{3} \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 1000 \\)", "AnswerDText": "\\( 10000 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "2514", "MisconceptionName": "Does not cube the conversion factor when converting cubed units", "prompt": "Misconception:\nDoes not cube the conversion factor when converting cubed units\n\nQuestion:\n\\( 1 \\mathrm{~cm}^{3} \\) is the same as _______ \\( \\mathrm{mm}^{3} \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 100 \\)\nC. \\( 1000 \\)\nD. \\( 10000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "922:B", "QuestionText": "\\( 1 \\mathrm{~cm}^{3} \\) is the same as _______ \\( \\mathrm{mm}^{3} \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 1000 \\)", "AnswerDText": "\\( 10000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "2514", "MisconceptionName": "Does not cube the conversion factor when converting cubed units", "prompt": "Misconception:\nDoes not cube the conversion factor when converting cubed units\n\nQuestion:\n\\( 1 \\mathrm{~cm}^{3} \\) is the same as _______ \\( \\mathrm{mm}^{3} \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 100 \\)\nC. \\( 1000 \\)\nD. \\( 10000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "923:A", "QuestionText": "What is the area of this rectangle? ![Rectangle with base 0.4 m and height 0.16 m]()", "AnswerAText": "\\( 0.64 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 1.12 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 0.064 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 0.56 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.64 \\mathrm{~m}^{2} \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\nWhat is the area of this rectangle? ![Rectangle with base 0.4 m and height 0.16 m]()\n\nOptions:\nA. \\( 0.64 \\mathrm{~m}^{2} \\)\nB. \\( 1.12 \\mathrm{~m}^{2} \\)\nC. \\( 0.064 \\mathrm{~m}^{2} \\)\nD. \\( 0.56 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "923:B", "QuestionText": "What is the area of this rectangle? ![Rectangle with base 0.4 m and height 0.16 m]()", "AnswerAText": "\\( 0.64 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 1.12 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 0.064 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 0.56 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1.12 \\mathrm{~m}^{2} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the area of this rectangle? ![Rectangle with base 0.4 m and height 0.16 m]()\n\nOptions:\nA. \\( 0.64 \\mathrm{~m}^{2} \\)\nB. \\( 1.12 \\mathrm{~m}^{2} \\)\nC. \\( 0.064 \\mathrm{~m}^{2} \\)\nD. \\( 0.56 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "923:D", "QuestionText": "What is the area of this rectangle? ![Rectangle with base 0.4 m and height 0.16 m]()", "AnswerAText": "\\( 0.64 \\mathrm{~m}^{2} \\)", "AnswerBText": "\\( 1.12 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( 0.064 \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( 0.56 \\mathrm{~m}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.56 \\mathrm{~m}^{2} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nWhat is the area of this rectangle? ![Rectangle with base 0.4 m and height 0.16 m]()\n\nOptions:\nA. \\( 0.64 \\mathrm{~m}^{2} \\)\nB. \\( 1.12 \\mathrm{~m}^{2} \\)\nC. \\( 0.064 \\mathrm{~m}^{2} \\)\nD. \\( 0.56 \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "924:A", "QuestionText": "Which of the following collections of shapes would allow you to draw the net of a hexagonal prism?", "AnswerAText": "\\( 1 \\) hexagon\n\\( 6 \\) triangles", "AnswerBText": "\\( 2 \\) hexagons \\( 6 \\) rectangles", "AnswerCText": "\\( 1 \\) hexagon\n\\( 6 \\) rectangles", "AnswerDText": "\\( 2 \\) hexagons\n\\( 6 \\) triangles", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1 \\) hexagon\n\\( 6 \\) triangles", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nWhich of the following collections of shapes would allow you to draw the net of a hexagonal prism?\n\nOptions:\nA. \\( 1 \\) hexagon\n\\( 6 \\) triangles\nB. \\( 2 \\) hexagons \\( 6 \\) rectangles\nC. \\( 1 \\) hexagon\n\\( 6 \\) rectangles\nD. \\( 2 \\) hexagons\n\\( 6 \\) triangles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "924:C", "QuestionText": "Which of the following collections of shapes would allow you to draw the net of a hexagonal prism?", "AnswerAText": "\\( 1 \\) hexagon\n\\( 6 \\) triangles", "AnswerBText": "\\( 2 \\) hexagons \\( 6 \\) rectangles", "AnswerCText": "\\( 1 \\) hexagon\n\\( 6 \\) rectangles", "AnswerDText": "\\( 2 \\) hexagons\n\\( 6 \\) triangles", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1 \\) hexagon\n\\( 6 \\) rectangles", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nWhich of the following collections of shapes would allow you to draw the net of a hexagonal prism?\n\nOptions:\nA. \\( 1 \\) hexagon\n\\( 6 \\) triangles\nB. \\( 2 \\) hexagons \\( 6 \\) rectangles\nC. \\( 1 \\) hexagon\n\\( 6 \\) rectangles\nD. \\( 2 \\) hexagons\n\\( 6 \\) triangles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "924:D", "QuestionText": "Which of the following collections of shapes would allow you to draw the net of a hexagonal prism?", "AnswerAText": "\\( 1 \\) hexagon\n\\( 6 \\) triangles", "AnswerBText": "\\( 2 \\) hexagons \\( 6 \\) rectangles", "AnswerCText": "\\( 1 \\) hexagon\n\\( 6 \\) rectangles", "AnswerDText": "\\( 2 \\) hexagons\n\\( 6 \\) triangles", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\) hexagons\n\\( 6 \\) triangles", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich of the following collections of shapes would allow you to draw the net of a hexagonal prism?\n\nOptions:\nA. \\( 1 \\) hexagon\n\\( 6 \\) triangles\nB. \\( 2 \\) hexagons \\( 6 \\) rectangles\nC. \\( 1 \\) hexagon\n\\( 6 \\) rectangles\nD. \\( 2 \\) hexagons\n\\( 6 \\) triangles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "925:A", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the circle? \\( \\frac{? \\pm \\sqrt{?-?}}{\\bigcirc} \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the circle? \\( \\frac{? \\pm \\sqrt{?-?}}{\\bigcirc} \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 5 \\)\nC. \\( 9 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "925:B", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the circle? \\( \\frac{? \\pm \\sqrt{?-?}}{\\bigcirc} \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1205", "MisconceptionName": "Thinks a variable next to a number means addition rather than multiplication", "prompt": "Misconception:\nThinks a variable next to a number means addition rather than multiplication\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the circle? \\( \\frac{? \\pm \\sqrt{?-?}}{\\bigcirc} \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 5 \\)\nC. \\( 9 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "925:C", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the circle? \\( \\frac{? \\pm \\sqrt{?-?}}{\\bigcirc} \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the circle? \\( \\frac{? \\pm \\sqrt{?-?}}{\\bigcirc} \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 5 \\)\nC. \\( 9 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "926:B", "QuestionText": "Emma has \\( 24 \\) cakes to give away to her friends.\nTo work out what numbers of friends Emma could give equal amounts of cake to without having any cakes left over, Emma needs to know the ___ of \\( 24 \\)", "AnswerAText": "factors", "AnswerBText": "digits", "AnswerCText": "multiples", "AnswerDText": "reciprocal", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "digits", "MisconceptionId": "2215", "MisconceptionName": "Does not recognise when to find a factor from a worded question", "prompt": "Misconception:\nDoes not recognise when to find a factor from a worded question\n\nQuestion:\nEmma has \\( 24 \\) cakes to give away to her friends.\nTo work out what numbers of friends Emma could give equal amounts of cake to without having any cakes left over, Emma needs to know the ___ of \\( 24 \\)\n\nOptions:\nA. factors\nB. digits\nC. multiples\nD. reciprocal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "926:C", "QuestionText": "Emma has \\( 24 \\) cakes to give away to her friends.\nTo work out what numbers of friends Emma could give equal amounts of cake to without having any cakes left over, Emma needs to know the ___ of \\( 24 \\)", "AnswerAText": "factors", "AnswerBText": "digits", "AnswerCText": "multiples", "AnswerDText": "reciprocal", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "multiples", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nEmma has \\( 24 \\) cakes to give away to her friends.\nTo work out what numbers of friends Emma could give equal amounts of cake to without having any cakes left over, Emma needs to know the ___ of \\( 24 \\)\n\nOptions:\nA. factors\nB. digits\nC. multiples\nD. reciprocal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "926:D", "QuestionText": "Emma has \\( 24 \\) cakes to give away to her friends.\nTo work out what numbers of friends Emma could give equal amounts of cake to without having any cakes left over, Emma needs to know the ___ of \\( 24 \\)", "AnswerAText": "factors", "AnswerBText": "digits", "AnswerCText": "multiples", "AnswerDText": "reciprocal", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "reciprocal", "MisconceptionId": "2215", "MisconceptionName": "Does not recognise when to find a factor from a worded question", "prompt": "Misconception:\nDoes not recognise when to find a factor from a worded question\n\nQuestion:\nEmma has \\( 24 \\) cakes to give away to her friends.\nTo work out what numbers of friends Emma could give equal amounts of cake to without having any cakes left over, Emma needs to know the ___ of \\( 24 \\)\n\nOptions:\nA. factors\nB. digits\nC. multiples\nD. reciprocal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "927:A", "QuestionText": "The table below is a summary of the number of spots counted on \\( 20 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\n\nNumber of Spots & Frequency \\\\\n\\hline \\( 5 \\) & \\( 3 \\) \\\\\n\\hline \\( 6 \\) & \\( 4 \\) \\\\\n\\hline \\( 7 \\) & \\( 12 \\) \\\\\n\\hline \\( 8 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 0.2(1 \\mathrm{dp}) \\)", "AnswerBText": "\\( 32.75 \\)", "AnswerCText": "\\( 6.6(1 \\mathrm{dp}) \\)", "AnswerDText": "\\( 6.5(1 \\mathrm{dp}) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.2(1 \\mathrm{dp}) \\)", "MisconceptionId": "1522", "MisconceptionName": "Believes the mean is total frequency divided by sum of categories given", "prompt": "Misconception:\nBelieves the mean is total frequency divided by sum of categories given\n\nQuestion:\nThe table below is a summary of the number of spots counted on \\( 20 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\n\nNumber of Spots & Frequency \\\\\n\\hline \\( 5 \\) & \\( 3 \\) \\\\\n\\hline \\( 6 \\) & \\( 4 \\) \\\\\n\\hline \\( 7 \\) & \\( 12 \\) \\\\\n\\hline \\( 8 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 0.2(1 \\mathrm{dp}) \\)\nB. \\( 32.75 \\)\nC. \\( 6.6(1 \\mathrm{dp}) \\)\nD. \\( 6.5(1 \\mathrm{dp}) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "927:B", "QuestionText": "The table below is a summary of the number of spots counted on \\( 20 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\n\nNumber of Spots & Frequency \\\\\n\\hline \\( 5 \\) & \\( 3 \\) \\\\\n\\hline \\( 6 \\) & \\( 4 \\) \\\\\n\\hline \\( 7 \\) & \\( 12 \\) \\\\\n\\hline \\( 8 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 0.2(1 \\mathrm{dp}) \\)", "AnswerBText": "\\( 32.75 \\)", "AnswerCText": "\\( 6.6(1 \\mathrm{dp}) \\)", "AnswerDText": "\\( 6.5(1 \\mathrm{dp}) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 32.75 \\)", "MisconceptionId": "650", "MisconceptionName": "Believes mean is total divided by number of groups", "prompt": "Misconception:\nBelieves mean is total divided by number of groups\n\nQuestion:\nThe table below is a summary of the number of spots counted on \\( 20 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\n\nNumber of Spots & Frequency \\\\\n\\hline \\( 5 \\) & \\( 3 \\) \\\\\n\\hline \\( 6 \\) & \\( 4 \\) \\\\\n\\hline \\( 7 \\) & \\( 12 \\) \\\\\n\\hline \\( 8 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 0.2(1 \\mathrm{dp}) \\)\nB. \\( 32.75 \\)\nC. \\( 6.6(1 \\mathrm{dp}) \\)\nD. \\( 6.5(1 \\mathrm{dp}) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "927:D", "QuestionText": "The table below is a summary of the number of spots counted on \\( 20 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\n\nNumber of Spots & Frequency \\\\\n\\hline \\( 5 \\) & \\( 3 \\) \\\\\n\\hline \\( 6 \\) & \\( 4 \\) \\\\\n\\hline \\( 7 \\) & \\( 12 \\) \\\\\n\\hline \\( 8 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 0.2(1 \\mathrm{dp}) \\)", "AnswerBText": "\\( 32.75 \\)", "AnswerCText": "\\( 6.6(1 \\mathrm{dp}) \\)", "AnswerDText": "\\( 6.5(1 \\mathrm{dp}) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 6.5(1 \\mathrm{dp}) \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nThe table below is a summary of the number of spots counted on \\( 20 \\) ladybirds. Calculate the mean number of spots per ladybird. ![\\begin{tabular}{|c|c|}\n\nNumber of Spots & Frequency \\\\\n\\hline \\( 5 \\) & \\( 3 \\) \\\\\n\\hline \\( 6 \\) & \\( 4 \\) \\\\\n\\hline \\( 7 \\) & \\( 12 \\) \\\\\n\\hline \\( 8 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 0.2(1 \\mathrm{dp}) \\)\nB. \\( 32.75 \\)\nC. \\( 6.6(1 \\mathrm{dp}) \\)\nD. \\( 6.5(1 \\mathrm{dp}) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "928:C", "QuestionText": "How would you describe the movement to get from the star to the triangle? ![Positive coordinate grid from 0 to 5 in the x and y directions with a gold star at (1,4) and a purple triangle at (4,3)]()", "AnswerAText": "\\( 1 \\) square left,\n\\( 3 \\) squares up", "AnswerBText": "\\( 3 \\) squares right,\n\\( 1 \\) square down", "AnswerCText": "\\( 4 \\) squares right,\n\\( 1 \\) square down", "AnswerDText": "\\( 3 \\) squares down,\n\\( 1 \\) square right", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4 \\) squares right,\n\\( 1 \\) square down", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nHow would you describe the movement to get from the star to the triangle? ![Positive coordinate grid from 0 to 5 in the x and y directions with a gold star at (1,4) and a purple triangle at (4,3)]()\n\nOptions:\nA. \\( 1 \\) square left,\n\\( 3 \\) squares up\nB. \\( 3 \\) squares right,\n\\( 1 \\) square down\nC. \\( 4 \\) squares right,\n\\( 1 \\) square down\nD. \\( 3 \\) squares down,\n\\( 1 \\) square right\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "928:D", "QuestionText": "How would you describe the movement to get from the star to the triangle? ![Positive coordinate grid from 0 to 5 in the x and y directions with a gold star at (1,4) and a purple triangle at (4,3)]()", "AnswerAText": "\\( 1 \\) square left,\n\\( 3 \\) squares up", "AnswerBText": "\\( 3 \\) squares right,\n\\( 1 \\) square down", "AnswerCText": "\\( 4 \\) squares right,\n\\( 1 \\) square down", "AnswerDText": "\\( 3 \\) squares down,\n\\( 1 \\) square right", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3 \\) squares down,\n\\( 1 \\) square right", "MisconceptionId": "2354", "MisconceptionName": "When describing a translation, identifies the correct number of jumps but mixes up the directions .", "prompt": "Misconception:\nWhen describing a translation, identifies the correct number of jumps but mixes up the directions .\n\nQuestion:\nHow would you describe the movement to get from the star to the triangle? ![Positive coordinate grid from 0 to 5 in the x and y directions with a gold star at (1,4) and a purple triangle at (4,3)]()\n\nOptions:\nA. \\( 1 \\) square left,\n\\( 3 \\) squares up\nB. \\( 3 \\) squares right,\n\\( 1 \\) square down\nC. \\( 4 \\) squares right,\n\\( 1 \\) square down\nD. \\( 3 \\) squares down,\n\\( 1 \\) square right\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "929:B", "QuestionText": "When factorising \\( x^{2}+6 x+8 \\) we need two numbers that:", "AnswerAText": "Add to give \\( 6 \\) and multiply to give \\( 8 \\)", "AnswerBText": "Add to give \\( 6 x \\) and multiply to give \\( 8 \\)", "AnswerCText": "Add to give \\( 8 \\) and multiply to give \\( 6 \\)", "AnswerDText": "Add to give \\( 8 x \\) and multiply to give \\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Add to give \\( 6 x \\) and multiply to give \\( 8 \\)", "MisconceptionId": "1432", "MisconceptionName": "When factorising into double brackets, believes the sum of the two values in the brackets equals bx rather than b", "prompt": "Misconception:\nWhen factorising into double brackets, believes the sum of the two values in the brackets equals bx rather than b\n\nQuestion:\nWhen factorising \\( x^{2}+6 x+8 \\) we need two numbers that:\n\nOptions:\nA. Add to give \\( 6 \\) and multiply to give \\( 8 \\)\nB. Add to give \\( 6 x \\) and multiply to give \\( 8 \\)\nC. Add to give \\( 8 \\) and multiply to give \\( 6 \\)\nD. Add to give \\( 8 x \\) and multiply to give \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "929:C", "QuestionText": "When factorising \\( x^{2}+6 x+8 \\) we need two numbers that:", "AnswerAText": "Add to give \\( 6 \\) and multiply to give \\( 8 \\)", "AnswerBText": "Add to give \\( 6 x \\) and multiply to give \\( 8 \\)", "AnswerCText": "Add to give \\( 8 \\) and multiply to give \\( 6 \\)", "AnswerDText": "Add to give \\( 8 x \\) and multiply to give \\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Add to give \\( 8 \\) and multiply to give \\( 6 \\)", "MisconceptionId": "2142", "MisconceptionName": "Does not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term", "prompt": "Misconception:\nDoes not know that to factorise a quadratic expression, to find two numbers that add to give the coefficient of the x term, and multiply to give the non variable term\n\nQuestion:\nWhen factorising \\( x^{2}+6 x+8 \\) we need two numbers that:\n\nOptions:\nA. Add to give \\( 6 \\) and multiply to give \\( 8 \\)\nB. Add to give \\( 6 x \\) and multiply to give \\( 8 \\)\nC. Add to give \\( 8 \\) and multiply to give \\( 6 \\)\nD. Add to give \\( 8 x \\) and multiply to give \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "930:B", "QuestionText": "Tom and Katie are discussing the probability spinner\n\nTom says the sample space can be written as: \\( S=\\{1,2\\} \\)\n\nKatie says the sample space can be written as: \\( S=\\{1,1,2,2,2\\} \\)\nWho do you agree with? ![Circle divided into 5 equal sections. 2 sections labelled with a blue number 1. 3 sections labelled with a red number 2.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "2561", "MisconceptionName": "Believes a sample space should show repeated outcomes, not just unique possible outcomes.", "prompt": "Misconception:\nBelieves a sample space should show repeated outcomes, not just unique possible outcomes.\n\nQuestion:\nTom and Katie are discussing the probability spinner\n\nTom says the sample space can be written as: \\( S=\\{1,2\\} \\)\n\nKatie says the sample space can be written as: \\( S=\\{1,1,2,2,2\\} \\)\nWho do you agree with? ![Circle divided into 5 equal sections. 2 sections labelled with a blue number 1. 3 sections labelled with a red number 2.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "931:A", "QuestionText": "Which of the following is the most appropriate word to describe: \\( A=\\frac{b h}{2} \\) ![A triangle with base labelled b and height labelled h.]()", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Equation", "MisconceptionId": "835", "MisconceptionName": "Confuses a formula with an equation", "prompt": "Misconception:\nConfuses a formula with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( A=\\frac{b h}{2} \\) ![A triangle with base labelled b and height labelled h.]()\n\nOptions:\nA. Equation\nB. Formula\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "931:C", "QuestionText": "Which of the following is the most appropriate word to describe: \\( A=\\frac{b h}{2} \\) ![A triangle with base labelled b and height labelled h.]()", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Variable", "MisconceptionId": "1091", "MisconceptionName": "Confuses a variable with a formula", "prompt": "Misconception:\nConfuses a variable with a formula\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( A=\\frac{b h}{2} \\) ![A triangle with base labelled b and height labelled h.]()\n\nOptions:\nA. Equation\nB. Formula\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "931:D", "QuestionText": "Which of the following is the most appropriate word to describe: \\( A=\\frac{b h}{2} \\) ![A triangle with base labelled b and height labelled h.]()", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Expression", "MisconceptionId": "759", "MisconceptionName": "Confuses a formula with an expression", "prompt": "Misconception:\nConfuses a formula with an expression\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( A=\\frac{b h}{2} \\) ![A triangle with base labelled b and height labelled h.]()\n\nOptions:\nA. Equation\nB. Formula\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "932:B", "QuestionText": "What is \\( 637 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 640 \\)", "AnswerBText": "\\( 650 \\)", "AnswerCText": "\\( 600 \\)", "AnswerDText": "\\( 630 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 650 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 637 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 640 \\)\nB. \\( 650 \\)\nC. \\( 600 \\)\nD. \\( 630 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "932:C", "QuestionText": "What is \\( 637 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 640 \\)", "AnswerBText": "\\( 650 \\)", "AnswerCText": "\\( 600 \\)", "AnswerDText": "\\( 630 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 600 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 637 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 640 \\)\nB. \\( 650 \\)\nC. \\( 600 \\)\nD. \\( 630 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "932:D", "QuestionText": "What is \\( 637 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 640 \\)", "AnswerBText": "\\( 650 \\)", "AnswerCText": "\\( 600 \\)", "AnswerDText": "\\( 630 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 630 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( 637 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 640 \\)\nB. \\( 650 \\)\nC. \\( 600 \\)\nD. \\( 630 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "933:C", "QuestionText": "Tom and Katie are arguing about points on the line\n\\[\ny=2 x-3\n\\]\n\nTom says \\( (5,7) \\) lies on the line \\( \\boldsymbol{y}=\\mathbf{2} \\boldsymbol{x}-\\mathbf{3} \\)\n\nKatie says \\( (-5,-7) \\) lies on the line \\( \\boldsymbol{y}=\\mathbf{2 x}-\\mathbf{3} \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1937", "MisconceptionName": "Believes subtracting a positive number from a negative number makes the answer less negative", "prompt": "Misconception:\nBelieves subtracting a positive number from a negative number makes the answer less negative\n\nQuestion:\nTom and Katie are arguing about points on the line\n\\[\ny=2 x-3\n\\]\n\nTom says \\( (5,7) \\) lies on the line \\( \\boldsymbol{y}=\\mathbf{2} \\boldsymbol{x}-\\mathbf{3} \\)\n\nKatie says \\( (-5,-7) \\) lies on the line \\( \\boldsymbol{y}=\\mathbf{2 x}-\\mathbf{3} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "934:A", "QuestionText": "\\begin{tabular}{|l|l|l|l|l|l|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \n\\end{tabular} This is a table of values for \\( 4 x+2 y=10 \\) \nWhat should replace the star?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 2.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\n\\begin{tabular}{|l|l|l|l|l|l|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \n\\end{tabular} This is a table of values for \\( 4 x+2 y=10 \\) \nWhat should replace the star?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 3 \\)\nC. \\( 5 \\)\nD. \\( 2.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "934:B", "QuestionText": "\\begin{tabular}{|l|l|l|l|l|l|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \n\\end{tabular} This is a table of values for \\( 4 x+2 y=10 \\) \nWhat should replace the star?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 2.5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1458", "MisconceptionName": "Believes 0 multiplied by a number gives the number", "prompt": "Misconception:\nBelieves 0 multiplied by a number gives the number\n\nQuestion:\n\\begin{tabular}{|l|l|l|l|l|l|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \n\\end{tabular} This is a table of values for \\( 4 x+2 y=10 \\) \nWhat should replace the star?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 3 \\)\nC. \\( 5 \\)\nD. \\( 2.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "934:D", "QuestionText": "\\begin{tabular}{|l|l|l|l|l|l|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \n\\end{tabular} This is a table of values for \\( 4 x+2 y=10 \\) \nWhat should replace the star?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 2.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2.5 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\n\\begin{tabular}{|l|l|l|l|l|l|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \n\\end{tabular} This is a table of values for \\( 4 x+2 y=10 \\) \nWhat should replace the star?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 3 \\)\nC. \\( 5 \\)\nD. \\( 2.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "935:A", "QuestionText": "Isaac is halfway through solving a pair of simultaneous equations, one of which is below.\n\n\\(\n2 j-k=-10\n\\)\n\nIsaac found that \\( k=8 \\)\nWhat does \\( j \\) equal?", "AnswerAText": "\\( j=1 \\)", "AnswerBText": "\\( j=9 \\)", "AnswerCText": "\\( j=-9 \\)", "AnswerDText": "\\( j=-1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( j=1 \\)", "MisconceptionId": "34", "MisconceptionName": "Believes dividing a negative by a positive gives a positive answer", "prompt": "Misconception:\nBelieves dividing a negative by a positive gives a positive answer\n\nQuestion:\nIsaac is halfway through solving a pair of simultaneous equations, one of which is below.\n\n\\(\n2 j-k=-10\n\\)\n\nIsaac found that \\( k=8 \\)\nWhat does \\( j \\) equal?\n\nOptions:\nA. \\( j=1 \\)\nB. \\( j=9 \\)\nC. \\( j=-9 \\)\nD. \\( j=-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "935:B", "QuestionText": "Isaac is halfway through solving a pair of simultaneous equations, one of which is below.\n\n\\(\n2 j-k=-10\n\\)\n\nIsaac found that \\( k=8 \\)\nWhat does \\( j \\) equal?", "AnswerAText": "\\( j=1 \\)", "AnswerBText": "\\( j=9 \\)", "AnswerCText": "\\( j=-9 \\)", "AnswerDText": "\\( j=-1 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( j=9 \\)", "MisconceptionId": "795", "MisconceptionName": "Ignores the negative signs when adding positive and negative numbers", "prompt": "Misconception:\nIgnores the negative signs when adding positive and negative numbers\n\nQuestion:\nIsaac is halfway through solving a pair of simultaneous equations, one of which is below.\n\n\\(\n2 j-k=-10\n\\)\n\nIsaac found that \\( k=8 \\)\nWhat does \\( j \\) equal?\n\nOptions:\nA. \\( j=1 \\)\nB. \\( j=9 \\)\nC. \\( j=-9 \\)\nD. \\( j=-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "935:C", "QuestionText": "Isaac is halfway through solving a pair of simultaneous equations, one of which is below.\n\n\\(\n2 j-k=-10\n\\)\n\nIsaac found that \\( k=8 \\)\nWhat does \\( j \\) equal?", "AnswerAText": "\\( j=1 \\)", "AnswerBText": "\\( j=9 \\)", "AnswerCText": "\\( j=-9 \\)", "AnswerDText": "\\( j=-1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( j=-9 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is halfway through solving a pair of simultaneous equations, one of which is below.\n\n\\(\n2 j-k=-10\n\\)\n\nIsaac found that \\( k=8 \\)\nWhat does \\( j \\) equal?\n\nOptions:\nA. \\( j=1 \\)\nB. \\( j=9 \\)\nC. \\( j=-9 \\)\nD. \\( j=-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "936:C", "QuestionText": "Tom and Katie are arguing about factorising. Tom says \\( x^{2}+5 x+6 \\equiv(x+3)(x+2) \\) \nKatie says \\( x^{2}-5 x-6 \\equiv(x-3)(x-2) \\) \nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nTom and Katie are arguing about factorising. Tom says \\( x^{2}+5 x+6 \\equiv(x+3)(x+2) \\) \nKatie says \\( x^{2}-5 x-6 \\equiv(x-3)(x-2) \\) \nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "937:A", "QuestionText": "What is \\( \\mathbf{9 0 . 6 8 2} \\) rounded to the nearest integer?", "AnswerAText": "\\( 90 \\)", "AnswerBText": "\\( 90.7 \\)", "AnswerCText": "\\( 91 \\)", "AnswerDText": "\\( 92 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 90 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{9 0 . 6 8 2} \\) rounded to the nearest integer?\n\nOptions:\nA. \\( 90 \\)\nB. \\( 90.7 \\)\nC. \\( 91 \\)\nD. \\( 92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "937:B", "QuestionText": "What is \\( \\mathbf{9 0 . 6 8 2} \\) rounded to the nearest integer?", "AnswerAText": "\\( 90 \\)", "AnswerBText": "\\( 90.7 \\)", "AnswerCText": "\\( 91 \\)", "AnswerDText": "\\( 92 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 90.7 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{9 0 . 6 8 2} \\) rounded to the nearest integer?\n\nOptions:\nA. \\( 90 \\)\nB. \\( 90.7 \\)\nC. \\( 91 \\)\nD. \\( 92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "937:D", "QuestionText": "What is \\( \\mathbf{9 0 . 6 8 2} \\) rounded to the nearest integer?", "AnswerAText": "\\( 90 \\)", "AnswerBText": "\\( 90.7 \\)", "AnswerCText": "\\( 91 \\)", "AnswerDText": "\\( 92 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 92 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( \\mathbf{9 0 . 6 8 2} \\) rounded to the nearest integer?\n\nOptions:\nA. \\( 90 \\)\nB. \\( 90.7 \\)\nC. \\( 91 \\)\nD. \\( 92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "938:A", "QuestionText": "Peter is counting up in threes. He starts at \\( -16 \\)\nWhat is the \\( 5^{\\text {th }} \\) number he says?", "AnswerAText": "\\( -28 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( -31 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -28 \\)", "MisconceptionId": "2109", "MisconceptionName": "Counts on in the wrong direction on a number line", "prompt": "Misconception:\nCounts on in the wrong direction on a number line\n\nQuestion:\nPeter is counting up in threes. He starts at \\( -16 \\)\nWhat is the \\( 5^{\\text {th }} \\) number he says?\n\nOptions:\nA. \\( -28 \\)\nB. \\( -4 \\)\nC. \\( -1 \\)\nD. \\( -31 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "938:D", "QuestionText": "Peter is counting up in threes. He starts at \\( -16 \\)\nWhat is the \\( 5^{\\text {th }} \\) number he says?", "AnswerAText": "\\( -28 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( -31 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -31 \\)", "MisconceptionId": "2109", "MisconceptionName": "Counts on in the wrong direction on a number line", "prompt": "Misconception:\nCounts on in the wrong direction on a number line\n\nQuestion:\nPeter is counting up in threes. He starts at \\( -16 \\)\nWhat is the \\( 5^{\\text {th }} \\) number he says?\n\nOptions:\nA. \\( -28 \\)\nB. \\( -4 \\)\nC. \\( -1 \\)\nD. \\( -31 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "939:C", "QuestionText": "Tom and Katie are discussing this sequence. ![The first 3 patterns in a sequence are shown. The first pattern is a blue rectangle with 6 yellow circles attached to its perimeter: 2 circles on each of the longer sides and 1 circle on each of the shorter sides. \nPattern 2 is made up of 2 blue rectangles, attached together in a row by their short edges. There are also 10 yellow circles in this pattern, attached to the perimeter of the rectangles: 2 circles on every longer side of each rectangle and 1 circle on each of the two free shorter sides (i.e. that are not attached to the other rectangle). \nPattern 3 is made up of 3 blue rectangles, attached together in a row by their short edges. There are also 14 yellow circles in this pattern, attached to the perimeter of the rectangles: 2 circles on every longer side of each rectangle and 1 circle on each of the two free shorter sides (i.e. that are not attached to another rectangle).]() Tom says the number of circles in the \\( 10^{\\text {th }} \\) term will be \ndouble the number of circles in the \\( 5^{\\text {th }} \\) term.\n\nKatie says the number of rectangles in the \\( 10^{\\text {th }} \\) term will be \ndouble the number of rectangles in the \\( 5^{\\text {th }} \\) term.\n\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2386", "MisconceptionName": "Believes there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term", "prompt": "Misconception:\nBelieves there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term\n\nQuestion:\nTom and Katie are discussing this sequence. ![The first 3 patterns in a sequence are shown. The first pattern is a blue rectangle with 6 yellow circles attached to its perimeter: 2 circles on each of the longer sides and 1 circle on each of the shorter sides. \nPattern 2 is made up of 2 blue rectangles, attached together in a row by their short edges. There are also 10 yellow circles in this pattern, attached to the perimeter of the rectangles: 2 circles on every longer side of each rectangle and 1 circle on each of the two free shorter sides (i.e. that are not attached to the other rectangle). \nPattern 3 is made up of 3 blue rectangles, attached together in a row by their short edges. There are also 14 yellow circles in this pattern, attached to the perimeter of the rectangles: 2 circles on every longer side of each rectangle and 1 circle on each of the two free shorter sides (i.e. that are not attached to another rectangle).]() Tom says the number of circles in the \\( 10^{\\text {th }} \\) term will be \ndouble the number of circles in the \\( 5^{\\text {th }} \\) term.\n\nKatie says the number of rectangles in the \\( 10^{\\text {th }} \\) term will be \ndouble the number of rectangles in the \\( 5^{\\text {th }} \\) term.\n\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "940:A", "QuestionText": "Tom and Katie are arguing about the information on the right.\n\nTom says there are \\( 9 \\) times as many students as teachers.\n\nKatie says one in ten people are teachers.\nWho is correct? On a school trip, the ratio of teachers to students is:\nteachers : students\n\\(\n1: 9\n\\)", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "357", "MisconceptionName": "Does not understand that in the ratio 1:n the total number of parts would be 1+n", "prompt": "Misconception:\nDoes not understand that in the ratio 1:n the total number of parts would be 1+n\n\nQuestion:\nTom and Katie are arguing about the information on the right.\n\nTom says there are \\( 9 \\) times as many students as teachers.\n\nKatie says one in ten people are teachers.\nWho is correct? On a school trip, the ratio of teachers to students is:\nteachers : students\n\\(\n1: 9\n\\)\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "940:B", "QuestionText": "Tom and Katie are arguing about the information on the right.\n\nTom says there are \\( 9 \\) times as many students as teachers.\n\nKatie says one in ten people are teachers.\nWho is correct? On a school trip, the ratio of teachers to students is:\nteachers : students\n\\(\n1: 9\n\\)", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "498", "MisconceptionName": "Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part", "prompt": "Misconception:\nDoes not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part\n\nQuestion:\nTom and Katie are arguing about the information on the right.\n\nTom says there are \\( 9 \\) times as many students as teachers.\n\nKatie says one in ten people are teachers.\nWho is correct? On a school trip, the ratio of teachers to students is:\nteachers : students\n\\(\n1: 9\n\\)\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "940:D", "QuestionText": "Tom and Katie are arguing about the information on the right.\n\nTom says there are \\( 9 \\) times as many students as teachers.\n\nKatie says one in ten people are teachers.\nWho is correct? On a school trip, the ratio of teachers to students is:\nteachers : students\n\\(\n1: 9\n\\)", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "357", "MisconceptionName": "Does not understand that in the ratio 1:n the total number of parts would be 1+n", "prompt": "Misconception:\nDoes not understand that in the ratio 1:n the total number of parts would be 1+n\n\nQuestion:\nTom and Katie are arguing about the information on the right.\n\nTom says there are \\( 9 \\) times as many students as teachers.\n\nKatie says one in ten people are teachers.\nWho is correct? On a school trip, the ratio of teachers to students is:\nteachers : students\n\\(\n1: 9\n\\)\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "941:B", "QuestionText": "\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the value of \\( x_{2} \\) ?", "AnswerAText": "\\( 9.75 \\)", "AnswerBText": "\\( 9.8974 \\ldots \\)", "AnswerCText": "\\( 2.25 \\)", "AnswerDText": "Another answer", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 9.8974 \\ldots \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the value of \\( x_{2} \\) ?\n\nOptions:\nA. \\( 9.75 \\)\nB. \\( 9.8974 \\ldots \\)\nC. \\( 2.25 \\)\nD. Another answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "942:B", "QuestionText": "What is the equation of this curve? ![A set of axes with a quadratic graph drawn on. The graph is y=x^2 translated 2 squares to the left and 5 squares down.]()", "AnswerAText": "\\( y=(x+2)^{2}-5 \\)", "AnswerBText": "\\( y=(x+2)^{2}+5 \\)", "AnswerCText": "\\( y=(x-2)^{2}+5 \\)", "AnswerDText": "\\( y=(x-2)^{2}-5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=(x+2)^{2}+5 \\)", "MisconceptionId": "1487", "MisconceptionName": "Believes you can square root a negative number", "prompt": "Misconception:\nBelieves you can square root a negative number\n\nQuestion:\nWhat is the equation of this curve? ![A set of axes with a quadratic graph drawn on. The graph is y=x^2 translated 2 squares to the left and 5 squares down.]()\n\nOptions:\nA. \\( y=(x+2)^{2}-5 \\)\nB. \\( y=(x+2)^{2}+5 \\)\nC. \\( y=(x-2)^{2}+5 \\)\nD. \\( y=(x-2)^{2}-5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "942:C", "QuestionText": "What is the equation of this curve? ![A set of axes with a quadratic graph drawn on. The graph is y=x^2 translated 2 squares to the left and 5 squares down.]()", "AnswerAText": "\\( y=(x+2)^{2}-5 \\)", "AnswerBText": "\\( y=(x+2)^{2}+5 \\)", "AnswerCText": "\\( y=(x-2)^{2}+5 \\)", "AnswerDText": "\\( y=(x-2)^{2}-5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( y=(x-2)^{2}+5 \\)", "MisconceptionId": "1487", "MisconceptionName": "Believes you can square root a negative number", "prompt": "Misconception:\nBelieves you can square root a negative number\n\nQuestion:\nWhat is the equation of this curve? ![A set of axes with a quadratic graph drawn on. The graph is y=x^2 translated 2 squares to the left and 5 squares down.]()\n\nOptions:\nA. \\( y=(x+2)^{2}-5 \\)\nB. \\( y=(x+2)^{2}+5 \\)\nC. \\( y=(x-2)^{2}+5 \\)\nD. \\( y=(x-2)^{2}-5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "942:D", "QuestionText": "What is the equation of this curve? ![A set of axes with a quadratic graph drawn on. The graph is y=x^2 translated 2 squares to the left and 5 squares down.]()", "AnswerAText": "\\( y=(x+2)^{2}-5 \\)", "AnswerBText": "\\( y=(x+2)^{2}+5 \\)", "AnswerCText": "\\( y=(x-2)^{2}+5 \\)", "AnswerDText": "\\( y=(x-2)^{2}-5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=(x-2)^{2}-5 \\)", "MisconceptionId": "1537", "MisconceptionName": "Believes that in completed square form, the x co-ordinate of the turning point has the same sign as the constant in the brackets.", "prompt": "Misconception:\nBelieves that in completed square form, the x co-ordinate of the turning point has the same sign as the constant in the brackets.\n\nQuestion:\nWhat is the equation of this curve? ![A set of axes with a quadratic graph drawn on. The graph is y=x^2 translated 2 squares to the left and 5 squares down.]()\n\nOptions:\nA. \\( y=(x+2)^{2}-5 \\)\nB. \\( y=(x+2)^{2}+5 \\)\nC. \\( y=(x-2)^{2}+5 \\)\nD. \\( y=(x-2)^{2}-5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "943:B", "QuestionText": "Which of the following lines is perpendicular to\n\\[\ny=2 x+1 \\text { ? }\n\\]", "AnswerAText": "\\( y=7-\\frac{1}{2} x \\)", "AnswerBText": "\\( y=2 x-1 \\)", "AnswerCText": "\\( x=2 y+1 \\)", "AnswerDText": "\\( y=\\frac{1}{2} x-3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=2 x-1 \\)", "MisconceptionId": "1917", "MisconceptionName": "Confuses the meaning of parallel and perpendicular", "prompt": "Misconception:\nConfuses the meaning of parallel and perpendicular\n\nQuestion:\nWhich of the following lines is perpendicular to\n\\[\ny=2 x+1 \\text { ? }\n\\]\n\nOptions:\nA. \\( y=7-\\frac{1}{2} x \\)\nB. \\( y=2 x-1 \\)\nC. \\( x=2 y+1 \\)\nD. \\( y=\\frac{1}{2} x-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "943:C", "QuestionText": "Which of the following lines is perpendicular to\n\\[\ny=2 x+1 \\text { ? }\n\\]", "AnswerAText": "\\( y=7-\\frac{1}{2} x \\)", "AnswerBText": "\\( y=2 x-1 \\)", "AnswerCText": "\\( x=2 y+1 \\)", "AnswerDText": "\\( y=\\frac{1}{2} x-3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x=2 y+1 \\)", "MisconceptionId": "708", "MisconceptionName": "Believes switching the x and y variables in a linear equation gives a perpendicular line", "prompt": "Misconception:\nBelieves switching the x and y variables in a linear equation gives a perpendicular line\n\nQuestion:\nWhich of the following lines is perpendicular to\n\\[\ny=2 x+1 \\text { ? }\n\\]\n\nOptions:\nA. \\( y=7-\\frac{1}{2} x \\)\nB. \\( y=2 x-1 \\)\nC. \\( x=2 y+1 \\)\nD. \\( y=\\frac{1}{2} x-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "943:D", "QuestionText": "Which of the following lines is perpendicular to\n\\[\ny=2 x+1 \\text { ? }\n\\]", "AnswerAText": "\\( y=7-\\frac{1}{2} x \\)", "AnswerBText": "\\( y=2 x-1 \\)", "AnswerCText": "\\( x=2 y+1 \\)", "AnswerDText": "\\( y=\\frac{1}{2} x-3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=\\frac{1}{2} x-3 \\)", "MisconceptionId": "925", "MisconceptionName": "Believes the gradients of perpendicular lines are reciprocals of the same sign", "prompt": "Misconception:\nBelieves the gradients of perpendicular lines are reciprocals of the same sign\n\nQuestion:\nWhich of the following lines is perpendicular to\n\\[\ny=2 x+1 \\text { ? }\n\\]\n\nOptions:\nA. \\( y=7-\\frac{1}{2} x \\)\nB. \\( y=2 x-1 \\)\nC. \\( x=2 y+1 \\)\nD. \\( y=\\frac{1}{2} x-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "944:B", "QuestionText": "Which of the following words is the correct description for:\n\\(x+3=5 ?\\)", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Identity", "AnswerDText": "Expression", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Formula", "MisconceptionId": "835", "MisconceptionName": "Confuses a formula with an equation", "prompt": "Misconception:\nConfuses a formula with an equation\n\nQuestion:\nWhich of the following words is the correct description for:\n\\(x+3=5 ?\\)\n\nOptions:\nA. Equation\nB. Formula\nC. Identity\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "944:C", "QuestionText": "Which of the following words is the correct description for:\n\\(x+3=5 ?\\)", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Identity", "AnswerDText": "Expression", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Identity", "MisconceptionId": "553", "MisconceptionName": "Confuses an equation with an identity", "prompt": "Misconception:\nConfuses an equation with an identity\n\nQuestion:\nWhich of the following words is the correct description for:\n\\(x+3=5 ?\\)\n\nOptions:\nA. Equation\nB. Formula\nC. Identity\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "944:D", "QuestionText": "Which of the following words is the correct description for:\n\\(x+3=5 ?\\)", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Identity", "AnswerDText": "Expression", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Expression", "MisconceptionId": "1834", "MisconceptionName": "Confuses an equation with an expression", "prompt": "Misconception:\nConfuses an equation with an expression\n\nQuestion:\nWhich of the following words is the correct description for:\n\\(x+3=5 ?\\)\n\nOptions:\nA. Equation\nB. Formula\nC. Identity\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "945:A", "QuestionText": "Tom and Katie are discussing using estimation when multiplying\nTom says \\( 82 \\times 4<320 \\)\nKatie says \\( 41 \\times 8>320 \\)\nWithout calculating the exact answers, who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1449", "MisconceptionName": "Believes rounding numbers down would give an overestimate", "prompt": "Misconception:\nBelieves rounding numbers down would give an overestimate\n\nQuestion:\nTom and Katie are discussing using estimation when multiplying\nTom says \\( 82 \\times 4<320 \\)\nKatie says \\( 41 \\times 8>320 \\)\nWithout calculating the exact answers, who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "946:B", "QuestionText": "Tom and Katie are discussing this shape\nTom says it is a parallelogram\nKatie says it is a rhombus\nWho do you agree with? ![Pink parallelogram with parallel sides labelled]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "85", "MisconceptionName": "Does not remember that a rhombus has equal sides", "prompt": "Misconception:\nDoes not remember that a rhombus has equal sides\n\nQuestion:\nTom and Katie are discussing this shape\nTom says it is a parallelogram\nKatie says it is a rhombus\nWho do you agree with? ![Pink parallelogram with parallel sides labelled]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "946:C", "QuestionText": "Tom and Katie are discussing this shape\nTom says it is a parallelogram\nKatie says it is a rhombus\nWho do you agree with? ![Pink parallelogram with parallel sides labelled]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "85", "MisconceptionName": "Does not remember that a rhombus has equal sides", "prompt": "Misconception:\nDoes not remember that a rhombus has equal sides\n\nQuestion:\nTom and Katie are discussing this shape\nTom says it is a parallelogram\nKatie says it is a rhombus\nWho do you agree with? ![Pink parallelogram with parallel sides labelled]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "946:D", "QuestionText": "Tom and Katie are discussing this shape\nTom says it is a parallelogram\nKatie says it is a rhombus\nWho do you agree with? ![Pink parallelogram with parallel sides labelled]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1348", "MisconceptionName": "Does not recognise a parallelogram", "prompt": "Misconception:\nDoes not recognise a parallelogram\n\nQuestion:\nTom and Katie are discussing this shape\nTom says it is a parallelogram\nKatie says it is a rhombus\nWho do you agree with? ![Pink parallelogram with parallel sides labelled]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "947:A", "QuestionText": "Tom and Katie are discussing the conjecture:\n\nAll numbers have an even number of factors because factors come in pairs\n\nTom says a counter-example is \\( 24 \\)\n\nKatie says a counter-example is \\( 16 \\)\n\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "762", "MisconceptionName": "Chooses an example when asked for a counter-example", "prompt": "Misconception:\nChooses an example when asked for a counter-example\n\nQuestion:\nTom and Katie are discussing the conjecture:\n\nAll numbers have an even number of factors because factors come in pairs\n\nTom says a counter-example is \\( 24 \\)\n\nKatie says a counter-example is \\( 16 \\)\n\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "948:B", "QuestionText": "What number is \\( 100 \\) less than \\( 325,076 \\) ?", "AnswerAText": "\\( 324,976 \\)", "AnswerBText": "\\( 3250.76 \\)", "AnswerCText": "\\( 325,176 \\)", "AnswerDText": "\\( 324,076 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3250.76 \\)", "MisconceptionId": "228", "MisconceptionName": "Divides rather than subtracts when given the command 'less than'", "prompt": "Misconception:\nDivides rather than subtracts when given the command 'less than'\n\nQuestion:\nWhat number is \\( 100 \\) less than \\( 325,076 \\) ?\n\nOptions:\nA. \\( 324,976 \\)\nB. \\( 3250.76 \\)\nC. \\( 325,176 \\)\nD. \\( 324,076 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "948:C", "QuestionText": "What number is \\( 100 \\) less than \\( 325,076 \\) ?", "AnswerAText": "\\( 324,976 \\)", "AnswerBText": "\\( 3250.76 \\)", "AnswerCText": "\\( 325,176 \\)", "AnswerDText": "\\( 324,076 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 325,176 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nWhat number is \\( 100 \\) less than \\( 325,076 \\) ?\n\nOptions:\nA. \\( 324,976 \\)\nB. \\( 3250.76 \\)\nC. \\( 325,176 \\)\nD. \\( 324,076 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "948:D", "QuestionText": "What number is \\( 100 \\) less than \\( 325,076 \\) ?", "AnswerAText": "\\( 324,976 \\)", "AnswerBText": "\\( 3250.76 \\)", "AnswerCText": "\\( 325,176 \\)", "AnswerDText": "\\( 324,076 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 324,076 \\)", "MisconceptionId": "2264", "MisconceptionName": "When subtracting a power of 10, subtracts from the wrong column", "prompt": "Misconception:\nWhen subtracting a power of 10, subtracts from the wrong column\n\nQuestion:\nWhat number is \\( 100 \\) less than \\( 325,076 \\) ?\n\nOptions:\nA. \\( 324,976 \\)\nB. \\( 3250.76 \\)\nC. \\( 325,176 \\)\nD. \\( 324,076 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "949:C", "QuestionText": "What is the ratio of\n\\[\nA B: B C \\text { ? }\n\\] ![A line AC which is 10 units long. B is on it so that AB:BC is 1:2]()", "AnswerAText": "\\( 1: 6 \\)", "AnswerBText": "\\( 1: 4 \\)", "AnswerCText": "\\( 1: 3 \\)", "AnswerDText": "\\( 1: 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1: 3 \\)", "MisconceptionId": "221", "MisconceptionName": "Thinks ratios are written as 1:total", "prompt": "Misconception:\nThinks ratios are written as 1:total\n\nQuestion:\nWhat is the ratio of\n\\[\nA B: B C \\text { ? }\n\\] ![A line AC which is 10 units long. B is on it so that AB:BC is 1:2]()\n\nOptions:\nA. \\( 1: 6 \\)\nB. \\( 1: 4 \\)\nC. \\( 1: 3 \\)\nD. \\( 1: 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "950:A", "QuestionText": "Which of the following is not a surd?", "AnswerAText": "\\( \\sqrt{45} \\)", "AnswerBText": "\\( \\sqrt{47} \\)", "AnswerCText": "\\( \\sqrt{49} \\)", "AnswerDText": "\\( \\sqrt{51} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\sqrt{45} \\)", "MisconceptionId": "1459", "MisconceptionName": "Does not recognise that a surd will simplify to a whole number and not longer be a surd if the number under the surd is a square number", "prompt": "Misconception:\nDoes not recognise that a surd will simplify to a whole number and not longer be a surd if the number under the surd is a square number\n\nQuestion:\nWhich of the following is not a surd?\n\nOptions:\nA. \\( \\sqrt{45} \\)\nB. \\( \\sqrt{47} \\)\nC. \\( \\sqrt{49} \\)\nD. \\( \\sqrt{51} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "950:B", "QuestionText": "Which of the following is not a surd?", "AnswerAText": "\\( \\sqrt{45} \\)", "AnswerBText": "\\( \\sqrt{47} \\)", "AnswerCText": "\\( \\sqrt{49} \\)", "AnswerDText": "\\( \\sqrt{51} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{47} \\)", "MisconceptionId": "1459", "MisconceptionName": "Does not recognise that a surd will simplify to a whole number and not longer be a surd if the number under the surd is a square number", "prompt": "Misconception:\nDoes not recognise that a surd will simplify to a whole number and not longer be a surd if the number under the surd is a square number\n\nQuestion:\nWhich of the following is not a surd?\n\nOptions:\nA. \\( \\sqrt{45} \\)\nB. \\( \\sqrt{47} \\)\nC. \\( \\sqrt{49} \\)\nD. \\( \\sqrt{51} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "950:D", "QuestionText": "Which of the following is not a surd?", "AnswerAText": "\\( \\sqrt{45} \\)", "AnswerBText": "\\( \\sqrt{47} \\)", "AnswerCText": "\\( \\sqrt{49} \\)", "AnswerDText": "\\( \\sqrt{51} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\sqrt{51} \\)", "MisconceptionId": "1459", "MisconceptionName": "Does not recognise that a surd will simplify to a whole number and not longer be a surd if the number under the surd is a square number", "prompt": "Misconception:\nDoes not recognise that a surd will simplify to a whole number and not longer be a surd if the number under the surd is a square number\n\nQuestion:\nWhich of the following is not a surd?\n\nOptions:\nA. \\( \\sqrt{45} \\)\nB. \\( \\sqrt{47} \\)\nC. \\( \\sqrt{49} \\)\nD. \\( \\sqrt{51} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "951:B", "QuestionText": "What does the following equal?\n\n\\(\n3 \\times 5+4-2\n\\)", "AnswerAText": "\\( 17 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( 21 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 25 \\)", "MisconceptionId": "328", "MisconceptionName": "Performs addition ahead of multiplication", "prompt": "Misconception:\nPerforms addition ahead of multiplication\n\nQuestion:\nWhat does the following equal?\n\n\\(\n3 \\times 5+4-2\n\\)\n\nOptions:\nA. \\( 17 \\)\nB. \\( 25 \\)\nC. \\( 21 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "951:C", "QuestionText": "What does the following equal?\n\n\\(\n3 \\times 5+4-2\n\\)", "AnswerAText": "\\( 17 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( 21 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 21 \\)", "MisconceptionId": "328", "MisconceptionName": "Performs addition ahead of multiplication", "prompt": "Misconception:\nPerforms addition ahead of multiplication\n\nQuestion:\nWhat does the following equal?\n\n\\(\n3 \\times 5+4-2\n\\)\n\nOptions:\nA. \\( 17 \\)\nB. \\( 25 \\)\nC. \\( 21 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "951:D", "QuestionText": "What does the following equal?\n\n\\(\n3 \\times 5+4-2\n\\)", "AnswerAText": "\\( 17 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( 21 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\nWhat does the following equal?\n\n\\(\n3 \\times 5+4-2\n\\)\n\nOptions:\nA. \\( 17 \\)\nB. \\( 25 \\)\nC. \\( 21 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "952:A", "QuestionText": "![This shape is a line drawing of 2 ellipses whose centres, marked with a black dot, are lined up, but one ellipse is at right angles to the other.]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![This shape is a line drawing of 2 ellipses whose centres, marked with a black dot, are lined up, but one ellipse is at right angles to the other.]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "952:B", "QuestionText": "![This shape is a line drawing of 2 ellipses whose centres, marked with a black dot, are lined up, but one ellipse is at right angles to the other.]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![This shape is a line drawing of 2 ellipses whose centres, marked with a black dot, are lined up, but one ellipse is at right angles to the other.]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "952:C", "QuestionText": "![This shape is a line drawing of 2 ellipses whose centres, marked with a black dot, are lined up, but one ellipse is at right angles to the other.]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![This shape is a line drawing of 2 ellipses whose centres, marked with a black dot, are lined up, but one ellipse is at right angles to the other.]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "953:A", "QuestionText": "\\begin{tabular}{lclclclc|c|} \\hline \\(\\bigstar\\) & \\( \\;\\) & 712 & \\( \\;\\) &  \\( \\;\\)\\end{tabular} A descending linear sequence has a constant difference of \\( 22 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 712 \\).\nWhat should replace the star?", "AnswerAText": "\\( 734 \\)", "AnswerBText": "\\( 756 \\)", "AnswerCText": "\\( 690 \\)", "AnswerDText": "\\( 668 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 734 \\)", "MisconceptionId": "672", "MisconceptionName": "When asked for a specific term in a sequence gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the next term\n\nQuestion:\n\\begin{tabular}{lclclclc|c|} \\hline \\(\\bigstar\\) & \\( \\;\\) & 712 & \\( \\;\\) &  \\( \\;\\)\\end{tabular} A descending linear sequence has a constant difference of \\( 22 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 712 \\).\nWhat should replace the star?\n\nOptions:\nA. \\( 734 \\)\nB. \\( 756 \\)\nC. \\( 690 \\)\nD. \\( 668 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "953:C", "QuestionText": "\\begin{tabular}{lclclclc|c|} \\hline \\(\\bigstar\\) & \\( \\;\\) & 712 & \\( \\;\\) &  \\( \\;\\)\\end{tabular} A descending linear sequence has a constant difference of \\( 22 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 712 \\).\nWhat should replace the star?", "AnswerAText": "\\( 734 \\)", "AnswerBText": "\\( 756 \\)", "AnswerCText": "\\( 690 \\)", "AnswerDText": "\\( 668 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 690 \\)", "MisconceptionId": "672", "MisconceptionName": "When asked for a specific term in a sequence gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the next term\n\nQuestion:\n\\begin{tabular}{lclclclc|c|} \\hline \\(\\bigstar\\) & \\( \\;\\) & 712 & \\( \\;\\) &  \\( \\;\\)\\end{tabular} A descending linear sequence has a constant difference of \\( 22 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 712 \\).\nWhat should replace the star?\n\nOptions:\nA. \\( 734 \\)\nB. \\( 756 \\)\nC. \\( 690 \\)\nD. \\( 668 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "953:D", "QuestionText": "\\begin{tabular}{lclclclc|c|} \\hline \\(\\bigstar\\) & \\( \\;\\) & 712 & \\( \\;\\) &  \\( \\;\\)\\end{tabular} A descending linear sequence has a constant difference of \\( 22 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 712 \\).\nWhat should replace the star?", "AnswerAText": "\\( 734 \\)", "AnswerBText": "\\( 756 \\)", "AnswerCText": "\\( 690 \\)", "AnswerDText": "\\( 668 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 668 \\)", "MisconceptionId": "81", "MisconceptionName": "Thinks you subtract rather than add when finding the previous term in a descending linear sequence", "prompt": "Misconception:\nThinks you subtract rather than add when finding the previous term in a descending linear sequence\n\nQuestion:\n\\begin{tabular}{lclclclc|c|} \\hline \\(\\bigstar\\) & \\( \\;\\) & 712 & \\( \\;\\) &  \\( \\;\\)\\end{tabular} A descending linear sequence has a constant difference of \\( 22 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 712 \\).\nWhat should replace the star?\n\nOptions:\nA. \\( 734 \\)\nB. \\( 756 \\)\nC. \\( 690 \\)\nD. \\( 668 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "954:A", "QuestionText": "\\( 4514-328= \\)", "AnswerAText": "\\( 4196 \\)", "AnswerBText": "\\( 1234 \\)", "AnswerCText": "\\( 4214 \\)", "AnswerDText": "\\( 4186 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4196 \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\n\\( 4514-328= \\)\n\nOptions:\nA. \\( 4196 \\)\nB. \\( 1234 \\)\nC. \\( 4214 \\)\nD. \\( 4186 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "954:B", "QuestionText": "\\( 4514-328= \\)", "AnswerAText": "\\( 4196 \\)", "AnswerBText": "\\( 1234 \\)", "AnswerCText": "\\( 4214 \\)", "AnswerDText": "\\( 4186 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1234 \\)", "MisconceptionId": "2203", "MisconceptionName": "Lines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits", "prompt": "Misconception:\nLines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits\n\nQuestion:\n\\( 4514-328= \\)\n\nOptions:\nA. \\( 4196 \\)\nB. \\( 1234 \\)\nC. \\( 4214 \\)\nD. \\( 4186 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "954:C", "QuestionText": "\\( 4514-328= \\)", "AnswerAText": "\\( 4196 \\)", "AnswerBText": "\\( 1234 \\)", "AnswerCText": "\\( 4214 \\)", "AnswerDText": "\\( 4186 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4214 \\)", "MisconceptionId": "1138", "MisconceptionName": "Subtracts the smallest digit from the largest digit", "prompt": "Misconception:\nSubtracts the smallest digit from the largest digit\n\nQuestion:\n\\( 4514-328= \\)\n\nOptions:\nA. \\( 4196 \\)\nB. \\( 1234 \\)\nC. \\( 4214 \\)\nD. \\( 4186 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "955:A", "QuestionText": "This graph shows how much a block of ice melted over time. ![A line graph with the x-axis titled \"Time (minutes)\". The x-axis scale is labelled from 0 to 5 in steps of 1 minute.\nThe y-axis is titled \"Water depth (cm)\" and the scale is labelled from 0 to 12 in steps of 2. The following points are plotted and joined together: (0, 0),(1,1),(2, 3),(3, 6),(4, 9),(5, 10).      \n]() What was the difference between the first minute and third minute?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 5 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1183", "MisconceptionName": "Does not include units in answer.", "prompt": "Misconception:\nDoes not include units in answer.\n\nQuestion:\nThis graph shows how much a block of ice melted over time. ![A line graph with the x-axis titled \"Time (minutes)\". The x-axis scale is labelled from 0 to 5 in steps of 1 minute.\nThe y-axis is titled \"Water depth (cm)\" and the scale is labelled from 0 to 12 in steps of 2. The following points are plotted and joined together: (0, 0),(1,1),(2, 3),(3, 6),(4, 9),(5, 10).      \n]() What was the difference between the first minute and third minute?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\mathrm{~cm} \\)\nC. \\( 5 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "955:B", "QuestionText": "This graph shows how much a block of ice melted over time. ![A line graph with the x-axis titled \"Time (minutes)\". The x-axis scale is labelled from 0 to 5 in steps of 1 minute.\nThe y-axis is titled \"Water depth (cm)\" and the scale is labelled from 0 to 12 in steps of 2. The following points are plotted and joined together: (0, 0),(1,1),(2, 3),(3, 6),(4, 9),(5, 10).      \n]() What was the difference between the first minute and third minute?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 5 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\)", "MisconceptionId": "23", "MisconceptionName": "Does not understand the command word 'difference'", "prompt": "Misconception:\nDoes not understand the command word 'difference'\n\nQuestion:\nThis graph shows how much a block of ice melted over time. ![A line graph with the x-axis titled \"Time (minutes)\". The x-axis scale is labelled from 0 to 5 in steps of 1 minute.\nThe y-axis is titled \"Water depth (cm)\" and the scale is labelled from 0 to 12 in steps of 2. The following points are plotted and joined together: (0, 0),(1,1),(2, 3),(3, 6),(4, 9),(5, 10).      \n]() What was the difference between the first minute and third minute?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\mathrm{~cm} \\)\nC. \\( 5 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "955:D", "QuestionText": "This graph shows how much a block of ice melted over time. ![A line graph with the x-axis titled \"Time (minutes)\". The x-axis scale is labelled from 0 to 5 in steps of 1 minute.\nThe y-axis is titled \"Water depth (cm)\" and the scale is labelled from 0 to 12 in steps of 2. The following points are plotted and joined together: (0, 0),(1,1),(2, 3),(3, 6),(4, 9),(5, 10).      \n]() What was the difference between the first minute and third minute?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\mathrm{~cm} \\)", "AnswerCText": "\\( 5 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2 \\mathrm{~cm} \\)", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThis graph shows how much a block of ice melted over time. ![A line graph with the x-axis titled \"Time (minutes)\". The x-axis scale is labelled from 0 to 5 in steps of 1 minute.\nThe y-axis is titled \"Water depth (cm)\" and the scale is labelled from 0 to 12 in steps of 2. The following points are plotted and joined together: (0, 0),(1,1),(2, 3),(3, 6),(4, 9),(5, 10).      \n]() What was the difference between the first minute and third minute?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\mathrm{~cm} \\)\nC. \\( 5 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "956:A", "QuestionText": "\\( 30 \\) grams = \\(\\bigstar \\) milligrams What should replace the star?", "AnswerAText": "\\( 3000 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 0.03 \\)", "AnswerDText": "\\( 30000 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3000 \\)", "MisconceptionId": "852", "MisconceptionName": "Thinks there are 100 mg in a gram", "prompt": "Misconception:\nThinks there are 100 mg in a gram\n\nQuestion:\n\\( 30 \\) grams = \\(\\bigstar \\) milligrams What should replace the star?\n\nOptions:\nA. \\( 3000 \\)\nB. \\( 300 \\)\nC. \\( 0.03 \\)\nD. \\( 30000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "956:B", "QuestionText": "\\( 30 \\) grams = \\(\\bigstar \\) milligrams What should replace the star?", "AnswerAText": "\\( 3000 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 0.03 \\)", "AnswerDText": "\\( 30000 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "213", "MisconceptionName": "Thinks there are 10 mg in a gram", "prompt": "Misconception:\nThinks there are 10 mg in a gram\n\nQuestion:\n\\( 30 \\) grams = \\(\\bigstar \\) milligrams What should replace the star?\n\nOptions:\nA. \\( 3000 \\)\nB. \\( 300 \\)\nC. \\( 0.03 \\)\nD. \\( 30000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "956:C", "QuestionText": "\\( 30 \\) grams = \\(\\bigstar \\) milligrams What should replace the star?", "AnswerAText": "\\( 3000 \\)", "AnswerBText": "\\( 300 \\)", "AnswerCText": "\\( 0.03 \\)", "AnswerDText": "\\( 30000 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.03 \\)", "MisconceptionId": "1954", "MisconceptionName": "Divides when converting to a smaller unit", "prompt": "Misconception:\nDivides when converting to a smaller unit\n\nQuestion:\n\\( 30 \\) grams = \\(\\bigstar \\) milligrams What should replace the star?\n\nOptions:\nA. \\( 3000 \\)\nB. \\( 300 \\)\nC. \\( 0.03 \\)\nD. \\( 30000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "957:A", "QuestionText": "Tom and Katie are discussing how to work out the answer to \\( \\frac{5}{6}-\\frac{1}{3} \\)\nTom says you could change both denominators to \\( 6 \\)\nKatie says you could change both denominators to \\( 18 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2038", "MisconceptionName": "Believes a common denominator can only be the lowest common multiple", "prompt": "Misconception:\nBelieves a common denominator can only be the lowest common multiple\n\nQuestion:\nTom and Katie are discussing how to work out the answer to \\( \\frac{5}{6}-\\frac{1}{3} \\)\nTom says you could change both denominators to \\( 6 \\)\nKatie says you could change both denominators to \\( 18 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "957:B", "QuestionText": "Tom and Katie are discussing how to work out the answer to \\( \\frac{5}{6}-\\frac{1}{3} \\)\nTom says you could change both denominators to \\( 6 \\)\nKatie says you could change both denominators to \\( 18 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "2128", "MisconceptionName": "Believes a common denominator must always be the two denominators multiplied together", "prompt": "Misconception:\nBelieves a common denominator must always be the two denominators multiplied together\n\nQuestion:\nTom and Katie are discussing how to work out the answer to \\( \\frac{5}{6}-\\frac{1}{3} \\)\nTom says you could change both denominators to \\( 6 \\)\nKatie says you could change both denominators to \\( 18 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "957:D", "QuestionText": "Tom and Katie are discussing how to work out the answer to \\( \\frac{5}{6}-\\frac{1}{3} \\)\nTom says you could change both denominators to \\( 6 \\)\nKatie says you could change both denominators to \\( 18 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nTom and Katie are discussing how to work out the answer to \\( \\frac{5}{6}-\\frac{1}{3} \\)\nTom says you could change both denominators to \\( 6 \\)\nKatie says you could change both denominators to \\( 18 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "958:C", "QuestionText": "Jo and Paul are arguing about powers.\nJo says \\( 9^{4}=3^{8} \\)\nPaul says \\( 9^{4}=3^{2} \\times 3^{2} \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "1022", "MisconceptionName": "Believes you multiply matching bases when carrying out a multiplication", "prompt": "Misconception:\nBelieves you multiply matching bases when carrying out a multiplication\n\nQuestion:\nJo and Paul are arguing about powers.\nJo says \\( 9^{4}=3^{8} \\)\nPaul says \\( 9^{4}=3^{2} \\times 3^{2} \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "958:D", "QuestionText": "Jo and Paul are arguing about powers.\nJo says \\( 9^{4}=3^{8} \\)\nPaul says \\( 9^{4}=3^{2} \\times 3^{2} \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2480", "MisconceptionName": "Thinks powers with different bases cannot be equal", "prompt": "Misconception:\nThinks powers with different bases cannot be equal\n\nQuestion:\nJo and Paul are arguing about powers.\nJo says \\( 9^{4}=3^{8} \\)\nPaul says \\( 9^{4}=3^{2} \\times 3^{2} \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "959:A", "QuestionText": "This graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the horizontal represent? ![The image is a distance-time graph. The graph is in three sections. The first section starts at (0,0) and is a sloped line with positive gradient. The second section is a horizontal line. The third section is a sloped line with negative gradient that ends when it touches the Time axis.]()", "AnswerAText": "Jodie is accelerating", "AnswerBText": "Jodie is walking away from home", "AnswerCText": "Jodie is walking towards home", "AnswerDText": "Jodie has stopped walking", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Jodie is accelerating", "MisconceptionId": "2492", "MisconceptionName": "Confuses rest and movement on a distance time graph", "prompt": "Misconception:\nConfuses rest and movement on a distance time graph\n\nQuestion:\nThis graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the horizontal represent? ![The image is a distance-time graph. The graph is in three sections. The first section starts at (0,0) and is a sloped line with positive gradient. The second section is a horizontal line. The third section is a sloped line with negative gradient that ends when it touches the Time axis.]()\n\nOptions:\nA. Jodie is accelerating\nB. Jodie is walking away from home\nC. Jodie is walking towards home\nD. Jodie has stopped walking\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "959:B", "QuestionText": "This graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the horizontal represent? ![The image is a distance-time graph. The graph is in three sections. The first section starts at (0,0) and is a sloped line with positive gradient. The second section is a horizontal line. The third section is a sloped line with negative gradient that ends when it touches the Time axis.]()", "AnswerAText": "Jodie is accelerating", "AnswerBText": "Jodie is walking away from home", "AnswerCText": "Jodie is walking towards home", "AnswerDText": "Jodie has stopped walking", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Jodie is walking away from home", "MisconceptionId": "2492", "MisconceptionName": "Confuses rest and movement on a distance time graph", "prompt": "Misconception:\nConfuses rest and movement on a distance time graph\n\nQuestion:\nThis graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the horizontal represent? ![The image is a distance-time graph. The graph is in three sections. The first section starts at (0,0) and is a sloped line with positive gradient. The second section is a horizontal line. The third section is a sloped line with negative gradient that ends when it touches the Time axis.]()\n\nOptions:\nA. Jodie is accelerating\nB. Jodie is walking away from home\nC. Jodie is walking towards home\nD. Jodie has stopped walking\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "959:C", "QuestionText": "This graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the horizontal represent? ![The image is a distance-time graph. The graph is in three sections. The first section starts at (0,0) and is a sloped line with positive gradient. The second section is a horizontal line. The third section is a sloped line with negative gradient that ends when it touches the Time axis.]()", "AnswerAText": "Jodie is accelerating", "AnswerBText": "Jodie is walking away from home", "AnswerCText": "Jodie is walking towards home", "AnswerDText": "Jodie has stopped walking", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Jodie is walking towards home", "MisconceptionId": "2492", "MisconceptionName": "Confuses rest and movement on a distance time graph", "prompt": "Misconception:\nConfuses rest and movement on a distance time graph\n\nQuestion:\nThis graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the horizontal represent? ![The image is a distance-time graph. The graph is in three sections. The first section starts at (0,0) and is a sloped line with positive gradient. The second section is a horizontal line. The third section is a sloped line with negative gradient that ends when it touches the Time axis.]()\n\nOptions:\nA. Jodie is accelerating\nB. Jodie is walking away from home\nC. Jodie is walking towards home\nD. Jodie has stopped walking\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "960:C", "QuestionText": "Expand \\( 4(3 c+2) \\)", "AnswerAText": "\\( 7 c+6 \\)", "AnswerBText": "\\( 12 c+8 \\)", "AnswerCText": "\\( 12 c+6 \\)", "AnswerDText": "\\( 12 c+2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 12 c+6 \\)", "MisconceptionId": "107", "MisconceptionName": "When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.", "prompt": "Misconception:\nWhen expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.\n\nQuestion:\nExpand \\( 4(3 c+2) \\)\n\nOptions:\nA. \\( 7 c+6 \\)\nB. \\( 12 c+8 \\)\nC. \\( 12 c+6 \\)\nD. \\( 12 c+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "960:D", "QuestionText": "Expand \\( 4(3 c+2) \\)", "AnswerAText": "\\( 7 c+6 \\)", "AnswerBText": "\\( 12 c+8 \\)", "AnswerCText": "\\( 12 c+6 \\)", "AnswerDText": "\\( 12 c+2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 12 c+2 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nExpand \\( 4(3 c+2) \\)\n\nOptions:\nA. \\( 7 c+6 \\)\nB. \\( 12 c+8 \\)\nC. \\( 12 c+6 \\)\nD. \\( 12 c+2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "961:A", "QuestionText": "A school trip lasted \\( 5 \\) hours and \\( 25 \\) minutes. How long is this in minutes?", "AnswerAText": "\\( 525 \\) minutes", "AnswerBText": "\\( 325 \\) minutes", "AnswerCText": "\\( 300 \\) minutes", "AnswerDText": "\\( 5.25 \\) minutes", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 525 \\) minutes", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\nA school trip lasted \\( 5 \\) hours and \\( 25 \\) minutes. How long is this in minutes?\n\nOptions:\nA. \\( 525 \\) minutes\nB. \\( 325 \\) minutes\nC. \\( 300 \\) minutes\nD. \\( 5.25 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "961:D", "QuestionText": "A school trip lasted \\( 5 \\) hours and \\( 25 \\) minutes. How long is this in minutes?", "AnswerAText": "\\( 525 \\) minutes", "AnswerBText": "\\( 325 \\) minutes", "AnswerCText": "\\( 300 \\) minutes", "AnswerDText": "\\( 5.25 \\) minutes", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 5.25 \\) minutes", "MisconceptionId": "427", "MisconceptionName": "Answers as if there are 100 minutes in an hour when writing minutes as decimals", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when writing minutes as decimals\n\nQuestion:\nA school trip lasted \\( 5 \\) hours and \\( 25 \\) minutes. How long is this in minutes?\n\nOptions:\nA. \\( 525 \\) minutes\nB. \\( 325 \\) minutes\nC. \\( 300 \\) minutes\nD. \\( 5.25 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "962:B", "QuestionText": "The pie chart shows colours of motorbikes in a shop.\n\nThere are \\( \\mathbf{3 0} \\) more blue bikes than white. How many bikes are there altogether? ![Pie chart with 8 equal sections. One section is black, one white, three green and three blue.]()", "AnswerAText": "\\( 120 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 240 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "1517", "MisconceptionName": "Finds unit amount but doesn't multiply up", "prompt": "Misconception:\nFinds unit amount but doesn't multiply up\n\nQuestion:\nThe pie chart shows colours of motorbikes in a shop.\n\nThere are \\( \\mathbf{3 0} \\) more blue bikes than white. How many bikes are there altogether? ![Pie chart with 8 equal sections. One section is black, one white, three green and three blue.]()\n\nOptions:\nA. \\( 120 \\)\nB. \\( 15 \\)\nC. \\( 240 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "962:C", "QuestionText": "The pie chart shows colours of motorbikes in a shop.\n\nThere are \\( \\mathbf{3 0} \\) more blue bikes than white. How many bikes are there altogether? ![Pie chart with 8 equal sections. One section is black, one white, three green and three blue.]()", "AnswerAText": "\\( 120 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 240 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 240 \\)", "MisconceptionId": "1193", "MisconceptionName": "Multiplies up without finding unit amount", "prompt": "Misconception:\nMultiplies up without finding unit amount\n\nQuestion:\nThe pie chart shows colours of motorbikes in a shop.\n\nThere are \\( \\mathbf{3 0} \\) more blue bikes than white. How many bikes are there altogether? ![Pie chart with 8 equal sections. One section is black, one white, three green and three blue.]()\n\nOptions:\nA. \\( 120 \\)\nB. \\( 15 \\)\nC. \\( 240 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "963:A", "QuestionText": "Which working out is correct for $72 \\times 36$?", "AnswerAText": "![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is incorrect: 4 2 2. Second row of working is incorrect: 2 7. Final answer is incorrect: 4 4 9.]()", "AnswerBText": "![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is incorrect: 2 1 6. Final answer is incorrect: 6 4 8.]()", "AnswerCText": "![ Long multiplication for 72 multiplied by 36 with correct working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is incorrect: 2 7 0 0.]()", "AnswerDText": "![ Long multiplication for 72 multiplied by 36 with correct working and correct final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is correct: 2 5 9 2.]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is incorrect: 4 2 2. Second row of working is incorrect: 2 7. Final answer is incorrect: 4 4 9.]()", "MisconceptionId": "1403", "MisconceptionName": "When two digits multiply to 10 or more during a multiplication problem, does not add carried value to the preceding digit", "prompt": "Misconception:\nWhen two digits multiply to 10 or more during a multiplication problem, does not add carried value to the preceding digit\n\nQuestion:\nWhich working out is correct for $72 \\times 36$?\n\nOptions:\nA. ![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is incorrect: 4 2 2. Second row of working is incorrect: 2 7. Final answer is incorrect: 4 4 9.]()\nB. ![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is incorrect: 2 1 6. Final answer is incorrect: 6 4 8.]()\nC. ![ Long multiplication for 72 multiplied by 36 with correct working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is incorrect: 2 7 0 0.]()\nD. ![ Long multiplication for 72 multiplied by 36 with correct working and correct final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is correct: 2 5 9 2.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "963:B", "QuestionText": "Which working out is correct for $72 \\times 36$?", "AnswerAText": "![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is incorrect: 4 2 2. Second row of working is incorrect: 2 7. Final answer is incorrect: 4 4 9.]()", "AnswerBText": "![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is incorrect: 2 1 6. Final answer is incorrect: 6 4 8.]()", "AnswerCText": "![ Long multiplication for 72 multiplied by 36 with correct working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is incorrect: 2 7 0 0.]()", "AnswerDText": "![ Long multiplication for 72 multiplied by 36 with correct working and correct final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is correct: 2 5 9 2.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is incorrect: 2 1 6. Final answer is incorrect: 6 4 8.]()", "MisconceptionId": "2476", "MisconceptionName": "Does not write the place holder zero when doing column multiplication", "prompt": "Misconception:\nDoes not write the place holder zero when doing column multiplication\n\nQuestion:\nWhich working out is correct for $72 \\times 36$?\n\nOptions:\nA. ![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is incorrect: 4 2 2. Second row of working is incorrect: 2 7. Final answer is incorrect: 4 4 9.]()\nB. ![ Long multiplication for 72 multiplied by 36 with incorrect working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is incorrect: 2 1 6. Final answer is incorrect: 6 4 8.]()\nC. ![ Long multiplication for 72 multiplied by 36 with correct working and incorrect final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is incorrect: 2 7 0 0.]()\nD. ![ Long multiplication for 72 multiplied by 36 with correct working and correct final answer. First row of working is correct: 4 3 2. Second row of working is correct: 2 1 6 0. Final answer is correct: 2 5 9 2.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "964:A", "QuestionText": "The bar chart shows the number of cups of tea and coffee sold in a café over \\( 4 \\) days.\n\nHow many cups of coffee were sold on Wednesday? ![A dual bar chart showing number of cups of tea and coffee sold Monday to Thursday. On Monday 25 teas and 38 coffees sold, Tuesday 10 teas and 45 coffees, Wednesday 25 teas and 30 coffees, Thursday 43 teas and 40 coffees.]()", "AnswerAText": "\\( 30 \\)", "AnswerBText": "\\( 31 \\)", "AnswerCText": "\\( 26 \\)", "AnswerDText": "\\( 38 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\nThe bar chart shows the number of cups of tea and coffee sold in a café over \\( 4 \\) days.\n\nHow many cups of coffee were sold on Wednesday? ![A dual bar chart showing number of cups of tea and coffee sold Monday to Thursday. On Monday 25 teas and 38 coffees sold, Tuesday 10 teas and 45 coffees, Wednesday 25 teas and 30 coffees, Thursday 43 teas and 40 coffees.]()\n\nOptions:\nA. \\( 30 \\)\nB. \\( 31 \\)\nC. \\( 26 \\)\nD. \\( 38 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "965:C", "QuestionText": "Tom and Katie are discussing mental addition and subtraction strategies.\n\nTom says a good way to add \\( 9 \\) is to add \\( 10 \\) and then subtract \\( 1 \\).\n\nKatie says a good way to subtract \\( 9 \\) is to subtract \\( 10 \\) and then subtract \\( 1 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1387", "MisconceptionName": "Does not understand the effect of consecutive subtractions", "prompt": "Misconception:\nDoes not understand the effect of consecutive subtractions\n\nQuestion:\nTom and Katie are discussing mental addition and subtraction strategies.\n\nTom says a good way to add \\( 9 \\) is to add \\( 10 \\) and then subtract \\( 1 \\).\n\nKatie says a good way to subtract \\( 9 \\) is to subtract \\( 10 \\) and then subtract \\( 1 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "965:D", "QuestionText": "Tom and Katie are discussing mental addition and subtraction strategies.\n\nTom says a good way to add \\( 9 \\) is to add \\( 10 \\) and then subtract \\( 1 \\).\n\nKatie says a good way to subtract \\( 9 \\) is to subtract \\( 10 \\) and then subtract \\( 1 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1338", "MisconceptionName": "Does not understand the effect of consecutive operations", "prompt": "Misconception:\nDoes not understand the effect of consecutive operations\n\nQuestion:\nTom and Katie are discussing mental addition and subtraction strategies.\n\nTom says a good way to add \\( 9 \\) is to add \\( 10 \\) and then subtract \\( 1 \\).\n\nKatie says a good way to subtract \\( 9 \\) is to subtract \\( 10 \\) and then subtract \\( 1 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "966:B", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the square? \\( \\frac{?\\pm \\sqrt{?-\\square}}{?} \\)", "AnswerAText": "\\( 48 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( -48 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the square? \\( \\frac{?\\pm \\sqrt{?-\\square}}{?} \\)\n\nOptions:\nA. \\( 48 \\)\nB. \\( 12 \\)\nC. \\( 11 \\)\nD. \\( -48 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "966:C", "QuestionText": "Vera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the square? \\( \\frac{?\\pm \\sqrt{?-\\square}}{?} \\)", "AnswerAText": "\\( 48 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( -48 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "1900", "MisconceptionName": "Thinks two variables next to each other represent addition", "prompt": "Misconception:\nThinks two variables next to each other represent addition\n\nQuestion:\nVera wants to solve this equation using the quadratic formula.\n\\(\n3 h^{2}-10 h+4=0\n\\)\n\nWhat should replace the square? \\( \\frac{?\\pm \\sqrt{?-\\square}}{?} \\)\n\nOptions:\nA. \\( 48 \\)\nB. \\( 12 \\)\nC. \\( 11 \\)\nD. \\( -48 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "967:A", "QuestionText": "\\(\nx_{n+1}=\\sqrt{\\frac{1}{x_{n}+11}}\n\\)\n\nUsing a starting value of \\( x_{1}=0.6 \\), what is the value of \\( x_{2} \\) ?", "AnswerAText": "\\( 0.2975 \\ldots \\)", "AnswerBText": "\\( 0.0862 \\ldots \\)", "AnswerCText": "\\( 0.2936 \\ldots \\)", "AnswerDText": "Another answer", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.2975 \\ldots \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n\\(\nx_{n+1}=\\sqrt{\\frac{1}{x_{n}+11}}\n\\)\n\nUsing a starting value of \\( x_{1}=0.6 \\), what is the value of \\( x_{2} \\) ?\n\nOptions:\nA. \\( 0.2975 \\ldots \\)\nB. \\( 0.0862 \\ldots \\)\nC. \\( 0.2936 \\ldots \\)\nD. Another answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "968:B", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=10-6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{10}{6} \\)", "AnswerBText": "\\( \\frac{6}{10} \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( -\\frac{6}{10} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{6}{10} \\)", "MisconceptionId": "195", "MisconceptionName": "When solving an equation, thinks the divisor and dividend are the opposite way around", "prompt": "Misconception:\nWhen solving an equation, thinks the divisor and dividend are the opposite way around\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=10-6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{10}{6} \\)\nB. \\( \\frac{6}{10} \\)\nC. \\( 10 \\)\nD. \\( -\\frac{6}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "968:C", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=10-6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{10}{6} \\)", "AnswerBText": "\\( \\frac{6}{10} \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( -\\frac{6}{10} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=10-6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{10}{6} \\)\nB. \\( \\frac{6}{10} \\)\nC. \\( 10 \\)\nD. \\( -\\frac{6}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "969:A", "QuestionText": "Which statement about the temperatures \\( -7^{\\circ} \\mathrm{C} \\) and \\( 5^{\\circ} \\mathrm{C} \\) is true?", "AnswerAText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "1231", "MisconceptionName": "Does not know that 7 and -7 are different", "prompt": "Misconception:\nDoes not know that 7 and -7 are different\n\nQuestion:\nWhich statement about the temperatures \\( -7^{\\circ} \\mathrm{C} \\) and \\( 5^{\\circ} \\mathrm{C} \\) is true?\n\nOptions:\nA. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)\nB. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)\nC. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)\nD. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "969:B", "QuestionText": "Which statement about the temperatures \\( -7^{\\circ} \\mathrm{C} \\) and \\( 5^{\\circ} \\mathrm{C} \\) is true?", "AnswerAText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "1471", "MisconceptionName": "Mixes up colder and hotter when comparing temperatures", "prompt": "Misconception:\nMixes up colder and hotter when comparing temperatures\n\nQuestion:\nWhich statement about the temperatures \\( -7^{\\circ} \\mathrm{C} \\) and \\( 5^{\\circ} \\mathrm{C} \\) is true?\n\nOptions:\nA. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)\nB. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)\nC. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)\nD. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "969:C", "QuestionText": "Which statement about the temperatures \\( -7^{\\circ} \\mathrm{C} \\) and \\( 5^{\\circ} \\mathrm{C} \\) is true?", "AnswerAText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerBText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerCText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "AnswerDText": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)", "MisconceptionId": "2119", "MisconceptionName": "Ignores the negative sign", "prompt": "Misconception:\nIgnores the negative sign\n\nQuestion:\nWhich statement about the temperatures \\( -7^{\\circ} \\mathrm{C} \\) and \\( 5^{\\circ} \\mathrm{C} \\) is true?\n\nOptions:\nA. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)\nB. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \ncolder than \n\\( -7^{\\circ} \\mathrm{C} \\)\nC. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 2^{\\circ} \\mathrm{C} \\)\nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)\nD. \\( 5^{\\circ} \\mathrm{C} \\) is \\( 12^{\\circ} \\mathrm{C} \\) \nhotter than\n\\( -7^{\\circ} \\mathrm{C} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "970:B", "QuestionText": "Solve the following pair of simultaneous equations: \\( \\begin{array}{l}3 x+2 y=14 \\\\ 2 x+2 y=10\\end{array} \\)", "AnswerAText": "\\( \\begin{array}{l}x=5 \\\\ y=-0.5\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}x=4 \\\\ y=2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=4 \\\\ y=1\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}x=1 \\\\ y=4\\end{array} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}x=4 \\\\ y=2\\end{array} \\)", "MisconceptionId": "1324", "MisconceptionName": "When solving an equation, believes that when they get to ax = b, b is the solution", "prompt": "Misconception:\nWhen solving an equation, believes that when they get to ax = b, b is the solution\n\nQuestion:\nSolve the following pair of simultaneous equations: \\( \\begin{array}{l}3 x+2 y=14 \\\\ 2 x+2 y=10\\end{array} \\)\n\nOptions:\nA. \\( \\begin{array}{l}x=5 \\\\ y=-0.5\\end{array} \\)\nB. \\( \\begin{array}{l}x=4 \\\\ y=2\\end{array} \\)\nC. \\( \\begin{array}{l}x=4 \\\\ y=1\\end{array} \\)\nD. \\( \\begin{array}{l}x=1 \\\\ y=4\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "971:A", "QuestionText": "For which of these questions would you calculate \\( 50+25 \\) ?", "AnswerAText": "Decrease \\( 50 \\) by \\( 25 \\).", "AnswerBText": "Increase \\( 50 \\) by \\( 25 \\).", "AnswerCText": "Find the product of \\( 50 \\) and \\( 25 \\).", "AnswerDText": "How many \\( 25 \\) s are there in \\( 50 ? \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Decrease \\( 50 \\) by \\( 25 \\).", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nFor which of these questions would you calculate \\( 50+25 \\) ?\n\nOptions:\nA. Decrease \\( 50 \\) by \\( 25 \\).\nB. Increase \\( 50 \\) by \\( 25 \\).\nC. Find the product of \\( 50 \\) and \\( 25 \\).\nD. How many \\( 25 \\) s are there in \\( 50 ? \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "971:C", "QuestionText": "For which of these questions would you calculate \\( 50+25 \\) ?", "AnswerAText": "Decrease \\( 50 \\) by \\( 25 \\).", "AnswerBText": "Increase \\( 50 \\) by \\( 25 \\).", "AnswerCText": "Find the product of \\( 50 \\) and \\( 25 \\).", "AnswerDText": "How many \\( 25 \\) s are there in \\( 50 ? \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Find the product of \\( 50 \\) and \\( 25 \\).", "MisconceptionId": "757", "MisconceptionName": "Adds rather than multiplies when asked for a product", "prompt": "Misconception:\nAdds rather than multiplies when asked for a product\n\nQuestion:\nFor which of these questions would you calculate \\( 50+25 \\) ?\n\nOptions:\nA. Decrease \\( 50 \\) by \\( 25 \\).\nB. Increase \\( 50 \\) by \\( 25 \\).\nC. Find the product of \\( 50 \\) and \\( 25 \\).\nD. How many \\( 25 \\) s are there in \\( 50 ? \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "971:D", "QuestionText": "For which of these questions would you calculate \\( 50+25 \\) ?", "AnswerAText": "Decrease \\( 50 \\) by \\( 25 \\).", "AnswerBText": "Increase \\( 50 \\) by \\( 25 \\).", "AnswerCText": "Find the product of \\( 50 \\) and \\( 25 \\).", "AnswerDText": "How many \\( 25 \\) s are there in \\( 50 ? \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "How many \\( 25 \\) s are there in \\( 50 ? \\)", "MisconceptionId": "1599", "MisconceptionName": "Adds rather than divides when answering worded problems", "prompt": "Misconception:\nAdds rather than divides when answering worded problems\n\nQuestion:\nFor which of these questions would you calculate \\( 50+25 \\) ?\n\nOptions:\nA. Decrease \\( 50 \\) by \\( 25 \\).\nB. Increase \\( 50 \\) by \\( 25 \\).\nC. Find the product of \\( 50 \\) and \\( 25 \\).\nD. How many \\( 25 \\) s are there in \\( 50 ? \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "972:A", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"square root\" written inside it and the final rectangle has \"output\" written above it and \"16\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 32 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 32 \\)", "MisconceptionId": "1948", "MisconceptionName": "Believes the inverse of square rooting is doubling", "prompt": "Misconception:\nBelieves the inverse of square rooting is doubling\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"square root\" written inside it and the final rectangle has \"output\" written above it and \"16\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 32 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "972:B", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"square root\" written inside it and the final rectangle has \"output\" written above it and \"16\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 32 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"square root\" written inside it and the final rectangle has \"output\" written above it and \"16\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 32 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "972:C", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"square root\" written inside it and the final rectangle has \"output\" written above it and \"16\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 32 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 256 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "458", "MisconceptionName": "When finding an input of a function machine thinks you apply the operations given rather than the inverse operation.", "prompt": "Misconception:\nWhen finding an input of a function machine thinks you apply the operations given rather than the inverse operation.\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The middle rectangle has \"square root\" written inside it and the final rectangle has \"output\" written above it and \"16\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 32 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "973:B", "QuestionText": "How do you write \\( 2.5 \\% \\) as a decimal?", "AnswerAText": "\\( 0.025 \\)", "AnswerBText": "\\( 0.25 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 2.50 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.25 \\)", "MisconceptionId": "1270", "MisconceptionName": "Divides by 10 instead of 100 when converting a percentage to a decimal", "prompt": "Misconception:\nDivides by 10 instead of 100 when converting a percentage to a decimal\n\nQuestion:\nHow do you write \\( 2.5 \\% \\) as a decimal?\n\nOptions:\nA. \\( 0.025 \\)\nB. \\( 0.25 \\)\nC. \\( 2.5 \\)\nD. \\( 2.50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "973:C", "QuestionText": "How do you write \\( 2.5 \\% \\) as a decimal?", "AnswerAText": "\\( 0.025 \\)", "AnswerBText": "\\( 0.25 \\)", "AnswerCText": "\\( 2.5 \\)", "AnswerDText": "\\( 2.50 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2.5 \\)", "MisconceptionId": "1756", "MisconceptionName": "Thinks you need to just remove the percentage sign to convert from a percentage to a decimal", "prompt": "Misconception:\nThinks you need to just remove the percentage sign to convert from a percentage to a decimal\n\nQuestion:\nHow do you write \\( 2.5 \\% \\) as a decimal?\n\nOptions:\nA. \\( 0.025 \\)\nB. \\( 0.25 \\)\nC. \\( 2.5 \\)\nD. \\( 2.50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "974:A", "QuestionText": "Which image completes a symmetric figure on the Geo board? ![A figure drawn in one half of a box, with a red dotted line running diagonally across the box. ]()", "AnswerAText": "![An incorrect reflection of the given figure. ]()", "AnswerBText": "![An incorrect reflection of the given figure. ]()", "AnswerCText": "![A correct reflection of the given figure. ]()", "AnswerDText": "![An incorrect reflection of the given figure. ]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![An incorrect reflection of the given figure. ]()", "MisconceptionId": "470", "MisconceptionName": "Cannot reflect shape when line of symmetry is diagonal", "prompt": "Misconception:\nCannot reflect shape when line of symmetry is diagonal\n\nQuestion:\nWhich image completes a symmetric figure on the Geo board? ![A figure drawn in one half of a box, with a red dotted line running diagonally across the box. ]()\n\nOptions:\nA. ![An incorrect reflection of the given figure. ]()\nB. ![An incorrect reflection of the given figure. ]()\nC. ![A correct reflection of the given figure. ]()\nD. ![An incorrect reflection of the given figure. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "974:B", "QuestionText": "Which image completes a symmetric figure on the Geo board? ![A figure drawn in one half of a box, with a red dotted line running diagonally across the box. ]()", "AnswerAText": "![An incorrect reflection of the given figure. ]()", "AnswerBText": "![An incorrect reflection of the given figure. ]()", "AnswerCText": "![A correct reflection of the given figure. ]()", "AnswerDText": "![An incorrect reflection of the given figure. ]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![An incorrect reflection of the given figure. ]()", "MisconceptionId": "470", "MisconceptionName": "Cannot reflect shape when line of symmetry is diagonal", "prompt": "Misconception:\nCannot reflect shape when line of symmetry is diagonal\n\nQuestion:\nWhich image completes a symmetric figure on the Geo board? ![A figure drawn in one half of a box, with a red dotted line running diagonally across the box. ]()\n\nOptions:\nA. ![An incorrect reflection of the given figure. ]()\nB. ![An incorrect reflection of the given figure. ]()\nC. ![A correct reflection of the given figure. ]()\nD. ![An incorrect reflection of the given figure. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "974:D", "QuestionText": "Which image completes a symmetric figure on the Geo board? ![A figure drawn in one half of a box, with a red dotted line running diagonally across the box. ]()", "AnswerAText": "![An incorrect reflection of the given figure. ]()", "AnswerBText": "![An incorrect reflection of the given figure. ]()", "AnswerCText": "![A correct reflection of the given figure. ]()", "AnswerDText": "![An incorrect reflection of the given figure. ]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![An incorrect reflection of the given figure. ]()", "MisconceptionId": "470", "MisconceptionName": "Cannot reflect shape when line of symmetry is diagonal", "prompt": "Misconception:\nCannot reflect shape when line of symmetry is diagonal\n\nQuestion:\nWhich image completes a symmetric figure on the Geo board? ![A figure drawn in one half of a box, with a red dotted line running diagonally across the box. ]()\n\nOptions:\nA. ![An incorrect reflection of the given figure. ]()\nB. ![An incorrect reflection of the given figure. ]()\nC. ![A correct reflection of the given figure. ]()\nD. ![An incorrect reflection of the given figure. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "975:B", "QuestionText": "\\( \\frac{1}{5} \\) of the counters in a bag are blue.\n\\( \\frac{3}{10} \\) of the counters are red.\n\\( \\frac{1}{2} \\) of the counters are purple.\nWhich of these show the ratio of blue : red : purple? ![An image of a bag]()", "AnswerAText": "\\( 2: 3: 5 \\)", "AnswerBText": "\\( 1: 3: 1 \\)", "AnswerCText": "\\( 5: 10: 2 \\)", "AnswerDText": "\\( 1: 4: 5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1: 3: 1 \\)", "MisconceptionId": "1223", "MisconceptionName": "Uses numerators to convert fractions to ratio despite different denominators", "prompt": "Misconception:\nUses numerators to convert fractions to ratio despite different denominators\n\nQuestion:\n\\( \\frac{1}{5} \\) of the counters in a bag are blue.\n\\( \\frac{3}{10} \\) of the counters are red.\n\\( \\frac{1}{2} \\) of the counters are purple.\nWhich of these show the ratio of blue : red : purple? ![An image of a bag]()\n\nOptions:\nA. \\( 2: 3: 5 \\)\nB. \\( 1: 3: 1 \\)\nC. \\( 5: 10: 2 \\)\nD. \\( 1: 4: 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "975:C", "QuestionText": "\\( \\frac{1}{5} \\) of the counters in a bag are blue.\n\\( \\frac{3}{10} \\) of the counters are red.\n\\( \\frac{1}{2} \\) of the counters are purple.\nWhich of these show the ratio of blue : red : purple? ![An image of a bag]()", "AnswerAText": "\\( 2: 3: 5 \\)", "AnswerBText": "\\( 1: 3: 1 \\)", "AnswerCText": "\\( 5: 10: 2 \\)", "AnswerDText": "\\( 1: 4: 5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5: 10: 2 \\)", "MisconceptionId": "1820", "MisconceptionName": "Uses the denominator when converting from fractions to ratio, rather than numerator.", "prompt": "Misconception:\nUses the denominator when converting from fractions to ratio, rather than numerator.\n\nQuestion:\n\\( \\frac{1}{5} \\) of the counters in a bag are blue.\n\\( \\frac{3}{10} \\) of the counters are red.\n\\( \\frac{1}{2} \\) of the counters are purple.\nWhich of these show the ratio of blue : red : purple? ![An image of a bag]()\n\nOptions:\nA. \\( 2: 3: 5 \\)\nB. \\( 1: 3: 1 \\)\nC. \\( 5: 10: 2 \\)\nD. \\( 1: 4: 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "976:B", "QuestionText": "Dave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} If Dave wanted to work out the total number of pets own by his classmates, what would be a useful column to include?", "AnswerAText": "Number of pets \\( x \\) Frequency", "AnswerBText": "Number of pets \\( \\div \\) Frequency", "AnswerCText": "Number of pets + Frequency", "AnswerDText": "Number of pets -\nFrequency", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Number of pets \\( \\div \\) Frequency", "MisconceptionId": "2180", "MisconceptionName": "Divides instead of multiplies when calculating total frequency", "prompt": "Misconception:\nDivides instead of multiplies when calculating total frequency\n\nQuestion:\nDave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} If Dave wanted to work out the total number of pets own by his classmates, what would be a useful column to include?\n\nOptions:\nA. Number of pets \\( x \\) Frequency\nB. Number of pets \\( \\div \\) Frequency\nC. Number of pets + Frequency\nD. Number of pets -\nFrequency\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "976:C", "QuestionText": "Dave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} If Dave wanted to work out the total number of pets own by his classmates, what would be a useful column to include?", "AnswerAText": "Number of pets \\( x \\) Frequency", "AnswerBText": "Number of pets \\( \\div \\) Frequency", "AnswerCText": "Number of pets + Frequency", "AnswerDText": "Number of pets -\nFrequency", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Number of pets + Frequency", "MisconceptionId": "932", "MisconceptionName": "Adds instead of multiplies when calculating total frequency", "prompt": "Misconception:\nAdds instead of multiplies when calculating total frequency\n\nQuestion:\nDave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} If Dave wanted to work out the total number of pets own by his classmates, what would be a useful column to include?\n\nOptions:\nA. Number of pets \\( x \\) Frequency\nB. Number of pets \\( \\div \\) Frequency\nC. Number of pets + Frequency\nD. Number of pets -\nFrequency\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "976:D", "QuestionText": "Dave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} If Dave wanted to work out the total number of pets own by his classmates, what would be a useful column to include?", "AnswerAText": "Number of pets \\( x \\) Frequency", "AnswerBText": "Number of pets \\( \\div \\) Frequency", "AnswerCText": "Number of pets + Frequency", "AnswerDText": "Number of pets -\nFrequency", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Number of pets -\nFrequency", "MisconceptionId": "2501", "MisconceptionName": "Subtracts rather than multiplies when calculating total frequency", "prompt": "Misconception:\nSubtracts rather than multiplies when calculating total frequency\n\nQuestion:\nDave has recorded the number of pets his classmates have in the frequency table on the right. \\begin{tabular}{|c|c|}\n\\hline Number of pets & Frequency \\\\\n\\hline \\( 0 \\) & \\( 4 \\) \\\\\n\\hline \\( 1 \\) & \\( 6 \\) \\\\\n\\hline \\( 2 \\) & \\( 3 \\) \\\\\n\\hline \\( 3 \\) & \\( 2 \\) \\\\\n\\hline \\( 4 \\) & \\( 5 \\) \\\\\n\\hline\n\\end{tabular} If Dave wanted to work out the total number of pets own by his classmates, what would be a useful column to include?\n\nOptions:\nA. Number of pets \\( x \\) Frequency\nB. Number of pets \\( \\div \\) Frequency\nC. Number of pets + Frequency\nD. Number of pets -\nFrequency\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "977:A", "QuestionText": "Which of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?", "AnswerAText": "\\( 15.983 \\)", "AnswerBText": "\\( 0.0199 \\)", "AnswerCText": "\\( 0.038 \\)", "AnswerDText": "\\( 0.472 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 15.983 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nWhich of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 15.983 \\)\nB. \\( 0.0199 \\)\nC. \\( 0.038 \\)\nD. \\( 0.472 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "977:B", "QuestionText": "Which of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?", "AnswerAText": "\\( 15.983 \\)", "AnswerBText": "\\( 0.0199 \\)", "AnswerCText": "\\( 0.038 \\)", "AnswerDText": "\\( 0.472 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.0199 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\nWhich of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 15.983 \\)\nB. \\( 0.0199 \\)\nC. \\( 0.038 \\)\nD. \\( 0.472 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "977:C", "QuestionText": "Which of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?", "AnswerAText": "\\( 15.983 \\)", "AnswerBText": "\\( 0.0199 \\)", "AnswerCText": "\\( 0.038 \\)", "AnswerDText": "\\( 0.472 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.038 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\nWhich of the numbers is the same when rounded to \\( 2 \\) decimal places or to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 15.983 \\)\nB. \\( 0.0199 \\)\nC. \\( 0.038 \\)\nD. \\( 0.472 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "978:A", "QuestionText": "\\( 100^{3}= \\)", "AnswerAText": "\\( 100000 \\)", "AnswerBText": "\\( 1003 \\)", "AnswerCText": "\\( 1000000 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 100000 \\)", "MisconceptionId": "223", "MisconceptionName": "Mixes up cubing with multiplying by 10", "prompt": "Misconception:\nMixes up cubing with multiplying by 10\n\nQuestion:\n\\( 100^{3}= \\)\n\nOptions:\nA. \\( 100000 \\)\nB. \\( 1003 \\)\nC. \\( 1000000 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "978:B", "QuestionText": "\\( 100^{3}= \\)", "AnswerAText": "\\( 100000 \\)", "AnswerBText": "\\( 1003 \\)", "AnswerCText": "\\( 1000000 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1003 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\n\\( 100^{3}= \\)\n\nOptions:\nA. \\( 100000 \\)\nB. \\( 1003 \\)\nC. \\( 1000000 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "978:D", "QuestionText": "\\( 100^{3}= \\)", "AnswerAText": "\\( 100000 \\)", "AnswerBText": "\\( 1003 \\)", "AnswerCText": "\\( 1000000 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\n\\( 100^{3}= \\)\n\nOptions:\nA. \\( 100000 \\)\nB. \\( 1003 \\)\nC. \\( 1000000 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "979:A", "QuestionText": "Julie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n0.5841 \\times 36.3\n\\]\n\nWhat number should replace \\( \\mathbf{0 . 5 8 4 1} \\) in her estimation?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 0.5000 \\)", "AnswerCText": "\\( 0.6 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nJulie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n0.5841 \\times 36.3\n\\]\n\nWhat number should replace \\( \\mathbf{0 . 5 8 4 1} \\) in her estimation?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 0.5000 \\)\nC. \\( 0.6 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "979:B", "QuestionText": "Julie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n0.5841 \\times 36.3\n\\]\n\nWhat number should replace \\( \\mathbf{0 . 5 8 4 1} \\) in her estimation?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 0.5000 \\)", "AnswerCText": "\\( 0.6 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.5000 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nJulie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n0.5841 \\times 36.3\n\\]\n\nWhat number should replace \\( \\mathbf{0 . 5 8 4 1} \\) in her estimation?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 0.5000 \\)\nC. \\( 0.6 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "979:D", "QuestionText": "Julie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n0.5841 \\times 36.3\n\\]\n\nWhat number should replace \\( \\mathbf{0 . 5 8 4 1} \\) in her estimation?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 0.5000 \\)", "AnswerCText": "\\( 0.6 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.5 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nJulie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n0.5841 \\times 36.3\n\\]\n\nWhat number should replace \\( \\mathbf{0 . 5 8 4 1} \\) in her estimation?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 0.5000 \\)\nC. \\( 0.6 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "980:A", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter side lengths given as 7cm and 10cm. The length of the longest side of the triangle is not given. The interior angle of the triangle that is opposite the 10cm side is labelled θ.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Sin", "MisconceptionId": "718", "MisconceptionName": "Uses sin when tan is required", "prompt": "Misconception:\nUses sin when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter side lengths given as 7cm and 10cm. The length of the longest side of the triangle is not given. The interior angle of the triangle that is opposite the 10cm side is labelled θ.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "980:B", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter side lengths given as 7cm and 10cm. The length of the longest side of the triangle is not given. The interior angle of the triangle that is opposite the 10cm side is labelled θ.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Cos", "MisconceptionId": "809", "MisconceptionName": "Uses cos when tan is required", "prompt": "Misconception:\nUses cos when tan is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter side lengths given as 7cm and 10cm. The length of the longest side of the triangle is not given. The interior angle of the triangle that is opposite the 10cm side is labelled θ.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "980:D", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter side lengths given as 7cm and 10cm. The length of the longest side of the triangle is not given. The interior angle of the triangle that is opposite the 10cm side is labelled θ.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "1450", "MisconceptionName": "Does not understand how to apply sohcahtoa", "prompt": "Misconception:\nDoes not understand how to apply sohcahtoa\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the two shorter side lengths given as 7cm and 10cm. The length of the longest side of the triangle is not given. The interior angle of the triangle that is opposite the 10cm side is labelled θ.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "981:B", "QuestionText": "How do you write \\( 803 \\% \\) as a decimal?", "AnswerAText": "\\( 8.03 \\)", "AnswerBText": "\\( 0.803 \\)", "AnswerCText": "\\( 8.3 \\)", "AnswerDText": "\\( 0.83 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.803 \\)", "MisconceptionId": "988", "MisconceptionName": "When converting a percentage to a decimal, just writes all the digits after a decimal point.", "prompt": "Misconception:\nWhen converting a percentage to a decimal, just writes all the digits after a decimal point.\n\nQuestion:\nHow do you write \\( 803 \\% \\) as a decimal?\n\nOptions:\nA. \\( 8.03 \\)\nB. \\( 0.803 \\)\nC. \\( 8.3 \\)\nD. \\( 0.83 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "981:C", "QuestionText": "How do you write \\( 803 \\% \\) as a decimal?", "AnswerAText": "\\( 8.03 \\)", "AnswerBText": "\\( 0.803 \\)", "AnswerCText": "\\( 8.3 \\)", "AnswerDText": "\\( 0.83 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8.3 \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nHow do you write \\( 803 \\% \\) as a decimal?\n\nOptions:\nA. \\( 8.03 \\)\nB. \\( 0.803 \\)\nC. \\( 8.3 \\)\nD. \\( 0.83 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "982:B", "QuestionText": "James and Cameron are watching a film. They pause it with one seventh left to watch.\n\nWhat is the ratio of how much they have watched to how much the have yet to see? ![An image of a television]()", "AnswerAText": "\\( 1: 7 \\)", "AnswerBText": "7:1", "AnswerCText": "\\( 6: 1 \\)", "AnswerDText": "1:6", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "7:1", "MisconceptionId": "1820", "MisconceptionName": "Uses the denominator when converting from fractions to ratio, rather than numerator.", "prompt": "Misconception:\nUses the denominator when converting from fractions to ratio, rather than numerator.\n\nQuestion:\nJames and Cameron are watching a film. They pause it with one seventh left to watch.\n\nWhat is the ratio of how much they have watched to how much the have yet to see? ![An image of a television]()\n\nOptions:\nA. \\( 1: 7 \\)\nB. 7:1\nC. \\( 6: 1 \\)\nD. 1:6\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "982:D", "QuestionText": "James and Cameron are watching a film. They pause it with one seventh left to watch.\n\nWhat is the ratio of how much they have watched to how much the have yet to see? ![An image of a television]()", "AnswerAText": "\\( 1: 7 \\)", "AnswerBText": "7:1", "AnswerCText": "\\( 6: 1 \\)", "AnswerDText": "1:6", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "1:6", "MisconceptionId": "2262", "MisconceptionName": "Gets order of ratio wrong", "prompt": "Misconception:\nGets order of ratio wrong\n\nQuestion:\nJames and Cameron are watching a film. They pause it with one seventh left to watch.\n\nWhat is the ratio of how much they have watched to how much the have yet to see? ![An image of a television]()\n\nOptions:\nA. \\( 1: 7 \\)\nB. 7:1\nC. \\( 6: 1 \\)\nD. 1:6\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "983:B", "QuestionText": "If \\( h=3 \\) what is the value of \\( 2+h \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 23 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "We cannot tell because \\( h \\) is a variable.", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 23 \\)", "MisconceptionId": "1332", "MisconceptionName": "When adding, just writes the digit to the right of the number without considering place value", "prompt": "Misconception:\nWhen adding, just writes the digit to the right of the number without considering place value\n\nQuestion:\nIf \\( h=3 \\) what is the value of \\( 2+h \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 23 \\)\nC. \\( -1 \\)\nD. We cannot tell because \\( h \\) is a variable.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "983:C", "QuestionText": "If \\( h=3 \\) what is the value of \\( 2+h \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 23 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "We cannot tell because \\( h \\) is a variable.", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -1 \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\nIf \\( h=3 \\) what is the value of \\( 2+h \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 23 \\)\nC. \\( -1 \\)\nD. We cannot tell because \\( h \\) is a variable.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "983:D", "QuestionText": "If \\( h=3 \\) what is the value of \\( 2+h \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 23 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "We cannot tell because \\( h \\) is a variable.", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "We cannot tell because \\( h \\) is a variable.", "MisconceptionId": "2414", "MisconceptionName": "Believes a variable must remain unknown and cannot be substituted with a value", "prompt": "Misconception:\nBelieves a variable must remain unknown and cannot be substituted with a value\n\nQuestion:\nIf \\( h=3 \\) what is the value of \\( 2+h \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 23 \\)\nC. \\( -1 \\)\nD. We cannot tell because \\( h \\) is a variable.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "984:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-4\n\\)", "AnswerAText": "\\( (p-2)(p+2) \\)", "AnswerBText": "\\( p(p-2) \\)", "AnswerCText": "\\( (p-2)(p-2) \\)", "AnswerDText": "Does not\nfactorise", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( p(p-2) \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-4\n\\)\n\nOptions:\nA. \\( (p-2)(p+2) \\)\nB. \\( p(p-2) \\)\nC. \\( (p-2)(p-2) \\)\nD. Does not\nfactorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "984:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-4\n\\)", "AnswerAText": "\\( (p-2)(p+2) \\)", "AnswerBText": "\\( p(p-2) \\)", "AnswerCText": "\\( (p-2)(p-2) \\)", "AnswerDText": "Does not\nfactorise", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (p-2)(p-2) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-4\n\\)\n\nOptions:\nA. \\( (p-2)(p+2) \\)\nB. \\( p(p-2) \\)\nC. \\( (p-2)(p-2) \\)\nD. Does not\nfactorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "984:D", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-4\n\\)", "AnswerAText": "\\( (p-2)(p+2) \\)", "AnswerBText": "\\( p(p-2) \\)", "AnswerCText": "\\( (p-2)(p-2) \\)", "AnswerDText": "Does not\nfactorise", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Does not\nfactorise", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-4\n\\)\n\nOptions:\nA. \\( (p-2)(p+2) \\)\nB. \\( p(p-2) \\)\nC. \\( (p-2)(p-2) \\)\nD. Does not\nfactorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "985:A", "QuestionText": "\\(\\square\\quad -\\quad 1.534=2.7 \\)", "AnswerAText": "\\( 1.166 \\)", "AnswerBText": "\\( 1.234 \\)", "AnswerCText": "\\( 3.541 \\)", "AnswerDText": "\\( 4.234 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1.166 \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\n\\(\\square\\quad -\\quad 1.534=2.7 \\)\n\nOptions:\nA. \\( 1.166 \\)\nB. \\( 1.234 \\)\nC. \\( 3.541 \\)\nD. \\( 4.234 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "985:B", "QuestionText": "\\(\\square\\quad -\\quad 1.534=2.7 \\)", "AnswerAText": "\\( 1.166 \\)", "AnswerBText": "\\( 1.234 \\)", "AnswerCText": "\\( 3.541 \\)", "AnswerDText": "\\( 4.234 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1.234 \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\n\\(\\square\\quad -\\quad 1.534=2.7 \\)\n\nOptions:\nA. \\( 1.166 \\)\nB. \\( 1.234 \\)\nC. \\( 3.541 \\)\nD. \\( 4.234 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "985:C", "QuestionText": "\\(\\square\\quad -\\quad 1.534=2.7 \\)", "AnswerAText": "\\( 1.166 \\)", "AnswerBText": "\\( 1.234 \\)", "AnswerCText": "\\( 3.541 \\)", "AnswerDText": "\\( 4.234 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 3.541 \\)", "MisconceptionId": "1730", "MisconceptionName": "When adding decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen adding decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\(\\square\\quad -\\quad 1.534=2.7 \\)\n\nOptions:\nA. \\( 1.166 \\)\nB. \\( 1.234 \\)\nC. \\( 3.541 \\)\nD. \\( 4.234 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "986:A", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{x-6}{2}=10\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{2}=16 \\)\nKatie says a correct next line of working could be: \\( x-6=5 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{x-6}{2}=10\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{2}=16 \\)\nKatie says a correct next line of working could be: \\( x-6=5 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "986:B", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{x-6}{2}=10\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{2}=16 \\)\nKatie says a correct next line of working could be: \\( x-6=5 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{x-6}{2}=10\n\\)\n\nTom says a correct next line of working could be: \\( \\frac{x}{2}=16 \\)\nKatie says a correct next line of working could be: \\( x-6=5 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "987:C", "QuestionText": "What number replaces the circle to make these two fractions equivalent? \\( \\frac{2}{7}=\\frac{6}{?} \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( 21 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "1429", "MisconceptionName": "Believes equivalent fractions are formed with addition not multiplication", "prompt": "Misconception:\nBelieves equivalent fractions are formed with addition not multiplication\n\nQuestion:\nWhat number replaces the circle to make these two fractions equivalent? \\( \\frac{2}{7}=\\frac{6}{?} \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( 21 \\)\nC. \\( 11 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "987:D", "QuestionText": "What number replaces the circle to make these two fractions equivalent? \\( \\frac{2}{7}=\\frac{6}{?} \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( 21 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nWhat number replaces the circle to make these two fractions equivalent? \\( \\frac{2}{7}=\\frac{6}{?} \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( 21 \\)\nC. \\( 11 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "988:A", "QuestionText": "Share \\( £360 \\) in the ratio \\( 2: 7 \\)", "AnswerAText": "\\( £ 60: £ 300 \\)", "AnswerBText": "\\( £ 180: £ 51 \\)", "AnswerCText": "\\( £ 100: £ 160 \\)", "AnswerDText": "\\( £ 80: £ 280 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( £ 60: £ 300 \\)", "MisconceptionId": "21", "MisconceptionName": "Estimates shares of a ratio instead of calculating", "prompt": "Misconception:\nEstimates shares of a ratio instead of calculating\n\nQuestion:\nShare \\( £360 \\) in the ratio \\( 2: 7 \\)\n\nOptions:\nA. \\( £ 60: £ 300 \\)\nB. \\( £ 180: £ 51 \\)\nC. \\( £ 100: £ 160 \\)\nD. \\( £ 80: £ 280 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "988:B", "QuestionText": "Share \\( £360 \\) in the ratio \\( 2: 7 \\)", "AnswerAText": "\\( £ 60: £ 300 \\)", "AnswerBText": "\\( £ 180: £ 51 \\)", "AnswerCText": "\\( £ 100: £ 160 \\)", "AnswerDText": "\\( £ 80: £ 280 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( £ 180: £ 51 \\)", "MisconceptionId": "2378", "MisconceptionName": "Divides total amount by each side of the ratio instead of dividing by the sum of the parts", "prompt": "Misconception:\nDivides total amount by each side of the ratio instead of dividing by the sum of the parts\n\nQuestion:\nShare \\( £360 \\) in the ratio \\( 2: 7 \\)\n\nOptions:\nA. \\( £ 60: £ 300 \\)\nB. \\( £ 180: £ 51 \\)\nC. \\( £ 100: £ 160 \\)\nD. \\( £ 80: £ 280 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "988:C", "QuestionText": "Share \\( £360 \\) in the ratio \\( 2: 7 \\)", "AnswerAText": "\\( £ 60: £ 300 \\)", "AnswerBText": "\\( £ 180: £ 51 \\)", "AnswerCText": "\\( £ 100: £ 160 \\)", "AnswerDText": "\\( £ 80: £ 280 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 100: £ 160 \\)", "MisconceptionId": "21", "MisconceptionName": "Estimates shares of a ratio instead of calculating", "prompt": "Misconception:\nEstimates shares of a ratio instead of calculating\n\nQuestion:\nShare \\( £360 \\) in the ratio \\( 2: 7 \\)\n\nOptions:\nA. \\( £ 60: £ 300 \\)\nB. \\( £ 180: £ 51 \\)\nC. \\( £ 100: £ 160 \\)\nD. \\( £ 80: £ 280 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "989:A", "QuestionText": "What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form a step structure.  The base of the shape is horizontal and is 23m long. The vertical height of the whole shape is 22m. The horizontal width of the top part of the shape is 6m. The horizontal width of the first step is 7m. The vertical height of the bottom rectangle is 5m.  The vertical height of the top rectangle is 8m.]()", "AnswerAText": "\\( 86 \\mathrm{~m} \\)", "AnswerBText": "\\( 88 \\mathrm{~m} \\)", "AnswerCText": "\\( 90 \\mathrm{~m} \\)", "AnswerDText": "\\( 71 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 86 \\mathrm{~m} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form a step structure.  The base of the shape is horizontal and is 23m long. The vertical height of the whole shape is 22m. The horizontal width of the top part of the shape is 6m. The horizontal width of the first step is 7m. The vertical height of the bottom rectangle is 5m.  The vertical height of the top rectangle is 8m.]()\n\nOptions:\nA. \\( 86 \\mathrm{~m} \\)\nB. \\( 88 \\mathrm{~m} \\)\nC. \\( 90 \\mathrm{~m} \\)\nD. \\( 71 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "989:B", "QuestionText": "What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form a step structure.  The base of the shape is horizontal and is 23m long. The vertical height of the whole shape is 22m. The horizontal width of the top part of the shape is 6m. The horizontal width of the first step is 7m. The vertical height of the bottom rectangle is 5m.  The vertical height of the top rectangle is 8m.]()", "AnswerAText": "\\( 86 \\mathrm{~m} \\)", "AnswerBText": "\\( 88 \\mathrm{~m} \\)", "AnswerCText": "\\( 90 \\mathrm{~m} \\)", "AnswerDText": "\\( 71 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 88 \\mathrm{~m} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form a step structure.  The base of the shape is horizontal and is 23m long. The vertical height of the whole shape is 22m. The horizontal width of the top part of the shape is 6m. The horizontal width of the first step is 7m. The vertical height of the bottom rectangle is 5m.  The vertical height of the top rectangle is 8m.]()\n\nOptions:\nA. \\( 86 \\mathrm{~m} \\)\nB. \\( 88 \\mathrm{~m} \\)\nC. \\( 90 \\mathrm{~m} \\)\nD. \\( 71 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "989:D", "QuestionText": "What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form a step structure.  The base of the shape is horizontal and is 23m long. The vertical height of the whole shape is 22m. The horizontal width of the top part of the shape is 6m. The horizontal width of the first step is 7m. The vertical height of the bottom rectangle is 5m.  The vertical height of the top rectangle is 8m.]()", "AnswerAText": "\\( 86 \\mathrm{~m} \\)", "AnswerBText": "\\( 88 \\mathrm{~m} \\)", "AnswerCText": "\\( 90 \\mathrm{~m} \\)", "AnswerDText": "\\( 71 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 71 \\mathrm{~m} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form a step structure.  The base of the shape is horizontal and is 23m long. The vertical height of the whole shape is 22m. The horizontal width of the top part of the shape is 6m. The horizontal width of the first step is 7m. The vertical height of the bottom rectangle is 5m.  The vertical height of the top rectangle is 8m.]()\n\nOptions:\nA. \\( 86 \\mathrm{~m} \\)\nB. \\( 88 \\mathrm{~m} \\)\nC. \\( 90 \\mathrm{~m} \\)\nD. \\( 71 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "990:A", "QuestionText": "Convert \\( \\frac{11}{5} \\) to a mixed number.", "AnswerAText": "\\( 2 \\frac{1}{11} \\)", "AnswerBText": "\\( \\frac{33}{15} \\)", "AnswerCText": "\\( 2 \\) remainder \\( 1 \\)", "AnswerDText": "\\( 2 \\frac{1}{5} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 \\frac{1}{11} \\)", "MisconceptionId": "1173", "MisconceptionName": "Uses the numerator of an improper fraction as the denominator of the equivalent mixed number", "prompt": "Misconception:\nUses the numerator of an improper fraction as the denominator of the equivalent mixed number\n\nQuestion:\nConvert \\( \\frac{11}{5} \\) to a mixed number.\n\nOptions:\nA. \\( 2 \\frac{1}{11} \\)\nB. \\( \\frac{33}{15} \\)\nC. \\( 2 \\) remainder \\( 1 \\)\nD. \\( 2 \\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "990:B", "QuestionText": "Convert \\( \\frac{11}{5} \\) to a mixed number.", "AnswerAText": "\\( 2 \\frac{1}{11} \\)", "AnswerBText": "\\( \\frac{33}{15} \\)", "AnswerCText": "\\( 2 \\) remainder \\( 1 \\)", "AnswerDText": "\\( 2 \\frac{1}{5} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{33}{15} \\)", "MisconceptionId": "2034", "MisconceptionName": "Finds an equivalent improper fraction when asked for a mixed number", "prompt": "Misconception:\nFinds an equivalent improper fraction when asked for a mixed number\n\nQuestion:\nConvert \\( \\frac{11}{5} \\) to a mixed number.\n\nOptions:\nA. \\( 2 \\frac{1}{11} \\)\nB. \\( \\frac{33}{15} \\)\nC. \\( 2 \\) remainder \\( 1 \\)\nD. \\( 2 \\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "990:C", "QuestionText": "Convert \\( \\frac{11}{5} \\) to a mixed number.", "AnswerAText": "\\( 2 \\frac{1}{11} \\)", "AnswerBText": "\\( \\frac{33}{15} \\)", "AnswerCText": "\\( 2 \\) remainder \\( 1 \\)", "AnswerDText": "\\( 2 \\frac{1}{5} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 \\) remainder \\( 1 \\)", "MisconceptionId": "986", "MisconceptionName": "Does not understand that a remainder can be written as a fraction", "prompt": "Misconception:\nDoes not understand that a remainder can be written as a fraction\n\nQuestion:\nConvert \\( \\frac{11}{5} \\) to a mixed number.\n\nOptions:\nA. \\( 2 \\frac{1}{11} \\)\nB. \\( \\frac{33}{15} \\)\nC. \\( 2 \\) remainder \\( 1 \\)\nD. \\( 2 \\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "991:A", "QuestionText": "What is the area of this parallelogram?\n ![Parallelogram with base length 5cm, perpendicular height 4cm, and slant length 6cm.]()", "AnswerAText": "\\( 10 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 120 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 20 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 30 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1835", "MisconceptionName": "When finding the area of a parallelogram finds base x perpendicular height but divides the answer by 2", "prompt": "Misconception:\nWhen finding the area of a parallelogram finds base x perpendicular height but divides the answer by 2\n\nQuestion:\nWhat is the area of this parallelogram?\n ![Parallelogram with base length 5cm, perpendicular height 4cm, and slant length 6cm.]()\n\nOptions:\nA. \\( 10 \\mathrm{~cm}^{2} \\)\nB. \\( 120 \\mathrm{~cm}^{2} \\)\nC. \\( 20 \\mathrm{~cm}^{2} \\)\nD. \\( 30 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "991:B", "QuestionText": "What is the area of this parallelogram?\n ![Parallelogram with base length 5cm, perpendicular height 4cm, and slant length 6cm.]()", "AnswerAText": "\\( 10 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 120 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 20 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 30 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 120 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of this parallelogram?\n ![Parallelogram with base length 5cm, perpendicular height 4cm, and slant length 6cm.]()\n\nOptions:\nA. \\( 10 \\mathrm{~cm}^{2} \\)\nB. \\( 120 \\mathrm{~cm}^{2} \\)\nC. \\( 20 \\mathrm{~cm}^{2} \\)\nD. \\( 30 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "991:D", "QuestionText": "What is the area of this parallelogram?\n ![Parallelogram with base length 5cm, perpendicular height 4cm, and slant length 6cm.]()", "AnswerAText": "\\( 10 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 120 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 20 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 30 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 30 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "2105", "MisconceptionName": "Has used slant height and base to find area rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area rather than perpendicular height and base\n\nQuestion:\nWhat is the area of this parallelogram?\n ![Parallelogram with base length 5cm, perpendicular height 4cm, and slant length 6cm.]()\n\nOptions:\nA. \\( 10 \\mathrm{~cm}^{2} \\)\nB. \\( 120 \\mathrm{~cm}^{2} \\)\nC. \\( 20 \\mathrm{~cm}^{2} \\)\nD. \\( 30 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "992:A", "QuestionText": "How do you write \\( 2 \\% \\) as a decimal?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 2.0 \\)", "AnswerCText": "\\( 0.02 \\)", "AnswerDText": "\\( 200 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "619", "MisconceptionName": "Divided by 10 rather than 100", "prompt": "Misconception:\nDivided by 10 rather than 100\n\nQuestion:\nHow do you write \\( 2 \\% \\) as a decimal?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 2.0 \\)\nC. \\( 0.02 \\)\nD. \\( 200 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "992:B", "QuestionText": "How do you write \\( 2 \\% \\) as a decimal?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 2.0 \\)", "AnswerCText": "\\( 0.02 \\)", "AnswerDText": "\\( 200 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2.0 \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nHow do you write \\( 2 \\% \\) as a decimal?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 2.0 \\)\nC. \\( 0.02 \\)\nD. \\( 200 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "992:D", "QuestionText": "How do you write \\( 2 \\% \\) as a decimal?", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 2.0 \\)", "AnswerCText": "\\( 0.02 \\)", "AnswerDText": "\\( 200 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 200 \\)", "MisconceptionId": "1204", "MisconceptionName": "Multiplied by 100 rather than divided by 100", "prompt": "Misconception:\nMultiplied by 100 rather than divided by 100\n\nQuestion:\nHow do you write \\( 2 \\% \\) as a decimal?\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 2.0 \\)\nC. \\( 0.02 \\)\nD. \\( 200 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "993:B", "QuestionText": "![A number line between 0 and 1 split into 5 parts with a red arrow pointing to the marker representing the value 0.6]() What number is the arrow pointing to?", "AnswerAText": "\\( 0.6 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "671", "MisconceptionName": "When reading decimals on a number line, assumes each dash is 0.1", "prompt": "Misconception:\nWhen reading decimals on a number line, assumes each dash is 0.1\n\nQuestion:\n![A number line between 0 and 1 split into 5 parts with a red arrow pointing to the marker representing the value 0.6]() What number is the arrow pointing to?\n\nOptions:\nA. \\( 0.6 \\)\nB. \\( 0.3 \\)\nC. \\( 3 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "994:A", "QuestionText": "A number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{4 . 0 0} \\)\nWhat is the smallest \\( n \\) can be?", "AnswerAText": "\\( 3.9 \\)", "AnswerBText": "\\( 3.995 \\)", "AnswerCText": "\\( 3.99 \\)", "AnswerDText": "\\( 3.9995 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3.9 \\)", "MisconceptionId": "1272", "MisconceptionName": "Gives a rounded whole number instead of a decimal", "prompt": "Misconception:\nGives a rounded whole number instead of a decimal\n\nQuestion:\nA number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{4 . 0 0} \\)\nWhat is the smallest \\( n \\) can be?\n\nOptions:\nA. \\( 3.9 \\)\nB. \\( 3.995 \\)\nC. \\( 3.99 \\)\nD. \\( 3.9995 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "994:C", "QuestionText": "A number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{4 . 0 0} \\)\nWhat is the smallest \\( n \\) can be?", "AnswerAText": "\\( 3.9 \\)", "AnswerBText": "\\( 3.995 \\)", "AnswerCText": "\\( 3.99 \\)", "AnswerDText": "\\( 3.9995 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3.99 \\)", "MisconceptionId": "1272", "MisconceptionName": "Gives a rounded whole number instead of a decimal", "prompt": "Misconception:\nGives a rounded whole number instead of a decimal\n\nQuestion:\nA number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{4 . 0 0} \\)\nWhat is the smallest \\( n \\) can be?\n\nOptions:\nA. \\( 3.9 \\)\nB. \\( 3.995 \\)\nC. \\( 3.99 \\)\nD. \\( 3.9995 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "994:D", "QuestionText": "A number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{4 . 0 0} \\)\nWhat is the smallest \\( n \\) can be?", "AnswerAText": "\\( 3.9 \\)", "AnswerBText": "\\( 3.995 \\)", "AnswerCText": "\\( 3.99 \\)", "AnswerDText": "\\( 3.9995 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 3.9995 \\)", "MisconceptionId": "2412", "MisconceptionName": "Does not understand which place value is the one that determines if a number rounds up or down", "prompt": "Misconception:\nDoes not understand which place value is the one that determines if a number rounds up or down\n\nQuestion:\nA number, \\( n \\), has been rounded to \\( 2 \\) decimal places to give \\( \\mathbf{4 . 0 0} \\)\nWhat is the smallest \\( n \\) can be?\n\nOptions:\nA. \\( 3.9 \\)\nB. \\( 3.995 \\)\nC. \\( 3.99 \\)\nD. \\( 3.9995 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "995:A", "QuestionText": "What is the size of each interior angle in a regular hexagon?", "AnswerAText": "\\( 60^{\\degree} \\)", "AnswerBText": "\\( 135^{\\degree} \\)", "AnswerCText": "\\( 120^{\\degree} \\)", "AnswerDText": "\\( 160^{\\degree} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 60^{\\degree} \\)", "MisconceptionId": "355", "MisconceptionName": "Thinks the interior angle of a regular polygon is 10n", "prompt": "Misconception:\nThinks the interior angle of a regular polygon is 10n\n\nQuestion:\nWhat is the size of each interior angle in a regular hexagon?\n\nOptions:\nA. \\( 60^{\\degree} \\)\nB. \\( 135^{\\degree} \\)\nC. \\( 120^{\\degree} \\)\nD. \\( 160^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "995:B", "QuestionText": "What is the size of each interior angle in a regular hexagon?", "AnswerAText": "\\( 60^{\\degree} \\)", "AnswerBText": "\\( 135^{\\degree} \\)", "AnswerCText": "\\( 120^{\\degree} \\)", "AnswerDText": "\\( 160^{\\degree} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 135^{\\degree} \\)", "MisconceptionId": "35", "MisconceptionName": "Believes you add 2 instead of subtracting 2 to the numbers of sides when finding total interior angles", "prompt": "Misconception:\nBelieves you add 2 instead of subtracting 2 to the numbers of sides when finding total interior angles\n\nQuestion:\nWhat is the size of each interior angle in a regular hexagon?\n\nOptions:\nA. \\( 60^{\\degree} \\)\nB. \\( 135^{\\degree} \\)\nC. \\( 120^{\\degree} \\)\nD. \\( 160^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "996:A", "QuestionText": "What is the size of angle \\( q \\) ? ![A parallelogram with an angle of 120 degrees in the top left corner find the angle q which is opposite in the bottom right corner of the shape.]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "\\( 80^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 60^{\\circ} \\)", "MisconceptionId": "927", "MisconceptionName": "Assumes that opposite angles in a quadrilateral sum to 180 degrees", "prompt": "Misconception:\nAssumes that opposite angles in a quadrilateral sum to 180 degrees\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![A parallelogram with an angle of 120 degrees in the top left corner find the angle q which is opposite in the bottom right corner of the shape.]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. \\( 80^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "996:D", "QuestionText": "What is the size of angle \\( q \\) ? ![A parallelogram with an angle of 120 degrees in the top left corner find the angle q which is opposite in the bottom right corner of the shape.]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "\\( 80^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2432", "MisconceptionName": "Does not know the properties of a parallelogram", "prompt": "Misconception:\nDoes not know the properties of a parallelogram\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![A parallelogram with an angle of 120 degrees in the top left corner find the angle q which is opposite in the bottom right corner of the shape.]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. \\( 80^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "997:C", "QuestionText": "Tom and Katie are arguing about statements that can be made about the equation on the right. \\( x=y-4 \\) Tom says this is always true: \\( 2 x>y-4 \\) \nKatie says this is always true: \\( x>y-5 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nTom and Katie are arguing about statements that can be made about the equation on the right. \\( x=y-4 \\) Tom says this is always true: \\( 2 x>y-4 \\) \nKatie says this is always true: \\( x>y-5 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "998:A", "QuestionText": "Simplify, if possible:\n\\[\nc+a\n\\]", "AnswerAText": "\\( c a \\)", "AnswerBText": "\\( a c \\)", "AnswerCText": "\\( c^{a} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( c a \\)", "MisconceptionId": "1644", "MisconceptionName": "Confuses collecting like terms with multiplication", "prompt": "Misconception:\nConfuses collecting like terms with multiplication\n\nQuestion:\nSimplify, if possible:\n\\[\nc+a\n\\]\n\nOptions:\nA. \\( c a \\)\nB. \\( a c \\)\nC. \\( c^{a} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "998:B", "QuestionText": "Simplify, if possible:\n\\[\nc+a\n\\]", "AnswerAText": "\\( c a \\)", "AnswerBText": "\\( a c \\)", "AnswerCText": "\\( c^{a} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( a c \\)", "MisconceptionId": "2504", "MisconceptionName": "Does not realise that two letters together, or a number and letter together, are multiplying", "prompt": "Misconception:\nDoes not realise that two letters together, or a number and letter together, are multiplying\n\nQuestion:\nSimplify, if possible:\n\\[\nc+a\n\\]\n\nOptions:\nA. \\( c a \\)\nB. \\( a c \\)\nC. \\( c^{a} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "998:C", "QuestionText": "Simplify, if possible:\n\\[\nc+a\n\\]", "AnswerAText": "\\( c a \\)", "AnswerBText": "\\( a c \\)", "AnswerCText": "\\( c^{a} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( c^{a} \\)", "MisconceptionId": "4", "MisconceptionName": "Believes addition of terms and powers of terms are equivalent e.g. a + c = a^c", "prompt": "Misconception:\nBelieves addition of terms and powers of terms are equivalent e.g. a + c = a^c\n\nQuestion:\nSimplify, if possible:\n\\[\nc+a\n\\]\n\nOptions:\nA. \\( c a \\)\nB. \\( a c \\)\nC. \\( c^{a} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "999:B", "QuestionText": "The graph on the right shows the mass of sand in a bucket over time\n\nWhat might the horizontal section represent? ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()", "AnswerAText": "The temperature of the sand is falling", "AnswerBText": "Sand is being added to the bucket", "AnswerCText": "Sand is being tipped out", "AnswerDText": "The bucket is full", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Sand is being added to the bucket", "MisconceptionId": "1784", "MisconceptionName": "Believes a horizontal line can show a constant rate of change", "prompt": "Misconception:\nBelieves a horizontal line can show a constant rate of change\n\nQuestion:\nThe graph on the right shows the mass of sand in a bucket over time\n\nWhat might the horizontal section represent? ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()\n\nOptions:\nA. The temperature of the sand is falling\nB. Sand is being added to the bucket\nC. Sand is being tipped out\nD. The bucket is full\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "999:C", "QuestionText": "The graph on the right shows the mass of sand in a bucket over time\n\nWhat might the horizontal section represent? ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()", "AnswerAText": "The temperature of the sand is falling", "AnswerBText": "Sand is being added to the bucket", "AnswerCText": "Sand is being tipped out", "AnswerDText": "The bucket is full", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Sand is being tipped out", "MisconceptionId": "1784", "MisconceptionName": "Believes a horizontal line can show a constant rate of change", "prompt": "Misconception:\nBelieves a horizontal line can show a constant rate of change\n\nQuestion:\nThe graph on the right shows the mass of sand in a bucket over time\n\nWhat might the horizontal section represent? ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()\n\nOptions:\nA. The temperature of the sand is falling\nB. Sand is being added to the bucket\nC. Sand is being tipped out\nD. The bucket is full\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1000:A", "QuestionText": "Simplify the following, if possible: \\( \\frac{1-t}{t-1} \\)", "AnswerAText": "\\( t \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( t \\)", "MisconceptionId": "891", "MisconceptionName": "Incorrectly cancels what they believe is a factor in algebraic fractions", "prompt": "Misconception:\nIncorrectly cancels what they believe is a factor in algebraic fractions\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{1-t}{t-1} \\)\n\nOptions:\nA. \\( t \\)\nB. \\( -1 \\)\nC. \\( 1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1000:C", "QuestionText": "Simplify the following, if possible: \\( \\frac{1-t}{t-1} \\)", "AnswerAText": "\\( t \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "891", "MisconceptionName": "Incorrectly cancels what they believe is a factor in algebraic fractions", "prompt": "Misconception:\nIncorrectly cancels what they believe is a factor in algebraic fractions\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{1-t}{t-1} \\)\n\nOptions:\nA. \\( t \\)\nB. \\( -1 \\)\nC. \\( 1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1000:D", "QuestionText": "Simplify the following, if possible: \\( \\frac{1-t}{t-1} \\)", "AnswerAText": "\\( t \\)", "AnswerBText": "\\( -1 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "353", "MisconceptionName": "Does not recognise when one part of a fraction is the negative of the other", "prompt": "Misconception:\nDoes not recognise when one part of a fraction is the negative of the other\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{1-t}{t-1} \\)\n\nOptions:\nA. \\( t \\)\nB. \\( -1 \\)\nC. \\( 1 \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1001:A", "QuestionText": "What is \\( \\mathbf{3 . 5 1 6 3} \\) rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 3.51 \\)", "AnswerBText": "\\( 3.52 \\)", "AnswerCText": "\\( 4.51 \\)", "AnswerDText": "\\( 4.52 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3.51 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{3 . 5 1 6 3} \\) rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 3.51 \\)\nB. \\( 3.52 \\)\nC. \\( 4.51 \\)\nD. \\( 4.52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1001:C", "QuestionText": "What is \\( \\mathbf{3 . 5 1 6 3} \\) rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 3.51 \\)", "AnswerBText": "\\( 3.52 \\)", "AnswerCText": "\\( 4.51 \\)", "AnswerDText": "\\( 4.52 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4.51 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( \\mathbf{3 . 5 1 6 3} \\) rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 3.51 \\)\nB. \\( 3.52 \\)\nC. \\( 4.51 \\)\nD. \\( 4.52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1001:D", "QuestionText": "What is \\( \\mathbf{3 . 5 1 6 3} \\) rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 3.51 \\)", "AnswerBText": "\\( 3.52 \\)", "AnswerCText": "\\( 4.51 \\)", "AnswerDText": "\\( 4.52 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4.52 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( \\mathbf{3 . 5 1 6 3} \\) rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 3.51 \\)\nB. \\( 3.52 \\)\nC. \\( 4.51 \\)\nD. \\( 4.52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1002:B", "QuestionText": "Convert \\( \\frac{3}{20} \\) into a decimal", "AnswerAText": "\\( 0.15 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 3.20 \\)", "AnswerDText": "\\( 0.12 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nConvert \\( \\frac{3}{20} \\) into a decimal\n\nOptions:\nA. \\( 0.15 \\)\nB. \\( 0.3 \\)\nC. \\( 3.20 \\)\nD. \\( 0.12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1002:C", "QuestionText": "Convert \\( \\frac{3}{20} \\) into a decimal", "AnswerAText": "\\( 0.15 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 3.20 \\)", "AnswerDText": "\\( 0.12 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3.20 \\)", "MisconceptionId": "2308", "MisconceptionName": "Converts a fraction to a decimal by placing a decimal point between the numerator and denominator", "prompt": "Misconception:\nConverts a fraction to a decimal by placing a decimal point between the numerator and denominator\n\nQuestion:\nConvert \\( \\frac{3}{20} \\) into a decimal\n\nOptions:\nA. \\( 0.15 \\)\nB. \\( 0.3 \\)\nC. \\( 3.20 \\)\nD. \\( 0.12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1003:A", "QuestionText": "This pictogram shows the different types of music Bob has in his music collection.\n\nHow many Blues CDs does Bob have? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()", "AnswerAText": "\\( 8.25 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 2.25 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8.25 \\)", "MisconceptionId": "2344", "MisconceptionName": "When counting partial symbols on pictogram, uses the fraction rather than the amount it represents", "prompt": "Misconception:\nWhen counting partial symbols on pictogram, uses the fraction rather than the amount it represents\n\nQuestion:\nThis pictogram shows the different types of music Bob has in his music collection.\n\nHow many Blues CDs does Bob have? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\n\nOptions:\nA. \\( 8.25 \\)\nB. \\( 9 \\)\nC. \\( 2 \\)\nD. \\( 2.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1003:D", "QuestionText": "This pictogram shows the different types of music Bob has in his music collection.\n\nHow many Blues CDs does Bob have? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()", "AnswerAText": "\\( 8.25 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 2.25 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2.25 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\nThis pictogram shows the different types of music Bob has in his music collection.\n\nHow many Blues CDs does Bob have? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\n\nOptions:\nA. \\( 8.25 \\)\nB. \\( 9 \\)\nC. \\( 2 \\)\nD. \\( 2.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1004:A", "QuestionText": "How many rectangles would you need to shade so that \\( 22 \\% \\) of this shape is shaded? \\begin{tabular}{|l|l|l|l|l|l|l|l|l|l|}\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 44 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 22 \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nHow many rectangles would you need to shade so that \\( 22 \\% \\) of this shape is shaded? \\begin{tabular}{|l|l|l|l|l|l|l|l|l|l|}\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 22 \\)\nB. \\( 44 \\)\nC. \\( 11 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1004:B", "QuestionText": "How many rectangles would you need to shade so that \\( 22 \\% \\) of this shape is shaded? \\begin{tabular}{|l|l|l|l|l|l|l|l|l|l|}\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 44 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 44 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\nHow many rectangles would you need to shade so that \\( 22 \\% \\) of this shape is shaded? \\begin{tabular}{|l|l|l|l|l|l|l|l|l|l|}\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 22 \\)\nB. \\( 44 \\)\nC. \\( 11 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1004:D", "QuestionText": "How many rectangles would you need to shade so that \\( 22 \\% \\) of this shape is shaded? \\begin{tabular}{|l|l|l|l|l|l|l|l|l|l|}\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 44 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not possible", "MisconceptionId": "2138", "MisconceptionName": "Does not understand a percentage can be applied to something not out of 100", "prompt": "Misconception:\nDoes not understand a percentage can be applied to something not out of 100\n\nQuestion:\nHow many rectangles would you need to shade so that \\( 22 \\% \\) of this shape is shaded? \\begin{tabular}{|l|l|l|l|l|l|l|l|l|l|}\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline & \\(\\space\\) & \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) &  \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 22 \\)\nB. \\( 44 \\)\nC. \\( 11 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1005:A", "QuestionText": "What is \\( \\frac{3}{5} \\) as a decimal?", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 0.35 \\)", "AnswerDText": "None of these.", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.5 \\)", "MisconceptionId": "760", "MisconceptionName": "Converts a fraction to a decimal by using the denominator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using the denominator after the decimal point\n\nQuestion:\nWhat is \\( \\frac{3}{5} \\) as a decimal?\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.3 \\)\nC. \\( 0.35 \\)\nD. None of these.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1005:B", "QuestionText": "What is \\( \\frac{3}{5} \\) as a decimal?", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 0.35 \\)", "AnswerDText": "None of these.", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nWhat is \\( \\frac{3}{5} \\) as a decimal?\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.3 \\)\nC. \\( 0.35 \\)\nD. None of these.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1005:C", "QuestionText": "What is \\( \\frac{3}{5} \\) as a decimal?", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.3 \\)", "AnswerCText": "\\( 0.35 \\)", "AnswerDText": "None of these.", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.35 \\)", "MisconceptionId": "2073", "MisconceptionName": "Converts a fraction to a decimal by placing all values of the fraction after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by placing all values of the fraction after the decimal point\n\nQuestion:\nWhat is \\( \\frac{3}{5} \\) as a decimal?\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.3 \\)\nC. \\( 0.35 \\)\nD. None of these.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1006:A", "QuestionText": "The area of this trapezium is\n\\(\n30 \\mathrm{~cm}^{2}\n\\)\nWhat measurement should replace the star? ![A trapezium with 8cm and a star on the parallel sides, and the perpendicular height is 5cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.75 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\)", "MisconceptionId": "2388", "MisconceptionName": "Uses formula for area of a parallelogram when finding the area of a trapezium", "prompt": "Misconception:\nUses formula for area of a parallelogram when finding the area of a trapezium\n\nQuestion:\nThe area of this trapezium is\n\\(\n30 \\mathrm{~cm}^{2}\n\\)\nWhat measurement should replace the star? ![A trapezium with 8cm and a star on the parallel sides, and the perpendicular height is 5cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 3.75 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1006:C", "QuestionText": "The area of this trapezium is\n\\(\n30 \\mathrm{~cm}^{2}\n\\)\nWhat measurement should replace the star? ![A trapezium with 8cm and a star on the parallel sides, and the perpendicular height is 5cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.75 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3.75 \\mathrm{~cm} \\)", "MisconceptionId": "2197", "MisconceptionName": "Thinks you multiply parallel sides to find the area of a trapezium", "prompt": "Misconception:\nThinks you multiply parallel sides to find the area of a trapezium\n\nQuestion:\nThe area of this trapezium is\n\\(\n30 \\mathrm{~cm}^{2}\n\\)\nWhat measurement should replace the star? ![A trapezium with 8cm and a star on the parallel sides, and the perpendicular height is 5cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 3.75 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1006:D", "QuestionText": "The area of this trapezium is\n\\(\n30 \\mathrm{~cm}^{2}\n\\)\nWhat measurement should replace the star? ![A trapezium with 8cm and a star on the parallel sides, and the perpendicular height is 5cm.]()", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.75 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "305", "MisconceptionName": "Does not know the formula for area of a trapezium", "prompt": "Misconception:\nDoes not know the formula for area of a trapezium\n\nQuestion:\nThe area of this trapezium is\n\\(\n30 \\mathrm{~cm}^{2}\n\\)\nWhat measurement should replace the star? ![A trapezium with 8cm and a star on the parallel sides, and the perpendicular height is 5cm.]()\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 3.75 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1007:B", "QuestionText": "The ratio of adults to children at a party is \\( 1\\;: 4 \\)\nThere are \\( 20 \\) adults.\nHow many children are there?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nThe ratio of adults to children at a party is \\( 1\\;: 4 \\)\nThere are \\( 20 \\) adults.\nHow many children are there?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 5 \\)\nC. \\( 80 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1007:D", "QuestionText": "The ratio of adults to children at a party is \\( 1\\;: 4 \\)\nThere are \\( 20 \\) adults.\nHow many children are there?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2071", "MisconceptionName": "Shares equally instead of in given ratio", "prompt": "Misconception:\nShares equally instead of in given ratio\n\nQuestion:\nThe ratio of adults to children at a party is \\( 1\\;: 4 \\)\nThere are \\( 20 \\) adults.\nHow many children are there?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 5 \\)\nC. \\( 80 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1008:B", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{24}{x}=6\n\\)\n\nTom says a correct next line of working could be: \\( 24=6 x \\) \n\nKatie says a correct next line of working could be: \\( 24=\\frac{x}{6} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "334", "MisconceptionName": "When solving an equation with x in the denominator, thinks the inverse operation is to make it the numerator on the other side", "prompt": "Misconception:\nWhen solving an equation with x in the denominator, thinks the inverse operation is to make it the numerator on the other side\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{24}{x}=6\n\\)\n\nTom says a correct next line of working could be: \\( 24=6 x \\) \n\nKatie says a correct next line of working could be: \\( 24=\\frac{x}{6} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1008:C", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{24}{x}=6\n\\)\n\nTom says a correct next line of working could be: \\( 24=6 x \\) \n\nKatie says a correct next line of working could be: \\( 24=\\frac{x}{6} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "334", "MisconceptionName": "When solving an equation with x in the denominator, thinks the inverse operation is to make it the numerator on the other side", "prompt": "Misconception:\nWhen solving an equation with x in the denominator, thinks the inverse operation is to make it the numerator on the other side\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{24}{x}=6\n\\)\n\nTom says a correct next line of working could be: \\( 24=6 x \\) \n\nKatie says a correct next line of working could be: \\( 24=\\frac{x}{6} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1008:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n\\frac{24}{x}=6\n\\)\n\nTom says a correct next line of working could be: \\( 24=6 x \\) \n\nKatie says a correct next line of working could be: \\( 24=\\frac{x}{6} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1130", "MisconceptionName": "Does not know how to solve linear equations involving fractions", "prompt": "Misconception:\nDoes not know how to solve linear equations involving fractions\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n\\frac{24}{x}=6\n\\)\n\nTom says a correct next line of working could be: \\( 24=6 x \\) \n\nKatie says a correct next line of working could be: \\( 24=\\frac{x}{6} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1009:C", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{3 x}{2}+1=1.6\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=0.6 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+2=2.12 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "711", "MisconceptionName": "Believes you write the carried value in the number rather than adding it to the next place value column", "prompt": "Misconception:\nBelieves you write the carried value in the number rather than adding it to the next place value column\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{3 x}{2}+1=1.6\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=0.6 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+2=2.12 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1009:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{3 x}{2}+1=1.6\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=0.6 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+2=2.12 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{3 x}{2}+1=1.6\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=0.6 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+2=2.12 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1010:B", "QuestionText": "Tom and Katie are discussing written division strategies.\n\nTom says \\( 918 \\div 34=934 \\div 18 \\)\n\nKatie says \\( 918 \\div 34=34 \\div 918 \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nTom and Katie are discussing written division strategies.\n\nTom says \\( 918 \\div 34=934 \\div 18 \\)\n\nKatie says \\( 918 \\div 34=34 \\div 918 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1011:A", "QuestionText": "Which is the correct point for E when reflected in the line \\( x=-1 \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -5 to 3. Four points are plotted and joined to make a rectangle: (1,1), (3, 1), (3, 3) and (1,3). Point (3, 3) is labelled with the letter \"E\". ]()", "AnswerAText": "(-3, 3)", "AnswerBText": "(-5, 3)", "AnswerCText": "(3, -3)", "AnswerDText": "(3, -5)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "(-3, 3)", "MisconceptionId": "2155", "MisconceptionName": "Reflects in an axis, instead of the given mirror line", "prompt": "Misconception:\nReflects in an axis, instead of the given mirror line\n\nQuestion:\nWhich is the correct point for E when reflected in the line \\( x=-1 \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -5 to 3. Four points are plotted and joined to make a rectangle: (1,1), (3, 1), (3, 3) and (1,3). Point (3, 3) is labelled with the letter \"E\". ]()\n\nOptions:\nA. (-3, 3)\nB. (-5, 3)\nC. (3, -3)\nD. (3, -5)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1011:C", "QuestionText": "Which is the correct point for E when reflected in the line \\( x=-1 \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -5 to 3. Four points are plotted and joined to make a rectangle: (1,1), (3, 1), (3, 3) and (1,3). Point (3, 3) is labelled with the letter \"E\". ]()", "AnswerAText": "(-3, 3)", "AnswerBText": "(-5, 3)", "AnswerCText": "(3, -3)", "AnswerDText": "(3, -5)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "(3, -3)", "MisconceptionId": "2155", "MisconceptionName": "Reflects in an axis, instead of the given mirror line", "prompt": "Misconception:\nReflects in an axis, instead of the given mirror line\n\nQuestion:\nWhich is the correct point for E when reflected in the line \\( x=-1 \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -5 to 3. Four points are plotted and joined to make a rectangle: (1,1), (3, 1), (3, 3) and (1,3). Point (3, 3) is labelled with the letter \"E\". ]()\n\nOptions:\nA. (-3, 3)\nB. (-5, 3)\nC. (3, -3)\nD. (3, -5)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1011:D", "QuestionText": "Which is the correct point for E when reflected in the line \\( x=-1 \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -5 to 3. Four points are plotted and joined to make a rectangle: (1,1), (3, 1), (3, 3) and (1,3). Point (3, 3) is labelled with the letter \"E\". ]()", "AnswerAText": "(-3, 3)", "AnswerBText": "(-5, 3)", "AnswerCText": "(3, -3)", "AnswerDText": "(3, -5)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "(3, -5)", "MisconceptionId": "642", "MisconceptionName": "Thinks x = ? is a horizontal line through ?", "prompt": "Misconception:\nThinks x = ? is a horizontal line through ?\n\nQuestion:\nWhich is the correct point for E when reflected in the line \\( x=-1 \\) ? ![A set of axes: x-axis from -5 to 5, y-axis from -5 to 3. Four points are plotted and joined to make a rectangle: (1,1), (3, 1), (3, 3) and (1,3). Point (3, 3) is labelled with the letter \"E\". ]()\n\nOptions:\nA. (-3, 3)\nB. (-5, 3)\nC. (3, -3)\nD. (3, -5)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1012:B", "QuestionText": "Which of the following expressions is equivalent to:\n\\(\n\\left(2 p^{2}\\right)^{3}\n\\)", "AnswerAText": "\\( 2 p^{8} \\)", "AnswerBText": "\\( 8 p^{2} \\)", "AnswerCText": "\\( 2 p^{5} \\)", "AnswerDText": "\\( 8 p^{6} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 8 p^{2} \\)", "MisconceptionId": "1443", "MisconceptionName": "Thinks that when raising a variable with a coefficient to a power, only the coefficient is affected by the power", "prompt": "Misconception:\nThinks that when raising a variable with a coefficient to a power, only the coefficient is affected by the power\n\nQuestion:\nWhich of the following expressions is equivalent to:\n\\(\n\\left(2 p^{2}\\right)^{3}\n\\)\n\nOptions:\nA. \\( 2 p^{8} \\)\nB. \\( 8 p^{2} \\)\nC. \\( 2 p^{5} \\)\nD. \\( 8 p^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1013:C", "QuestionText": "Tom and Katie are discussing this pair of lines\nTom says they are equal length\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a little red line marked across them. The blue lines don't touch each other, but they are closer together at one end.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1513", "MisconceptionName": "Does not know the meaning of perpendicular", "prompt": "Misconception:\nDoes not know the meaning of perpendicular\n\nQuestion:\nTom and Katie are discussing this pair of lines\nTom says they are equal length\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a little red line marked across them. The blue lines don't touch each other, but they are closer together at one end.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1013:D", "QuestionText": "Tom and Katie are discussing this pair of lines\nTom says they are equal length\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a little red line marked across them. The blue lines don't touch each other, but they are closer together at one end.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2137", "MisconceptionName": "Does not know what dashes on the sides of shapes mean", "prompt": "Misconception:\nDoes not know what dashes on the sides of shapes mean\n\nQuestion:\nTom and Katie are discussing this pair of lines\nTom says they are equal length\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a little red line marked across them. The blue lines don't touch each other, but they are closer together at one end.]()\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1014:A", "QuestionText": "![Image of a function machine. The function is add one third, and the output is 7]() What is the input of this function machine?", "AnswerAText": "\\( 7 \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{7}{3} \\)", "AnswerCText": "\\( 6 \\frac{2}{3} \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\frac{1}{3} \\)", "MisconceptionId": "458", "MisconceptionName": "When finding an input of a function machine thinks you apply the operations given rather than the inverse operation.", "prompt": "Misconception:\nWhen finding an input of a function machine thinks you apply the operations given rather than the inverse operation.\n\nQuestion:\n![Image of a function machine. The function is add one third, and the output is 7]() What is the input of this function machine?\n\nOptions:\nA. \\( 7 \\frac{1}{3} \\)\nB. \\( \\frac{7}{3} \\)\nC. \\( 6 \\frac{2}{3} \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1014:B", "QuestionText": "![Image of a function machine. The function is add one third, and the output is 7]() What is the input of this function machine?", "AnswerAText": "\\( 7 \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{7}{3} \\)", "AnswerCText": "\\( 6 \\frac{2}{3} \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{7}{3} \\)", "MisconceptionId": "520", "MisconceptionName": "Thinks the inverse of addition is multiplication", "prompt": "Misconception:\nThinks the inverse of addition is multiplication\n\nQuestion:\n![Image of a function machine. The function is add one third, and the output is 7]() What is the input of this function machine?\n\nOptions:\nA. \\( 7 \\frac{1}{3} \\)\nB. \\( \\frac{7}{3} \\)\nC. \\( 6 \\frac{2}{3} \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1014:D", "QuestionText": "![Image of a function machine. The function is add one third, and the output is 7]() What is the input of this function machine?", "AnswerAText": "\\( 7 \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{7}{3} \\)", "AnswerCText": "\\( 6 \\frac{2}{3} \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 21 \\)", "MisconceptionId": "674", "MisconceptionName": "Thinks the inverse of addition is division", "prompt": "Misconception:\nThinks the inverse of addition is division\n\nQuestion:\n![Image of a function machine. The function is add one third, and the output is 7]() What is the input of this function machine?\n\nOptions:\nA. \\( 7 \\frac{1}{3} \\)\nB. \\( \\frac{7}{3} \\)\nC. \\( 6 \\frac{2}{3} \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1015:A", "QuestionText": "\\( n \\times 5 \\geq \\frac{n}{5} \\) If \\( n \\) can represent any number, is the statement above...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "always true", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\n\\( n \\times 5 \\geq \\frac{n}{5} \\) If \\( n \\) can represent any number, is the statement above...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1015:C", "QuestionText": "\\( n \\times 5 \\geq \\frac{n}{5} \\) If \\( n \\) can represent any number, is the statement above...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "never true", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\n\\( n \\times 5 \\geq \\frac{n}{5} \\) If \\( n \\) can represent any number, is the statement above...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1016:B", "QuestionText": "Which of the following statements is true when \\( n=1.5 \\) ?", "AnswerAText": "\\( 5 n>n+5 \\)", "AnswerBText": "\\( 5 n<n+5 \\)", "AnswerCText": "\\( 5 n=n+5 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 n<n+5 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following statements is true when \\( n=1.5 \\) ?\n\nOptions:\nA. \\( 5 n>n+5 \\)\nB. \\( 5 n<n+5 \\)\nC. \\( 5 n=n+5 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1017:A", "QuestionText": "Solve the inequality:\n\\(-3>p-1\\)", "AnswerAText": "\\( p<-4 \\)", "AnswerBText": "\\( p>-4 \\)", "AnswerCText": "\\( p>-2 \\)", "AnswerDText": "\\( p<-2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( p<-4 \\)", "MisconceptionId": "2217", "MisconceptionName": "Thinks subtracting a negative makes your answer smaller", "prompt": "Misconception:\nThinks subtracting a negative makes your answer smaller\n\nQuestion:\nSolve the inequality:\n\\(-3>p-1\\)\n\nOptions:\nA. \\( p<-4 \\)\nB. \\( p>-4 \\)\nC. \\( p>-2 \\)\nD. \\( p<-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1017:C", "QuestionText": "Solve the inequality:\n\\(-3>p-1\\)", "AnswerAText": "\\( p<-4 \\)", "AnswerBText": "\\( p>-4 \\)", "AnswerCText": "\\( p>-2 \\)", "AnswerDText": "\\( p<-2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( p>-2 \\)", "MisconceptionId": "38", "MisconceptionName": "Believes the sides of an inequality can be switched without changing the direction of the sign", "prompt": "Misconception:\nBelieves the sides of an inequality can be switched without changing the direction of the sign\n\nQuestion:\nSolve the inequality:\n\\(-3>p-1\\)\n\nOptions:\nA. \\( p<-4 \\)\nB. \\( p>-4 \\)\nC. \\( p>-2 \\)\nD. \\( p<-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1018:B", "QuestionText": "\\( 0.6 \\times 0.4= \\)", "AnswerAText": "\\( 0.24 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 0.024 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( 0.6 \\times 0.4= \\)\n\nOptions:\nA. \\( 0.24 \\)\nB. \\( 1 \\)\nC. \\( 2.4 \\)\nD. \\( 0.024 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1018:C", "QuestionText": "\\( 0.6 \\times 0.4= \\)", "AnswerAText": "\\( 0.24 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 0.024 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2.4 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.6 \\times 0.4= \\)\n\nOptions:\nA. \\( 0.24 \\)\nB. \\( 1 \\)\nC. \\( 2.4 \\)\nD. \\( 0.024 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1018:D", "QuestionText": "\\( 0.6 \\times 0.4= \\)", "AnswerAText": "\\( 0.24 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 0.024 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.024 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.6 \\times 0.4= \\)\n\nOptions:\nA. \\( 0.24 \\)\nB. \\( 1 \\)\nC. \\( 2.4 \\)\nD. \\( 0.024 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1019:B", "QuestionText": "Write the following as simply as possible: \\( \\frac{x^{2}-1}{x+1} \\)", "AnswerAText": "\\( x+1 \\)", "AnswerBText": "\\( x \\)", "AnswerCText": "\\( x-1 \\)", "AnswerDText": "None of the options", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWrite the following as simply as possible: \\( \\frac{x^{2}-1}{x+1} \\)\n\nOptions:\nA. \\( x+1 \\)\nB. \\( x \\)\nC. \\( x-1 \\)\nD. None of the options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1019:D", "QuestionText": "Write the following as simply as possible: \\( \\frac{x^{2}-1}{x+1} \\)", "AnswerAText": "\\( x+1 \\)", "AnswerBText": "\\( x \\)", "AnswerCText": "\\( x-1 \\)", "AnswerDText": "None of the options", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of the options", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWrite the following as simply as possible: \\( \\frac{x^{2}-1}{x+1} \\)\n\nOptions:\nA. \\( x+1 \\)\nB. \\( x \\)\nC. \\( x-1 \\)\nD. None of the options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1020:B", "QuestionText": "Rectangle \\( \\mathrm{P} \\) has been enlarged by a scale factor of \\( 1.5 \\) to give rectangle \\( \\mathrm{Q} \\).\n\nWhat length should replace the star? ![Two rectangles, the smaller labelled P and the larger labelled Q. Q has width 9cm and length 12cm. The length of P is marked with a star.]()", "AnswerAText": "\\( 8 \\mathrm{~cm} \\)", "AnswerBText": "\\( 10.5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 9 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 10.5 \\mathrm{~cm} \\)", "MisconceptionId": "264", "MisconceptionName": "Subtracted rather than divided by a scale factor", "prompt": "Misconception:\nSubtracted rather than divided by a scale factor\n\nQuestion:\nRectangle \\( \\mathrm{P} \\) has been enlarged by a scale factor of \\( 1.5 \\) to give rectangle \\( \\mathrm{Q} \\).\n\nWhat length should replace the star? ![Two rectangles, the smaller labelled P and the larger labelled Q. Q has width 9cm and length 12cm. The length of P is marked with a star.]()\n\nOptions:\nA. \\( 8 \\mathrm{~cm} \\)\nB. \\( 10.5 \\mathrm{~cm} \\)\nC. \\( 9 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1020:C", "QuestionText": "Rectangle \\( \\mathrm{P} \\) has been enlarged by a scale factor of \\( 1.5 \\) to give rectangle \\( \\mathrm{Q} \\).\n\nWhat length should replace the star? ![Two rectangles, the smaller labelled P and the larger labelled Q. Q has width 9cm and length 12cm. The length of P is marked with a star.]()", "AnswerAText": "\\( 8 \\mathrm{~cm} \\)", "AnswerBText": "\\( 10.5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 9 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 9 \\mathrm{~cm} \\)", "MisconceptionId": "637", "MisconceptionName": "Does not recognise the corresponding sides in similar shapes or enlargements", "prompt": "Misconception:\nDoes not recognise the corresponding sides in similar shapes or enlargements\n\nQuestion:\nRectangle \\( \\mathrm{P} \\) has been enlarged by a scale factor of \\( 1.5 \\) to give rectangle \\( \\mathrm{Q} \\).\n\nWhat length should replace the star? ![Two rectangles, the smaller labelled P and the larger labelled Q. Q has width 9cm and length 12cm. The length of P is marked with a star.]()\n\nOptions:\nA. \\( 8 \\mathrm{~cm} \\)\nB. \\( 10.5 \\mathrm{~cm} \\)\nC. \\( 9 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1021:B", "QuestionText": "Jo and Paul are arguing about how to solve this equation:\n\\(\nx^{2}-9 x=0\n\\)\n\nJo says one solution is \\( x=0 \\)\n\nPaul says one solution is \\( x=3 \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "1766", "MisconceptionName": "Thinks x^2 - a^2x is a valid form of difference of two squares", "prompt": "Misconception:\nThinks x^2 - a^2x is a valid form of difference of two squares\n\nQuestion:\nJo and Paul are arguing about how to solve this equation:\n\\(\nx^{2}-9 x=0\n\\)\n\nJo says one solution is \\( x=0 \\)\n\nPaul says one solution is \\( x=3 \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1022:A", "QuestionText": "\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a \\( 4 \\times 4 \\) ? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region]()", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 42 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 27 \\)", "MisconceptionId": "1025", "MisconceptionName": "Forgets to include the intersection value when asked for total value of a set in a Venn diagram", "prompt": "Misconception:\nForgets to include the intersection value when asked for total value of a set in a Venn diagram\n\nQuestion:\n\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a \\( 4 \\times 4 \\) ? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region]()\n\nOptions:\nA. \\( 27 \\)\nB. \\( 15 \\)\nC. \\( 8 \\)\nD. \\( 42 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1022:B", "QuestionText": "\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a \\( 4 \\times 4 \\) ? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region]()", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 42 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "1288", "MisconceptionName": "Believes the intersection on a Venn diagram represents the total of one set", "prompt": "Misconception:\nBelieves the intersection on a Venn diagram represents the total of one set\n\nQuestion:\n\\( 60 \\) people completed an online survey about the car they own.\nThe results are shown in the Venn Diagram.\n\nHow many people own a \\( 4 \\times 4 \\) ? ![A Venn diagram with two circles labelled Owns a 4x4 and Owns a Black Car. The number 27 is in the Owns a 4x4 only region, 15 is in the intersection, and 8 is in the Owns a Black Car only region]()\n\nOptions:\nA. \\( 27 \\)\nB. \\( 15 \\)\nC. \\( 8 \\)\nD. \\( 42 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1023:A", "QuestionText": "Here is a function machine ![Input \\( \\rightarrow-2 \\rightarrow\\times 5 \\rightarrow \\) Output]() The input is \\( 7 \\).\nWhich calculation gives the correct output?", "AnswerAText": "\\( 7-2 \\times 5 \\)", "AnswerBText": "\\( 7(5-2) \\)", "AnswerCText": "\\( 7 \\times 5-2 \\)", "AnswerDText": "\\( 5(7-2) \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 7-2 \\times 5 \\)", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\nHere is a function machine ![Input \\( \\rightarrow-2 \\rightarrow\\times 5 \\rightarrow \\) Output]() The input is \\( 7 \\).\nWhich calculation gives the correct output?\n\nOptions:\nA. \\( 7-2 \\times 5 \\)\nB. \\( 7(5-2) \\)\nC. \\( 7 \\times 5-2 \\)\nD. \\( 5(7-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1023:B", "QuestionText": "Here is a function machine ![Input \\( \\rightarrow-2 \\rightarrow\\times 5 \\rightarrow \\) Output]() The input is \\( 7 \\).\nWhich calculation gives the correct output?", "AnswerAText": "\\( 7-2 \\times 5 \\)", "AnswerBText": "\\( 7(5-2) \\)", "AnswerCText": "\\( 7 \\times 5-2 \\)", "AnswerDText": "\\( 5(7-2) \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 7(5-2) \\)", "MisconceptionId": "2270", "MisconceptionName": "In a function machine, confuses an operation with the input", "prompt": "Misconception:\nIn a function machine, confuses an operation with the input\n\nQuestion:\nHere is a function machine ![Input \\( \\rightarrow-2 \\rightarrow\\times 5 \\rightarrow \\) Output]() The input is \\( 7 \\).\nWhich calculation gives the correct output?\n\nOptions:\nA. \\( 7-2 \\times 5 \\)\nB. \\( 7(5-2) \\)\nC. \\( 7 \\times 5-2 \\)\nD. \\( 5(7-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1023:C", "QuestionText": "Here is a function machine ![Input \\( \\rightarrow-2 \\rightarrow\\times 5 \\rightarrow \\) Output]() The input is \\( 7 \\).\nWhich calculation gives the correct output?", "AnswerAText": "\\( 7-2 \\times 5 \\)", "AnswerBText": "\\( 7(5-2) \\)", "AnswerCText": "\\( 7 \\times 5-2 \\)", "AnswerDText": "\\( 5(7-2) \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 7 \\times 5-2 \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nHere is a function machine ![Input \\( \\rightarrow-2 \\rightarrow\\times 5 \\rightarrow \\) Output]() The input is \\( 7 \\).\nWhich calculation gives the correct output?\n\nOptions:\nA. \\( 7-2 \\times 5 \\)\nB. \\( 7(5-2) \\)\nC. \\( 7 \\times 5-2 \\)\nD. \\( 5(7-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1024:C", "QuestionText": "Jumbo Restaurant has \\( 34 \\) choices of starters, \\( 92 \\) choices of main course, and \\( 27 \\) choices of dessert.\nSally wants a starter, main course and dessert.\n\nWhich of the following calculations would correctly work out the total possible combinations of available to Sally?", "AnswerAText": "\\( 34 \\times 92 \\times 27 \\)", "AnswerBText": "\\( 3 \\times 34 \\times 92 \\times 27 \\)", "AnswerCText": "\\( 34+92+27 \\)", "AnswerDText": "\\( 3 \\times(34+92+27) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 34+92+27 \\)", "MisconceptionId": "2279", "MisconceptionName": "Adds rather than multiplies when using the product rule for counting", "prompt": "Misconception:\nAdds rather than multiplies when using the product rule for counting\n\nQuestion:\nJumbo Restaurant has \\( 34 \\) choices of starters, \\( 92 \\) choices of main course, and \\( 27 \\) choices of dessert.\nSally wants a starter, main course and dessert.\n\nWhich of the following calculations would correctly work out the total possible combinations of available to Sally?\n\nOptions:\nA. \\( 34 \\times 92 \\times 27 \\)\nB. \\( 3 \\times 34 \\times 92 \\times 27 \\)\nC. \\( 34+92+27 \\)\nD. \\( 3 \\times(34+92+27) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1025:A", "QuestionText": "According to the graph, what are the solutions to the simultaneous equations? ![The image is of a set of axes with two straight lines drawn on. The red line goes through the points (0,6) and (3,0). The blue line goes through the points (0,3) and (6,0)and the two lines cross at (2,2).]()", "AnswerAText": "\\( x=3, \\quad y=6 \\)", "AnswerBText": "\\( x=6, \\quad y=3 \\)", "AnswerCText": "\\( x=2, \\quad y=2 \\)", "AnswerDText": "\\( x=2, \\quad y=1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x=3, \\quad y=6 \\)", "MisconceptionId": "1464", "MisconceptionName": "When solving simultaneous equations graphically, they think the solutions are the y-intercepts", "prompt": "Misconception:\nWhen solving simultaneous equations graphically, they think the solutions are the y-intercepts\n\nQuestion:\nAccording to the graph, what are the solutions to the simultaneous equations? ![The image is of a set of axes with two straight lines drawn on. The red line goes through the points (0,6) and (3,0). The blue line goes through the points (0,3) and (6,0)and the two lines cross at (2,2).]()\n\nOptions:\nA. \\( x=3, \\quad y=6 \\)\nB. \\( x=6, \\quad y=3 \\)\nC. \\( x=2, \\quad y=2 \\)\nD. \\( x=2, \\quad y=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1025:B", "QuestionText": "According to the graph, what are the solutions to the simultaneous equations? ![The image is of a set of axes with two straight lines drawn on. The red line goes through the points (0,6) and (3,0). The blue line goes through the points (0,3) and (6,0)and the two lines cross at (2,2).]()", "AnswerAText": "\\( x=3, \\quad y=6 \\)", "AnswerBText": "\\( x=6, \\quad y=3 \\)", "AnswerCText": "\\( x=2, \\quad y=2 \\)", "AnswerDText": "\\( x=2, \\quad y=1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x=6, \\quad y=3 \\)", "MisconceptionId": "384", "MisconceptionName": "When solving simultaneous equations graphically, they think the solutions are the x-intercepts", "prompt": "Misconception:\nWhen solving simultaneous equations graphically, they think the solutions are the x-intercepts\n\nQuestion:\nAccording to the graph, what are the solutions to the simultaneous equations? ![The image is of a set of axes with two straight lines drawn on. The red line goes through the points (0,6) and (3,0). The blue line goes through the points (0,3) and (6,0)and the two lines cross at (2,2).]()\n\nOptions:\nA. \\( x=3, \\quad y=6 \\)\nB. \\( x=6, \\quad y=3 \\)\nC. \\( x=2, \\quad y=2 \\)\nD. \\( x=2, \\quad y=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1026:A", "QuestionText": "Jo and Paul are talking about which term could replace the star in this addition pyramid.\nJo says it could be: \\( f \\)\nPaul says it could be: \\( g \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, and empty box and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. The left one contains 4f+6g, the right one is empty. The top row is one box, centered over the join of the two below, it is empty.]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1690", "MisconceptionName": "Assumes an addition pyramid works in a different way to how it actually does", "prompt": "Misconception:\nAssumes an addition pyramid works in a different way to how it actually does\n\nQuestion:\nJo and Paul are talking about which term could replace the star in this addition pyramid.\nJo says it could be: \\( f \\)\nPaul says it could be: \\( g \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, and empty box and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. The left one contains 4f+6g, the right one is empty. The top row is one box, centered over the join of the two below, it is empty.]()\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1026:B", "QuestionText": "Jo and Paul are talking about which term could replace the star in this addition pyramid.\nJo says it could be: \\( f \\)\nPaul says it could be: \\( g \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, and empty box and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. The left one contains 4f+6g, the right one is empty. The top row is one box, centered over the join of the two below, it is empty.]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nPaul", "MisconceptionId": "1690", "MisconceptionName": "Assumes an addition pyramid works in a different way to how it actually does", "prompt": "Misconception:\nAssumes an addition pyramid works in a different way to how it actually does\n\nQuestion:\nJo and Paul are talking about which term could replace the star in this addition pyramid.\nJo says it could be: \\( f \\)\nPaul says it could be: \\( g \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, and empty box and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. The left one contains 4f+6g, the right one is empty. The top row is one box, centered over the join of the two below, it is empty.]()\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1027:B", "QuestionText": "![2 arrows pointing to the right. + 7 in the first arrow. divide by 2 in the second arrow]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 9 \\), what is the first term?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2377", "MisconceptionName": "Does not know the definition of term or term-to-term rule", "prompt": "Misconception:\nDoes not know the definition of term or term-to-term rule\n\nQuestion:\n![2 arrows pointing to the right. + 7 in the first arrow. divide by 2 in the second arrow]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 9 \\), what is the first term?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 4 \\)\nC. \\( 11 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1027:C", "QuestionText": "![2 arrows pointing to the right. + 7 in the first arrow. divide by 2 in the second arrow]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 9 \\), what is the first term?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n![2 arrows pointing to the right. + 7 in the first arrow. divide by 2 in the second arrow]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 9 \\), what is the first term?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 4 \\)\nC. \\( 11 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1027:D", "QuestionText": "![2 arrows pointing to the right. + 7 in the first arrow. divide by 2 in the second arrow]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 9 \\), what is the first term?", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2377", "MisconceptionName": "Does not know the definition of term or term-to-term rule", "prompt": "Misconception:\nDoes not know the definition of term or term-to-term rule\n\nQuestion:\n![2 arrows pointing to the right. + 7 in the first arrow. divide by 2 in the second arrow]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 9 \\), what is the first term?\n\nOptions:\nA. \\( 15 \\)\nB. \\( 4 \\)\nC. \\( 11 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1028:A", "QuestionText": "What is the height of the rectangle as indicated by the arrow? ![A pair of axes with no labels. 4 points are marked and joined with straight lines to make a rectangle. The top left corner of the rectangle is labelled with co-ordinate (-4,7).  The bottom right corner of the rectangle is labelled with co-ordinate (2,-12). A double-ended vertical arrow spans the height of the rectangle, starting level with (2,-12) and ending level with the corner of the rectangle directly above (2,-12).]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 19 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\nWhat is the height of the rectangle as indicated by the arrow? ![A pair of axes with no labels. 4 points are marked and joined with straight lines to make a rectangle. The top left corner of the rectangle is labelled with co-ordinate (-4,7).  The bottom right corner of the rectangle is labelled with co-ordinate (2,-12). A double-ended vertical arrow spans the height of the rectangle, starting level with (2,-12) and ending level with the corner of the rectangle directly above (2,-12).]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 2 \\)\nD. \\( 19 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1028:B", "QuestionText": "What is the height of the rectangle as indicated by the arrow? ![A pair of axes with no labels. 4 points are marked and joined with straight lines to make a rectangle. The top left corner of the rectangle is labelled with co-ordinate (-4,7).  The bottom right corner of the rectangle is labelled with co-ordinate (2,-12). A double-ended vertical arrow spans the height of the rectangle, starting level with (2,-12) and ending level with the corner of the rectangle directly above (2,-12).]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 19 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1968", "MisconceptionName": "Mixes up width and height of a rectangle", "prompt": "Misconception:\nMixes up width and height of a rectangle\n\nQuestion:\nWhat is the height of the rectangle as indicated by the arrow? ![A pair of axes with no labels. 4 points are marked and joined with straight lines to make a rectangle. The top left corner of the rectangle is labelled with co-ordinate (-4,7).  The bottom right corner of the rectangle is labelled with co-ordinate (2,-12). A double-ended vertical arrow spans the height of the rectangle, starting level with (2,-12) and ending level with the corner of the rectangle directly above (2,-12).]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 2 \\)\nD. \\( 19 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1028:C", "QuestionText": "What is the height of the rectangle as indicated by the arrow? ![A pair of axes with no labels. 4 points are marked and joined with straight lines to make a rectangle. The top left corner of the rectangle is labelled with co-ordinate (-4,7).  The bottom right corner of the rectangle is labelled with co-ordinate (2,-12). A double-ended vertical arrow spans the height of the rectangle, starting level with (2,-12) and ending level with the corner of the rectangle directly above (2,-12).]()", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 19 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\nWhat is the height of the rectangle as indicated by the arrow? ![A pair of axes with no labels. 4 points are marked and joined with straight lines to make a rectangle. The top left corner of the rectangle is labelled with co-ordinate (-4,7).  The bottom right corner of the rectangle is labelled with co-ordinate (2,-12). A double-ended vertical arrow spans the height of the rectangle, starting level with (2,-12) and ending level with the corner of the rectangle directly above (2,-12).]()\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 2 \\)\nD. \\( 19 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1029:C", "QuestionText": "How many terms are greater than zero in this sequence:\n\\[\n22-5 n\n\\]", "AnswerAText": "\\( 22 \\)", "AnswerBText": "\\( 17 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "936", "MisconceptionName": "Thinks the first term in a sequence is the term before the sequence begins (0th term)", "prompt": "Misconception:\nThinks the first term in a sequence is the term before the sequence begins (0th term)\n\nQuestion:\nHow many terms are greater than zero in this sequence:\n\\[\n22-5 n\n\\]\n\nOptions:\nA. \\( 22 \\)\nB. \\( 17 \\)\nC. \\( 5 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1030:A", "QuestionText": "Tom and Katie are discussing fractions, decimals and percentages. Tom says \\( \\frac{11}{50}=0.11 \\) Katie says \\( \\frac{11}{50}=22 \\% \\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nTom and Katie are discussing fractions, decimals and percentages. Tom says \\( \\frac{11}{50}=0.11 \\) Katie says \\( \\frac{11}{50}=22 \\% \\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1030:C", "QuestionText": "Tom and Katie are discussing fractions, decimals and percentages. Tom says \\( \\frac{11}{50}=0.11 \\) Katie says \\( \\frac{11}{50}=22 \\% \\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nTom and Katie are discussing fractions, decimals and percentages. Tom says \\( \\frac{11}{50}=0.11 \\) Katie says \\( \\frac{11}{50}=22 \\% \\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1030:D", "QuestionText": "Tom and Katie are discussing fractions, decimals and percentages. Tom says \\( \\frac{11}{50}=0.11 \\) Katie says \\( \\frac{11}{50}=22 \\% \\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nTom and Katie are discussing fractions, decimals and percentages. Tom says \\( \\frac{11}{50}=0.11 \\) Katie says \\( \\frac{11}{50}=22 \\% \\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1031:A", "QuestionText": "When using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 735, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1155", "MisconceptionName": "Starts at the wrong end of the dividend when dividing", "prompt": "Misconception:\nStarts at the wrong end of the dividend when dividing\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 735, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 1 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1031:B", "QuestionText": "When using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 735, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2273", "MisconceptionName": "Subtracts instead of divides", "prompt": "Misconception:\nSubtracts instead of divides\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 735, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 1 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1031:C", "QuestionText": "When using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 735, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1155", "MisconceptionName": "Starts at the wrong end of the dividend when dividing", "prompt": "Misconception:\nStarts at the wrong end of the dividend when dividing\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 735, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 \\)\nC. \\( 1 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1032:A", "QuestionText": "\\( 5+4 \\times 3= \\)", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( 17 \\)", "AnswerCText": "\\( 60 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 27 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 5+4 \\times 3= \\)\n\nOptions:\nA. \\( 27 \\)\nB. \\( 17 \\)\nC. \\( 60 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1032:C", "QuestionText": "\\( 5+4 \\times 3= \\)", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( 17 \\)", "AnswerCText": "\\( 60 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 60 \\)", "MisconceptionId": "2326", "MisconceptionName": "Multiplies rather than adds", "prompt": "Misconception:\nMultiplies rather than adds\n\nQuestion:\n\\( 5+4 \\times 3= \\)\n\nOptions:\nA. \\( 27 \\)\nB. \\( 17 \\)\nC. \\( 60 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1033:B", "QuestionText": "Chris orders \\( 3 \\) cups of tea and a cake, and his bill comes to £3.10\n\nAmy orders \\( 5 \\) cups of tea and a cake, and her bill comes to \\( £ 4.50 \\).\nHow much does one cup of tea cost?", "AnswerAText": "\\( 70 p \\)", "AnswerBText": "\\( 90 p \\)", "AnswerCText": "E1", "AnswerDText": "\\( £ 1.40 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 90 p \\)", "MisconceptionId": "1266", "MisconceptionName": "When solving simultaneous equations, thinks they can ignore one of the variables", "prompt": "Misconception:\nWhen solving simultaneous equations, thinks they can ignore one of the variables\n\nQuestion:\nChris orders \\( 3 \\) cups of tea and a cake, and his bill comes to £3.10\n\nAmy orders \\( 5 \\) cups of tea and a cake, and her bill comes to \\( £ 4.50 \\).\nHow much does one cup of tea cost?\n\nOptions:\nA. \\( 70 p \\)\nB. \\( 90 p \\)\nC. E1\nD. \\( £ 1.40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1033:C", "QuestionText": "Chris orders \\( 3 \\) cups of tea and a cake, and his bill comes to £3.10\n\nAmy orders \\( 5 \\) cups of tea and a cake, and her bill comes to \\( £ 4.50 \\).\nHow much does one cup of tea cost?", "AnswerAText": "\\( 70 p \\)", "AnswerBText": "\\( 90 p \\)", "AnswerCText": "E1", "AnswerDText": "\\( £ 1.40 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "E1", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nChris orders \\( 3 \\) cups of tea and a cake, and his bill comes to £3.10\n\nAmy orders \\( 5 \\) cups of tea and a cake, and her bill comes to \\( £ 4.50 \\).\nHow much does one cup of tea cost?\n\nOptions:\nA. \\( 70 p \\)\nB. \\( 90 p \\)\nC. E1\nD. \\( £ 1.40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1033:D", "QuestionText": "Chris orders \\( 3 \\) cups of tea and a cake, and his bill comes to £3.10\n\nAmy orders \\( 5 \\) cups of tea and a cake, and her bill comes to \\( £ 4.50 \\).\nHow much does one cup of tea cost?", "AnswerAText": "\\( 70 p \\)", "AnswerBText": "\\( 90 p \\)", "AnswerCText": "E1", "AnswerDText": "\\( £ 1.40 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( £ 1.40 \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\nChris orders \\( 3 \\) cups of tea and a cake, and his bill comes to £3.10\n\nAmy orders \\( 5 \\) cups of tea and a cake, and her bill comes to \\( £ 4.50 \\).\nHow much does one cup of tea cost?\n\nOptions:\nA. \\( 70 p \\)\nB. \\( 90 p \\)\nC. E1\nD. \\( £ 1.40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1034:A", "QuestionText": "Which number line shows a good estimate for the position of the number shown?", "AnswerAText": "![A number line from 0 to 10000 with the value 857 incorrectly labelled, with an arrow, between the midpoint and 10000]()", "AnswerBText": "![A number line from 0 to 1000 with the value 499 incorrectly labelled, with an arrow, just after the midpoint]()", "AnswerCText": "![A number line from 1000 to 2000 with the value 1250 correctly labelled, with an arrow, between 1000 and the midpoint]()", "AnswerDText": "![A number line from 0 to 10000 with the value 8967 incorrectly labelled, with an arrow, after the midpoint]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A number line from 0 to 10000 with the value 857 incorrectly labelled, with an arrow, between the midpoint and 10000]()", "MisconceptionId": "1957", "MisconceptionName": "Reads 10,000 as 1000", "prompt": "Misconception:\nReads 10,000 as 1000\n\nQuestion:\nWhich number line shows a good estimate for the position of the number shown?\n\nOptions:\nA. ![A number line from 0 to 10000 with the value 857 incorrectly labelled, with an arrow, between the midpoint and 10000]()\nB. ![A number line from 0 to 1000 with the value 499 incorrectly labelled, with an arrow, just after the midpoint]()\nC. ![A number line from 1000 to 2000 with the value 1250 correctly labelled, with an arrow, between 1000 and the midpoint]()\nD. ![A number line from 0 to 10000 with the value 8967 incorrectly labelled, with an arrow, after the midpoint]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1035:A", "QuestionText": "Expand:\n\\(\n-(2-3 p)\n\\)", "AnswerAText": "\\( 2-3 p \\)", "AnswerBText": "\\( -2-3 p \\)", "AnswerCText": "\\( 2+3 p \\)", "AnswerDText": "\\( -2+3 p \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2-3 p \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nExpand:\n\\(\n-(2-3 p)\n\\)\n\nOptions:\nA. \\( 2-3 p \\)\nB. \\( -2-3 p \\)\nC. \\( 2+3 p \\)\nD. \\( -2+3 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1035:B", "QuestionText": "Expand:\n\\(\n-(2-3 p)\n\\)", "AnswerAText": "\\( 2-3 p \\)", "AnswerBText": "\\( -2-3 p \\)", "AnswerCText": "\\( 2+3 p \\)", "AnswerDText": "\\( -2+3 p \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -2-3 p \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nExpand:\n\\(\n-(2-3 p)\n\\)\n\nOptions:\nA. \\( 2-3 p \\)\nB. \\( -2-3 p \\)\nC. \\( 2+3 p \\)\nD. \\( -2+3 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1035:C", "QuestionText": "Expand:\n\\(\n-(2-3 p)\n\\)", "AnswerAText": "\\( 2-3 p \\)", "AnswerBText": "\\( -2-3 p \\)", "AnswerCText": "\\( 2+3 p \\)", "AnswerDText": "\\( -2+3 p \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2+3 p \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\(\n-(2-3 p)\n\\)\n\nOptions:\nA. \\( 2-3 p \\)\nB. \\( -2-3 p \\)\nC. \\( 2+3 p \\)\nD. \\( -2+3 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1036:A", "QuestionText": "Which of the three marked lengths is not needed when calculating the volume of this shape? ![A triangular prism with length 6cm. The triangular face is a right-angled triangle with base 4cm, height 3cm and longest edge 5cm. ]()", "AnswerAText": "\\( 3 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 5 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\mathrm{~cm} \\)", "MisconceptionId": "590", "MisconceptionName": "Has used slant height and base to find area of a triangle rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a triangle rather than perpendicular height and base\n\nQuestion:\nWhich of the three marked lengths is not needed when calculating the volume of this shape? ![A triangular prism with length 6cm. The triangular face is a right-angled triangle with base 4cm, height 3cm and longest edge 5cm. ]()\n\nOptions:\nA. \\( 3 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 5 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1036:B", "QuestionText": "Which of the three marked lengths is not needed when calculating the volume of this shape? ![A triangular prism with length 6cm. The triangular face is a right-angled triangle with base 4cm, height 3cm and longest edge 5cm. ]()", "AnswerAText": "\\( 3 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 5 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\)", "MisconceptionId": "590", "MisconceptionName": "Has used slant height and base to find area of a triangle rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a triangle rather than perpendicular height and base\n\nQuestion:\nWhich of the three marked lengths is not needed when calculating the volume of this shape? ![A triangular prism with length 6cm. The triangular face is a right-angled triangle with base 4cm, height 3cm and longest edge 5cm. ]()\n\nOptions:\nA. \\( 3 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 5 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1036:D", "QuestionText": "Which of the three marked lengths is not needed when calculating the volume of this shape? ![A triangular prism with length 6cm. The triangular face is a right-angled triangle with base 4cm, height 3cm and longest edge 5cm. ]()", "AnswerAText": "\\( 3 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\)", "AnswerCText": "\\( 5 \\mathrm{~cm} \\)", "AnswerDText": "\\( 6 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\)", "MisconceptionId": "554", "MisconceptionName": "Finds area of one face when asked for volume", "prompt": "Misconception:\nFinds area of one face when asked for volume\n\nQuestion:\nWhich of the three marked lengths is not needed when calculating the volume of this shape? ![A triangular prism with length 6cm. The triangular face is a right-angled triangle with base 4cm, height 3cm and longest edge 5cm. ]()\n\nOptions:\nA. \\( 3 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\)\nC. \\( 5 \\mathrm{~cm} \\)\nD. \\( 6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1037:A", "QuestionText": "What is \\( 4 \\% \\) of \\( 200 ? \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 204 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2138", "MisconceptionName": "Does not understand a percentage can be applied to something not out of 100", "prompt": "Misconception:\nDoes not understand a percentage can be applied to something not out of 100\n\nQuestion:\nWhat is \\( 4 \\% \\) of \\( 200 ? \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 204 \\)\nC. \\( 80 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1037:B", "QuestionText": "What is \\( 4 \\% \\) of \\( 200 ? \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 204 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 204 \\)", "MisconceptionId": "2206", "MisconceptionName": "Added the values together instead of finding the percentage", "prompt": "Misconception:\nAdded the values together instead of finding the percentage\n\nQuestion:\nWhat is \\( 4 \\% \\) of \\( 200 ? \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 204 \\)\nC. \\( 80 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1037:C", "QuestionText": "What is \\( 4 \\% \\) of \\( 200 ? \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 204 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 80 \\)", "MisconceptionId": "1070", "MisconceptionName": "Believes that dividing by 10 gives 1%", "prompt": "Misconception:\nBelieves that dividing by 10 gives 1%\n\nQuestion:\nWhat is \\( 4 \\% \\) of \\( 200 ? \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 204 \\)\nC. \\( 80 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1038:A", "QuestionText": "Which one of the following calculations would work out the number of hours in \\( 10 \\) weeks?", "AnswerAText": "\\( 10 \\times 5 \\times 24 \\)", "AnswerBText": "\\( 10 \\times 7 \\times 24 \\)", "AnswerCText": "\\( 10 \\times 24 \\)", "AnswerDText": "\\( 10 \\times 7 \\times 12 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 10 \\times 5 \\times 24 \\)", "MisconceptionId": "950", "MisconceptionName": "Thinks there are 5 days in a week", "prompt": "Misconception:\nThinks there are 5 days in a week\n\nQuestion:\nWhich one of the following calculations would work out the number of hours in \\( 10 \\) weeks?\n\nOptions:\nA. \\( 10 \\times 5 \\times 24 \\)\nB. \\( 10 \\times 7 \\times 24 \\)\nC. \\( 10 \\times 24 \\)\nD. \\( 10 \\times 7 \\times 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1038:C", "QuestionText": "Which one of the following calculations would work out the number of hours in \\( 10 \\) weeks?", "AnswerAText": "\\( 10 \\times 5 \\times 24 \\)", "AnswerBText": "\\( 10 \\times 7 \\times 24 \\)", "AnswerCText": "\\( 10 \\times 24 \\)", "AnswerDText": "\\( 10 \\times 7 \\times 12 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 10 \\times 24 \\)", "MisconceptionId": "1179", "MisconceptionName": "Forgets to multiply up for the correct time frame in a worded question", "prompt": "Misconception:\nForgets to multiply up for the correct time frame in a worded question\n\nQuestion:\nWhich one of the following calculations would work out the number of hours in \\( 10 \\) weeks?\n\nOptions:\nA. \\( 10 \\times 5 \\times 24 \\)\nB. \\( 10 \\times 7 \\times 24 \\)\nC. \\( 10 \\times 24 \\)\nD. \\( 10 \\times 7 \\times 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1038:D", "QuestionText": "Which one of the following calculations would work out the number of hours in \\( 10 \\) weeks?", "AnswerAText": "\\( 10 \\times 5 \\times 24 \\)", "AnswerBText": "\\( 10 \\times 7 \\times 24 \\)", "AnswerCText": "\\( 10 \\times 24 \\)", "AnswerDText": "\\( 10 \\times 7 \\times 12 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 10 \\times 7 \\times 12 \\)", "MisconceptionId": "443", "MisconceptionName": "Thinks there are 12 hours in 1 day", "prompt": "Misconception:\nThinks there are 12 hours in 1 day\n\nQuestion:\nWhich one of the following calculations would work out the number of hours in \\( 10 \\) weeks?\n\nOptions:\nA. \\( 10 \\times 5 \\times 24 \\)\nB. \\( 10 \\times 7 \\times 24 \\)\nC. \\( 10 \\times 24 \\)\nD. \\( 10 \\times 7 \\times 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1039:A", "QuestionText": "Here are \\( 3 \\) vertices of a rectangle:\n\\((-6,-2),(-3,2),(0,0) \\text {, }\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?", "AnswerAText": "\\( (-6,-4) \\)", "AnswerBText": "\\( (-3,-2) \\)", "AnswerCText": "\\( (-3,-4) \\)", "AnswerDText": "\\( (-2,-3) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (-6,-4) \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\nHere are \\( 3 \\) vertices of a rectangle:\n\\((-6,-2),(-3,2),(0,0) \\text {, }\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?\n\nOptions:\nA. \\( (-6,-4) \\)\nB. \\( (-3,-2) \\)\nC. \\( (-3,-4) \\)\nD. \\( (-2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1039:B", "QuestionText": "Here are \\( 3 \\) vertices of a rectangle:\n\\((-6,-2),(-3,2),(0,0) \\text {, }\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?", "AnswerAText": "\\( (-6,-4) \\)", "AnswerBText": "\\( (-3,-2) \\)", "AnswerCText": "\\( (-3,-4) \\)", "AnswerDText": "\\( (-2,-3) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (-3,-2) \\)", "MisconceptionId": "2464", "MisconceptionName": "Believes the sides of a rectangle must be horizontal and vertical, not diagonal", "prompt": "Misconception:\nBelieves the sides of a rectangle must be horizontal and vertical, not diagonal\n\nQuestion:\nHere are \\( 3 \\) vertices of a rectangle:\n\\((-6,-2),(-3,2),(0,0) \\text {, }\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?\n\nOptions:\nA. \\( (-6,-4) \\)\nB. \\( (-3,-2) \\)\nC. \\( (-3,-4) \\)\nD. \\( (-2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1039:D", "QuestionText": "Here are \\( 3 \\) vertices of a rectangle:\n\\((-6,-2),(-3,2),(0,0) \\text {, }\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?", "AnswerAText": "\\( (-6,-4) \\)", "AnswerBText": "\\( (-3,-2) \\)", "AnswerCText": "\\( (-3,-4) \\)", "AnswerDText": "\\( (-2,-3) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (-2,-3) \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\nHere are \\( 3 \\) vertices of a rectangle:\n\\((-6,-2),(-3,2),(0,0) \\text {, }\\)\n\nWhat are the coordinates of the \\( 4^{\\text {th }} \\) vertex?\n\nOptions:\nA. \\( (-6,-4) \\)\nB. \\( (-3,-2) \\)\nC. \\( (-3,-4) \\)\nD. \\( (-2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1040:B", "QuestionText": "Simplify the following if possible: \\( \\frac{6+9 m}{3} \\)", "AnswerAText": "\\( 2+3 m \\)", "AnswerBText": "\\( 6+3 m \\)", "AnswerCText": "\\( 2+9 m \\)", "AnswerDText": "None of the options", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6+3 m \\)", "MisconceptionId": "363", "MisconceptionName": "Only applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction", "prompt": "Misconception:\nOnly applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction\n\nQuestion:\nSimplify the following if possible: \\( \\frac{6+9 m}{3} \\)\n\nOptions:\nA. \\( 2+3 m \\)\nB. \\( 6+3 m \\)\nC. \\( 2+9 m \\)\nD. None of the options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1040:C", "QuestionText": "Simplify the following if possible: \\( \\frac{6+9 m}{3} \\)", "AnswerAText": "\\( 2+3 m \\)", "AnswerBText": "\\( 6+3 m \\)", "AnswerCText": "\\( 2+9 m \\)", "AnswerDText": "None of the options", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2+9 m \\)", "MisconceptionId": "363", "MisconceptionName": "Only applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction", "prompt": "Misconception:\nOnly applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction\n\nQuestion:\nSimplify the following if possible: \\( \\frac{6+9 m}{3} \\)\n\nOptions:\nA. \\( 2+3 m \\)\nB. \\( 6+3 m \\)\nC. \\( 2+9 m \\)\nD. None of the options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1040:D", "QuestionText": "Simplify the following if possible: \\( \\frac{6+9 m}{3} \\)", "AnswerAText": "\\( 2+3 m \\)", "AnswerBText": "\\( 6+3 m \\)", "AnswerCText": "\\( 2+9 m \\)", "AnswerDText": "None of the options", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "None of the options", "MisconceptionId": "1540", "MisconceptionName": "Does not know how to simplify algebraic fractions", "prompt": "Misconception:\nDoes not know how to simplify algebraic fractions\n\nQuestion:\nSimplify the following if possible: \\( \\frac{6+9 m}{3} \\)\n\nOptions:\nA. \\( 2+3 m \\)\nB. \\( 6+3 m \\)\nC. \\( 2+9 m \\)\nD. None of the options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1041:A", "QuestionText": "How many hours is \\( 3600 \\) seconds?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 36 \\)", "AnswerCText": "\\( 3.6 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 60 \\)", "MisconceptionId": "2149", "MisconceptionName": "Converted seconds to minutes instead of seconds to hours", "prompt": "Misconception:\nConverted seconds to minutes instead of seconds to hours\n\nQuestion:\nHow many hours is \\( 3600 \\) seconds?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 36 \\)\nC. \\( 3.6 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1041:B", "QuestionText": "How many hours is \\( 3600 \\) seconds?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 36 \\)", "AnswerCText": "\\( 3.6 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "1718", "MisconceptionName": "Thinks there are 100 seconds in an hour", "prompt": "Misconception:\nThinks there are 100 seconds in an hour\n\nQuestion:\nHow many hours is \\( 3600 \\) seconds?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 36 \\)\nC. \\( 3.6 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1041:C", "QuestionText": "How many hours is \\( 3600 \\) seconds?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 36 \\)", "AnswerCText": "\\( 3.6 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 3.6 \\)", "MisconceptionId": "508", "MisconceptionName": "Thinks there are 1000 seconds in an hour", "prompt": "Misconception:\nThinks there are 1000 seconds in an hour\n\nQuestion:\nHow many hours is \\( 3600 \\) seconds?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 36 \\)\nC. \\( 3.6 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1042:A", "QuestionText": "Tom and Katie are discussing how to solve this quadratic equation:\n\\(\n(5 x+2)(2 x-5)=0\n\\)\n\nTom says one solution is: \\( x=\\frac{2}{5} \\)\n\nKatie says one solution is: \\( x=-\\frac{5}{2} \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "783", "MisconceptionName": "Thinks the sign of solutions in a quadratic equation is always the same as the constant term", "prompt": "Misconception:\nThinks the sign of solutions in a quadratic equation is always the same as the constant term\n\nQuestion:\nTom and Katie are discussing how to solve this quadratic equation:\n\\(\n(5 x+2)(2 x-5)=0\n\\)\n\nTom says one solution is: \\( x=\\frac{2}{5} \\)\n\nKatie says one solution is: \\( x=-\\frac{5}{2} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1042:C", "QuestionText": "Tom and Katie are discussing how to solve this quadratic equation:\n\\(\n(5 x+2)(2 x-5)=0\n\\)\n\nTom says one solution is: \\( x=\\frac{2}{5} \\)\n\nKatie says one solution is: \\( x=-\\frac{5}{2} \\)\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "471", "MisconceptionName": "Believes that the solution to ax + b = 0 is x = -a/b", "prompt": "Misconception:\nBelieves that the solution to ax + b = 0 is x = -a/b\n\nQuestion:\nTom and Katie are discussing how to solve this quadratic equation:\n\\(\n(5 x+2)(2 x-5)=0\n\\)\n\nTom says one solution is: \\( x=\\frac{2}{5} \\)\n\nKatie says one solution is: \\( x=-\\frac{5}{2} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1043:D", "QuestionText": "Which signs belong in the boxes to make the statement correct?\n\\(\n\\frac{1}{5} \\;\\square\\; \\frac{1}{6}\\; \\square \\;\\frac{1}{3}\n\\)", "AnswerAText": "\\( >< \\)", "AnswerBText": "\\( << \\)", "AnswerCText": "\\( >> \\)", "AnswerDText": "\\( <> \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( <> \\)", "MisconceptionId": "2030", "MisconceptionName": "Believes that fractions with larger denominators are greater in size", "prompt": "Misconception:\nBelieves that fractions with larger denominators are greater in size\n\nQuestion:\nWhich signs belong in the boxes to make the statement correct?\n\\(\n\\frac{1}{5} \\;\\square\\; \\frac{1}{6}\\; \\square \\;\\frac{1}{3}\n\\)\n\nOptions:\nA. \\( >< \\)\nB. \\( << \\)\nC. \\( >> \\)\nD. \\( <> \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1044:A", "QuestionText": "What do all the interior angles of this shape add up to? ![Irregular hexagon]()", "AnswerAText": "\\( 360^{\\degree} \\)", "AnswerBText": "\\( 540^{\\degree} \\)", "AnswerCText": "\\( 720^{\\degree} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 360^{\\degree} \\)", "MisconceptionId": "28", "MisconceptionName": "Thinks the interior angles of any polygon add up to 360", "prompt": "Misconception:\nThinks the interior angles of any polygon add up to 360\n\nQuestion:\nWhat do all the interior angles of this shape add up to? ![Irregular hexagon]()\n\nOptions:\nA. \\( 360^{\\degree} \\)\nB. \\( 540^{\\degree} \\)\nC. \\( 720^{\\degree} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1044:B", "QuestionText": "What do all the interior angles of this shape add up to? ![Irregular hexagon]()", "AnswerAText": "\\( 360^{\\degree} \\)", "AnswerBText": "\\( 540^{\\degree} \\)", "AnswerCText": "\\( 720^{\\degree} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 540^{\\degree} \\)", "MisconceptionId": "2341", "MisconceptionName": "Does not know how to calculate the sum of interior angles", "prompt": "Misconception:\nDoes not know how to calculate the sum of interior angles\n\nQuestion:\nWhat do all the interior angles of this shape add up to? ![Irregular hexagon]()\n\nOptions:\nA. \\( 360^{\\degree} \\)\nB. \\( 540^{\\degree} \\)\nC. \\( 720^{\\degree} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1044:D", "QuestionText": "What do all the interior angles of this shape add up to? ![Irregular hexagon]()", "AnswerAText": "\\( 360^{\\degree} \\)", "AnswerBText": "\\( 540^{\\degree} \\)", "AnswerCText": "\\( 720^{\\degree} \\)", "AnswerDText": "Not enough information to work it out", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information to work it out", "MisconceptionId": "464", "MisconceptionName": "Believes that you are unable to calculate the sum of the interior angles of an irregular polygon given the number of sides", "prompt": "Misconception:\nBelieves that you are unable to calculate the sum of the interior angles of an irregular polygon given the number of sides\n\nQuestion:\nWhat do all the interior angles of this shape add up to? ![Irregular hexagon]()\n\nOptions:\nA. \\( 360^{\\degree} \\)\nB. \\( 540^{\\degree} \\)\nC. \\( 720^{\\degree} \\)\nD. Not enough information to work it out\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1045:A", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the longest side labelled 10cm. The base of the triangle is 6cm. The angle made between the 6cm and 10cm sides is labelled as θ.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Sin", "MisconceptionId": "1738", "MisconceptionName": "Uses sin when cos is required", "prompt": "Misconception:\nUses sin when cos is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the longest side labelled 10cm. The base of the triangle is 6cm. The angle made between the 6cm and 10cm sides is labelled as θ.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1045:C", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the longest side labelled 10cm. The base of the triangle is 6cm. The angle made between the 6cm and 10cm sides is labelled as θ.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Tan", "MisconceptionId": "501", "MisconceptionName": "Uses tan when cos is required", "prompt": "Misconception:\nUses tan when cos is required\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the longest side labelled 10cm. The base of the triangle is 6cm. The angle made between the 6cm and 10cm sides is labelled as θ.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1045:D", "QuestionText": "Which ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the longest side labelled 10cm. The base of the triangle is 6cm. The angle made between the 6cm and 10cm sides is labelled as θ.]()", "AnswerAText": "Sin", "AnswerBText": "Cos", "AnswerCText": "Tan", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "1450", "MisconceptionName": "Does not understand how to apply sohcahtoa", "prompt": "Misconception:\nDoes not understand how to apply sohcahtoa\n\nQuestion:\nWhich ratio would you use to find the value of \\( \\theta \\) ? ![A right angled triangle with the longest side labelled 10cm. The base of the triangle is 6cm. The angle made between the 6cm and 10cm sides is labelled as θ.]()\n\nOptions:\nA. Sin\nB. Cos\nC. Tan\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1046:A", "QuestionText": "\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the value of \\( x_{2} \\) ?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 4.5 \\)", "AnswerCText": "\\( 4.7777 \\ldots \\)", "AnswerDText": "Another answer", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1394", "MisconceptionName": "Identifies the first term rather than the next term in a sequence", "prompt": "Misconception:\nIdentifies the first term rather than the next term in a sequence\n\nQuestion:\n\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the value of \\( x_{2} \\) ?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 4.5 \\)\nC. \\( 4.7777 \\ldots \\)\nD. Another answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1046:C", "QuestionText": "\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the value of \\( x_{2} \\) ?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 4.5 \\)", "AnswerCText": "\\( 4.7777 \\ldots \\)", "AnswerDText": "Another answer", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4.7777 \\ldots \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n\\(\nx_{n+1}=5-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=2 \\), what is the value of \\( x_{2} \\) ?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 4.5 \\)\nC. \\( 4.7777 \\ldots \\)\nD. Another answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1047:A", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,0) and (1,2)]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 x \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "2500", "MisconceptionName": "Believes the gradient of a line is given by an intercept", "prompt": "Misconception:\nBelieves the gradient of a line is given by an intercept\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,0) and (1,2)]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 x \\)\nC. \\( 2 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1047:B", "QuestionText": "What is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,0) and (1,2)]()", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 2 x \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 x \\)", "MisconceptionId": "2127", "MisconceptionName": "Thinks the gradient of a line includes the variable x", "prompt": "Misconception:\nThinks the gradient of a line includes the variable x\n\nQuestion:\nWhat is the gradient of this line? ![A set of axes with a graph drawn on. The graph passes through the points (0,0) and (1,2)]()\n\nOptions:\nA. \\( 0 \\)\nB. \\( 2 x \\)\nC. \\( 2 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1048:B", "QuestionText": "Expand:\n\\[\n-(1-2 p)\n\\]", "AnswerAText": "\\( -1+2 p \\)", "AnswerBText": "\\( -1-2 p \\)", "AnswerCText": "\\( 1+2 p \\)", "AnswerDText": "\\( 1-2 p \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -1-2 p \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n-(1-2 p)\n\\]\n\nOptions:\nA. \\( -1+2 p \\)\nB. \\( -1-2 p \\)\nC. \\( 1+2 p \\)\nD. \\( 1-2 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1048:C", "QuestionText": "Expand:\n\\[\n-(1-2 p)\n\\]", "AnswerAText": "\\( -1+2 p \\)", "AnswerBText": "\\( -1-2 p \\)", "AnswerCText": "\\( 1+2 p \\)", "AnswerDText": "\\( 1-2 p \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1+2 p \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n-(1-2 p)\n\\]\n\nOptions:\nA. \\( -1+2 p \\)\nB. \\( -1-2 p \\)\nC. \\( 1+2 p \\)\nD. \\( 1-2 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1048:D", "QuestionText": "Expand:\n\\[\n-(1-2 p)\n\\]", "AnswerAText": "\\( -1+2 p \\)", "AnswerBText": "\\( -1-2 p \\)", "AnswerCText": "\\( 1+2 p \\)", "AnswerDText": "\\( 1-2 p \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1-2 p \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nExpand:\n\\[\n-(1-2 p)\n\\]\n\nOptions:\nA. \\( -1+2 p \\)\nB. \\( -1-2 p \\)\nC. \\( 1+2 p \\)\nD. \\( 1-2 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1049:A", "QuestionText": "When Aneesa expands these brackets, how many terms should she get after she simplifies? \\( (p+3)(p+4)(p+5) \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2585", "MisconceptionName": "Believes a cubic expression should have three terms", "prompt": "Misconception:\nBelieves a cubic expression should have three terms\n\nQuestion:\nWhen Aneesa expands these brackets, how many terms should she get after she simplifies? \\( (p+3)(p+4)(p+5) \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1050:A", "QuestionText": "Factorise fully \\( 18 a-12 \\)", "AnswerAText": "\\( 2(9 a-6) \\)", "AnswerBText": "\\( 18(a-6) \\)", "AnswerCText": "\\( 6(3 a-2) \\)", "AnswerDText": "\\( 9(2 a-1) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2(9 a-6) \\)", "MisconceptionId": "1262", "MisconceptionName": "Believes that they can fully factorise an expression by taking out any common factor, not just the HCF", "prompt": "Misconception:\nBelieves that they can fully factorise an expression by taking out any common factor, not just the HCF\n\nQuestion:\nFactorise fully \\( 18 a-12 \\)\n\nOptions:\nA. \\( 2(9 a-6) \\)\nB. \\( 18(a-6) \\)\nC. \\( 6(3 a-2) \\)\nD. \\( 9(2 a-1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1050:B", "QuestionText": "Factorise fully \\( 18 a-12 \\)", "AnswerAText": "\\( 2(9 a-6) \\)", "AnswerBText": "\\( 18(a-6) \\)", "AnswerCText": "\\( 6(3 a-2) \\)", "AnswerDText": "\\( 9(2 a-1) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 18(a-6) \\)", "MisconceptionId": "1666", "MisconceptionName": "When factorising into single brackets, factorises the first term correctly but subtracts the number outside the bracket with the second term in the expression to find the second term in the bracket", "prompt": "Misconception:\nWhen factorising into single brackets, factorises the first term correctly but subtracts the number outside the bracket with the second term in the expression to find the second term in the bracket\n\nQuestion:\nFactorise fully \\( 18 a-12 \\)\n\nOptions:\nA. \\( 2(9 a-6) \\)\nB. \\( 18(a-6) \\)\nC. \\( 6(3 a-2) \\)\nD. \\( 9(2 a-1) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1051:A", "QuestionText": "When estimating the answer to a complicated problem involving \\( 0.0584 \\), you should instead use...", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 0.058 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1876", "MisconceptionName": "Counts leading zero as a significant figure", "prompt": "Misconception:\nCounts leading zero as a significant figure\n\nQuestion:\nWhen estimating the answer to a complicated problem involving \\( 0.0584 \\), you should instead use...\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.05 \\)\nC. \\( 0.058 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1051:B", "QuestionText": "When estimating the answer to a complicated problem involving \\( 0.0584 \\), you should instead use...", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 0.058 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.05 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhen estimating the answer to a complicated problem involving \\( 0.0584 \\), you should instead use...\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.05 \\)\nC. \\( 0.058 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1051:C", "QuestionText": "When estimating the answer to a complicated problem involving \\( 0.0584 \\), you should instead use...", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.05 \\)", "AnswerCText": "\\( 0.058 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.058 \\)", "MisconceptionId": "1809", "MisconceptionName": "Rounds too little when estimating", "prompt": "Misconception:\nRounds too little when estimating\n\nQuestion:\nWhen estimating the answer to a complicated problem involving \\( 0.0584 \\), you should instead use...\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.05 \\)\nC. \\( 0.058 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1052:B", "QuestionText": "Here are two consecutive triangle numbers: \\( 120,136, \\ldots \\) What is the next triangle number in the sequence?", "AnswerAText": "\\( 153 \\)", "AnswerBText": "\\( 256 \\)", "AnswerCText": "\\( 151 \\)", "AnswerDText": "\\( 152 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 256 \\)", "MisconceptionId": "1410", "MisconceptionName": "Believes to find the next traingle number you add the previous two numbers together i.e. Fibonacci", "prompt": "Misconception:\nBelieves to find the next traingle number you add the previous two numbers together i.e. Fibonacci\n\nQuestion:\nHere are two consecutive triangle numbers: \\( 120,136, \\ldots \\) What is the next triangle number in the sequence?\n\nOptions:\nA. \\( 153 \\)\nB. \\( 256 \\)\nC. \\( 151 \\)\nD. \\( 152 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1052:C", "QuestionText": "Here are two consecutive triangle numbers: \\( 120,136, \\ldots \\) What is the next triangle number in the sequence?", "AnswerAText": "\\( 153 \\)", "AnswerBText": "\\( 256 \\)", "AnswerCText": "\\( 151 \\)", "AnswerDText": "\\( 152 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 151 \\)", "MisconceptionId": "2446", "MisconceptionName": "Believes the difference between triangle numbers decreases by 1 each time", "prompt": "Misconception:\nBelieves the difference between triangle numbers decreases by 1 each time\n\nQuestion:\nHere are two consecutive triangle numbers: \\( 120,136, \\ldots \\) What is the next triangle number in the sequence?\n\nOptions:\nA. \\( 153 \\)\nB. \\( 256 \\)\nC. \\( 151 \\)\nD. \\( 152 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1052:D", "QuestionText": "Here are two consecutive triangle numbers: \\( 120,136, \\ldots \\) What is the next triangle number in the sequence?", "AnswerAText": "\\( 153 \\)", "AnswerBText": "\\( 256 \\)", "AnswerCText": "\\( 151 \\)", "AnswerDText": "\\( 152 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 152 \\)", "MisconceptionId": "2250", "MisconceptionName": "Believes the difference between triangle numbers remains the same", "prompt": "Misconception:\nBelieves the difference between triangle numbers remains the same\n\nQuestion:\nHere are two consecutive triangle numbers: \\( 120,136, \\ldots \\) What is the next triangle number in the sequence?\n\nOptions:\nA. \\( 153 \\)\nB. \\( 256 \\)\nC. \\( 151 \\)\nD. \\( 152 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1053:B", "QuestionText": "Which answer shows the correct factorisation of:\n\\(\nx^{2}-x-6\n\\)", "AnswerAText": "\\( (x-3)(x+2) \\)", "AnswerBText": "\\( (x-3)(x-2) \\)", "AnswerCText": "\\( (x+3)(x+2) \\)", "AnswerDText": "\\( (x+3)(x-2) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (x-3)(x-2) \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich answer shows the correct factorisation of:\n\\(\nx^{2}-x-6\n\\)\n\nOptions:\nA. \\( (x-3)(x+2) \\)\nB. \\( (x-3)(x-2) \\)\nC. \\( (x+3)(x+2) \\)\nD. \\( (x+3)(x-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1053:D", "QuestionText": "Which answer shows the correct factorisation of:\n\\(\nx^{2}-x-6\n\\)", "AnswerAText": "\\( (x-3)(x+2) \\)", "AnswerBText": "\\( (x-3)(x-2) \\)", "AnswerCText": "\\( (x+3)(x+2) \\)", "AnswerDText": "\\( (x+3)(x-2) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (x+3)(x-2) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nWhich answer shows the correct factorisation of:\n\\(\nx^{2}-x-6\n\\)\n\nOptions:\nA. \\( (x-3)(x+2) \\)\nB. \\( (x-3)(x-2) \\)\nC. \\( (x+3)(x+2) \\)\nD. \\( (x+3)(x-2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1054:B", "QuestionText": "This four-sided spinner is fair.\nWhat is the probability of spinning a \\( 2 \\) ?\nGive your answer as a percentage ![A four sided spinner labelled with 1, 2, 3 and 4]()", "AnswerAText": "\\( 25 \\% \\)", "AnswerBText": "\\( 40 \\% \\)", "AnswerCText": "\\( 20 \\% \\)", "AnswerDText": "\\( 33.333 \\ldots \\% \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 40 \\% \\)", "MisconceptionId": "1914", "MisconceptionName": "Converts fraction to percentage by multiplying the denominator by 10", "prompt": "Misconception:\nConverts fraction to percentage by multiplying the denominator by 10\n\nQuestion:\nThis four-sided spinner is fair.\nWhat is the probability of spinning a \\( 2 \\) ?\nGive your answer as a percentage ![A four sided spinner labelled with 1, 2, 3 and 4]()\n\nOptions:\nA. \\( 25 \\% \\)\nB. \\( 40 \\% \\)\nC. \\( 20 \\% \\)\nD. \\( 33.333 \\ldots \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1055:A", "QuestionText": "The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Fractions 3/5 and 1/4 in two separate circles, both linked to a third circle above.]()", "AnswerAText": "\\( \\frac{4}{9} \\)", "AnswerBText": "\\( \\frac{4}{20} \\)", "AnswerCText": "\\( \\frac{7}{20} \\)", "AnswerDText": "\\( \\frac{17}{20} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4}{9} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nThe fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Fractions 3/5 and 1/4 in two separate circles, both linked to a third circle above.]()\n\nOptions:\nA. \\( \\frac{4}{9} \\)\nB. \\( \\frac{4}{20} \\)\nC. \\( \\frac{7}{20} \\)\nD. \\( \\frac{17}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1055:B", "QuestionText": "The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Fractions 3/5 and 1/4 in two separate circles, both linked to a third circle above.]()", "AnswerAText": "\\( \\frac{4}{9} \\)", "AnswerBText": "\\( \\frac{4}{20} \\)", "AnswerCText": "\\( \\frac{7}{20} \\)", "AnswerDText": "\\( \\frac{17}{20} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{4}{20} \\)", "MisconceptionId": "1655", "MisconceptionName": "When adding fractions, changes to common denominator but leaves numerators the same", "prompt": "Misconception:\nWhen adding fractions, changes to common denominator but leaves numerators the same\n\nQuestion:\nThe fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Fractions 3/5 and 1/4 in two separate circles, both linked to a third circle above.]()\n\nOptions:\nA. \\( \\frac{4}{9} \\)\nB. \\( \\frac{4}{20} \\)\nC. \\( \\frac{7}{20} \\)\nD. \\( \\frac{17}{20} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1056:A", "QuestionText": "Here are the first \\( 4 \\) terms of a sequence \\( \\begin{array}{lllll}11 & 15 & 19 & 23 & \\ldots\\end{array} \\) What position in the sequence is the number \\( 67 \\) ?", "AnswerAText": "\\( 16.75 \\)", "AnswerBText": "\\( 275 \\)", "AnswerCText": "\\( 4 n+7 \\)", "AnswerDText": "\\( 15 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 16.75 \\)", "MisconceptionId": "2252", "MisconceptionName": "Believes you multiply the constant difference by the term number to get the term value", "prompt": "Misconception:\nBelieves you multiply the constant difference by the term number to get the term value\n\nQuestion:\nHere are the first \\( 4 \\) terms of a sequence \\( \\begin{array}{lllll}11 & 15 & 19 & 23 & \\ldots\\end{array} \\) What position in the sequence is the number \\( 67 \\) ?\n\nOptions:\nA. \\( 16.75 \\)\nB. \\( 275 \\)\nC. \\( 4 n+7 \\)\nD. \\( 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1057:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+100 p\n\\)", "AnswerAText": "\\( p(p+100) \\)", "AnswerBText": "\\( (p-10)(p+10) \\)", "AnswerCText": "\\( (p+10)(p+10) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (p-10)(p+10) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+100 p\n\\)\n\nOptions:\nA. \\( p(p+100) \\)\nB. \\( (p-10)(p+10) \\)\nC. \\( (p+10)(p+10) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1057:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+100 p\n\\)", "AnswerAText": "\\( p(p+100) \\)", "AnswerBText": "\\( (p-10)(p+10) \\)", "AnswerCText": "\\( (p+10)(p+10) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (p+10)(p+10) \\)", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+100 p\n\\)\n\nOptions:\nA. \\( p(p+100) \\)\nB. \\( (p-10)(p+10) \\)\nC. \\( (p+10)(p+10) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1057:D", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+100 p\n\\)", "AnswerAText": "\\( p(p+100) \\)", "AnswerBText": "\\( (p-10)(p+10) \\)", "AnswerCText": "\\( (p+10)(p+10) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Does not factorise", "MisconceptionId": "3", "MisconceptionName": "Thinks a quadratic without a non variable term, can not be factorised", "prompt": "Misconception:\nThinks a quadratic without a non variable term, can not be factorised\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+100 p\n\\)\n\nOptions:\nA. \\( p(p+100) \\)\nB. \\( (p-10)(p+10) \\)\nC. \\( (p+10)(p+10) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1058:A", "QuestionText": "A point, \\( Q \\), has coordinates \\( (-3,3) \\)\nThe point is reflected in the line \\( y=-x \\)\nWhat are the new coordinates of point \\( Q \\) ?", "AnswerAText": "\\( (3,3) \\)", "AnswerBText": "\\( (-3,-3) \\)", "AnswerCText": "\\( (-3,3) \\)", "AnswerDText": "\\( (3,-3) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (3,3) \\)", "MisconceptionId": "2465", "MisconceptionName": "Believes reflection in y = -x changes sign of x coordinate only", "prompt": "Misconception:\nBelieves reflection in y = -x changes sign of x coordinate only\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (-3,3) \\)\nThe point is reflected in the line \\( y=-x \\)\nWhat are the new coordinates of point \\( Q \\) ?\n\nOptions:\nA. \\( (3,3) \\)\nB. \\( (-3,-3) \\)\nC. \\( (-3,3) \\)\nD. \\( (3,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1058:B", "QuestionText": "A point, \\( Q \\), has coordinates \\( (-3,3) \\)\nThe point is reflected in the line \\( y=-x \\)\nWhat are the new coordinates of point \\( Q \\) ?", "AnswerAText": "\\( (3,3) \\)", "AnswerBText": "\\( (-3,-3) \\)", "AnswerCText": "\\( (-3,3) \\)", "AnswerDText": "\\( (3,-3) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (-3,-3) \\)", "MisconceptionId": "1541", "MisconceptionName": "Believes reflection in y = -x changes sign of y coordinate only", "prompt": "Misconception:\nBelieves reflection in y = -x changes sign of y coordinate only\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (-3,3) \\)\nThe point is reflected in the line \\( y=-x \\)\nWhat are the new coordinates of point \\( Q \\) ?\n\nOptions:\nA. \\( (3,3) \\)\nB. \\( (-3,-3) \\)\nC. \\( (-3,3) \\)\nD. \\( (3,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1058:D", "QuestionText": "A point, \\( Q \\), has coordinates \\( (-3,3) \\)\nThe point is reflected in the line \\( y=-x \\)\nWhat are the new coordinates of point \\( Q \\) ?", "AnswerAText": "\\( (3,3) \\)", "AnswerBText": "\\( (-3,-3) \\)", "AnswerCText": "\\( (-3,3) \\)", "AnswerDText": "\\( (3,-3) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (3,-3) \\)", "MisconceptionId": "283", "MisconceptionName": "Believes reflection in y = -x switches x and y coordinates", "prompt": "Misconception:\nBelieves reflection in y = -x switches x and y coordinates\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (-3,3) \\)\nThe point is reflected in the line \\( y=-x \\)\nWhat are the new coordinates of point \\( Q \\) ?\n\nOptions:\nA. \\( (3,3) \\)\nB. \\( (-3,-3) \\)\nC. \\( (-3,3) \\)\nD. \\( (3,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1059:B", "QuestionText": "\\(\n20.4593\n\\)\n\nWhat is the first significant figure in the number above?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\n\\(\n20.4593\n\\)\n\nWhat is the first significant figure in the number above?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 0 \\)\nC. \\( 4 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1059:C", "QuestionText": "\\(\n20.4593\n\\)\n\nWhat is the first significant figure in the number above?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "409", "MisconceptionName": "Identifies first decimal place value when asked for first significant figure", "prompt": "Misconception:\nIdentifies first decimal place value when asked for first significant figure\n\nQuestion:\n\\(\n20.4593\n\\)\n\nWhat is the first significant figure in the number above?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 0 \\)\nC. \\( 4 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1059:D", "QuestionText": "\\(\n20.4593\n\\)\n\nWhat is the first significant figure in the number above?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "380", "MisconceptionName": "Does not understand the first significant value is the first non-zero digit number", "prompt": "Misconception:\nDoes not understand the first significant value is the first non-zero digit number\n\nQuestion:\n\\(\n20.4593\n\\)\n\nWhat is the first significant figure in the number above?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 0 \\)\nC. \\( 4 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1060:A", "QuestionText": "The dashes on the sides tell us that this is a \\(__________\\) polygon\n\nWhat word completes the sentence? ![A shape with five equal sides. Each side has a small dash through the middle.]()", "AnswerAText": "Parallel", "AnswerBText": "Pentagon", "AnswerCText": "Irregular", "AnswerDText": "Regular", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Parallel", "MisconceptionId": "114", "MisconceptionName": "Does not know the meaning of the word parallel", "prompt": "Misconception:\nDoes not know the meaning of the word parallel\n\nQuestion:\nThe dashes on the sides tell us that this is a \\(__________\\) polygon\n\nWhat word completes the sentence? ![A shape with five equal sides. Each side has a small dash through the middle.]()\n\nOptions:\nA. Parallel\nB. Pentagon\nC. Irregular\nD. Regular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1060:B", "QuestionText": "The dashes on the sides tell us that this is a \\(__________\\) polygon\n\nWhat word completes the sentence? ![A shape with five equal sides. Each side has a small dash through the middle.]()", "AnswerAText": "Parallel", "AnswerBText": "Pentagon", "AnswerCText": "Irregular", "AnswerDText": "Regular", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Pentagon", "MisconceptionId": "2137", "MisconceptionName": "Does not know what dashes on the sides of shapes mean", "prompt": "Misconception:\nDoes not know what dashes on the sides of shapes mean\n\nQuestion:\nThe dashes on the sides tell us that this is a \\(__________\\) polygon\n\nWhat word completes the sentence? ![A shape with five equal sides. Each side has a small dash through the middle.]()\n\nOptions:\nA. Parallel\nB. Pentagon\nC. Irregular\nD. Regular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1060:C", "QuestionText": "The dashes on the sides tell us that this is a \\(__________\\) polygon\n\nWhat word completes the sentence? ![A shape with five equal sides. Each side has a small dash through the middle.]()", "AnswerAText": "Parallel", "AnswerBText": "Pentagon", "AnswerCText": "Irregular", "AnswerDText": "Regular", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Irregular", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nThe dashes on the sides tell us that this is a \\(__________\\) polygon\n\nWhat word completes the sentence? ![A shape with five equal sides. Each side has a small dash through the middle.]()\n\nOptions:\nA. Parallel\nB. Pentagon\nC. Irregular\nD. Regular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1061:B", "QuestionText": "\\(10,21,34,49,66, \\ldots\\)\n\nWhen calculating the nth-term rule of this sequence, \nwhat should replace the triangle?\n\nnth-term rule: \\( n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)", "AnswerAText": "\\( 5.5 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\[\n+1\n\\]\n(or just a + sign)", "AnswerDText": "\\( +8 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -8 \\)", "MisconceptionId": "1213", "MisconceptionName": "When finding the differences between terms in a sequence, believes they can do so from right to left", "prompt": "Misconception:\nWhen finding the differences between terms in a sequence, believes they can do so from right to left\n\nQuestion:\n\\(10,21,34,49,66, \\ldots\\)\n\nWhen calculating the nth-term rule of this sequence, \nwhat should replace the triangle?\n\nnth-term rule: \\( n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)\n\nOptions:\nA. \\( 5.5 \\)\nB. \\( -8 \\)\nC. \\[\n+1\n\\]\n(or just a + sign)\nD. \\( +8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1061:C", "QuestionText": "\\(10,21,34,49,66, \\ldots\\)\n\nWhen calculating the nth-term rule of this sequence, \nwhat should replace the triangle?\n\nnth-term rule: \\( n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)", "AnswerAText": "\\( 5.5 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\[\n+1\n\\]\n(or just a + sign)", "AnswerDText": "\\( +8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\[\n+1\n\\]\n(or just a + sign)", "MisconceptionId": "2139", "MisconceptionName": "When finding the nth term rule for a quadratic sequence, believes that the coefficient of n is half the second difference", "prompt": "Misconception:\nWhen finding the nth term rule for a quadratic sequence, believes that the coefficient of n is half the second difference\n\nQuestion:\n\\(10,21,34,49,66, \\ldots\\)\n\nWhen calculating the nth-term rule of this sequence, \nwhat should replace the triangle?\n\nnth-term rule: \\( n^{2} \\)\\( \\color{red}\\triangle \\)  \\(n\\) \\( \\color{purple}\\square \\)\n\nOptions:\nA. \\( 5.5 \\)\nB. \\( -8 \\)\nC. \\[\n+1\n\\]\n(or just a + sign)\nD. \\( +8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1062:A", "QuestionText": "Find the value of \\( P \\). ![Horizontal green bar divided into 5 equal sections. Each section is labelled with a \"P\". Curly bracket shows that 3 of the sections sum to 615.]()", "AnswerAText": "\\( 200 \\)", "AnswerBText": "\\( 123 \\)", "AnswerCText": "\\( 205 \\)", "AnswerDText": "\\( 1845 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 200 \\)", "MisconceptionId": "1764", "MisconceptionName": "Estimated when not appropriate", "prompt": "Misconception:\nEstimated when not appropriate\n\nQuestion:\nFind the value of \\( P \\). ![Horizontal green bar divided into 5 equal sections. Each section is labelled with a \"P\". Curly bracket shows that 3 of the sections sum to 615.]()\n\nOptions:\nA. \\( 200 \\)\nB. \\( 123 \\)\nC. \\( 205 \\)\nD. \\( 1845 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1062:B", "QuestionText": "Find the value of \\( P \\). ![Horizontal green bar divided into 5 equal sections. Each section is labelled with a \"P\". Curly bracket shows that 3 of the sections sum to 615.]()", "AnswerAText": "\\( 200 \\)", "AnswerBText": "\\( 123 \\)", "AnswerCText": "\\( 205 \\)", "AnswerDText": "\\( 1845 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 123 \\)", "MisconceptionId": "717", "MisconceptionName": "Believes the amount given is for the whole rather than a part", "prompt": "Misconception:\nBelieves the amount given is for the whole rather than a part\n\nQuestion:\nFind the value of \\( P \\). ![Horizontal green bar divided into 5 equal sections. Each section is labelled with a \"P\". Curly bracket shows that 3 of the sections sum to 615.]()\n\nOptions:\nA. \\( 200 \\)\nB. \\( 123 \\)\nC. \\( 205 \\)\nD. \\( 1845 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1062:D", "QuestionText": "Find the value of \\( P \\). ![Horizontal green bar divided into 5 equal sections. Each section is labelled with a \"P\". Curly bracket shows that 3 of the sections sum to 615.]()", "AnswerAText": "\\( 200 \\)", "AnswerBText": "\\( 123 \\)", "AnswerCText": "\\( 205 \\)", "AnswerDText": "\\( 1845 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1845 \\)", "MisconceptionId": "2314", "MisconceptionName": "Multiplies instead of divides to find one part given the total", "prompt": "Misconception:\nMultiplies instead of divides to find one part given the total\n\nQuestion:\nFind the value of \\( P \\). ![Horizontal green bar divided into 5 equal sections. Each section is labelled with a \"P\". Curly bracket shows that 3 of the sections sum to 615.]()\n\nOptions:\nA. \\( 200 \\)\nB. \\( 123 \\)\nC. \\( 205 \\)\nD. \\( 1845 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1063:A", "QuestionText": "Here is the graph of\n\\(\ny=\\frac{4}{x}\n\\)\n\nWhat is the value of \\( y \\) when \\( x=-1 \\) ? ![A graph with two curves. Y axis from -5 to 5 and x axis from -5 to 5 marked in increments of 1.  One curve is in the positive x, positive y quadrant. It starts at the top close to the line x = 1, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the line y =1. It goes through (1, 4) (2,2) and (4,1).  One curve is in the negative x negative y quadrant. It starts at the top left of the quadrant almost parallel to y = -1, then we move right and it curves downwards towards the y axis then levels off to travel almost parallel to the x = -1 line. It goes through (-4, -1) (-2, -2) and (-1,-4)]()", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1558", "MisconceptionName": "Believes dividing a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves dividing a positive by a negative gives a positive answer\n\nQuestion:\nHere is the graph of\n\\(\ny=\\frac{4}{x}\n\\)\n\nWhat is the value of \\( y \\) when \\( x=-1 \\) ? ![A graph with two curves. Y axis from -5 to 5 and x axis from -5 to 5 marked in increments of 1.  One curve is in the positive x, positive y quadrant. It starts at the top close to the line x = 1, as we move right it drops very quickly towards the x axis then levels off to travel almost parallel to the line y =1. It goes through (1, 4) (2,2) and (4,1).  One curve is in the negative x negative y quadrant. It starts at the top left of the quadrant almost parallel to y = -1, then we move right and it curves downwards towards the y axis then levels off to travel almost parallel to the x = -1 line. It goes through (-4, -1) (-2, -2) and (-1,-4)]()\n\nOptions:\nA. \\( 4 \\)\nB. \\( -4 \\)\nC. \\( 1 \\)\nD. \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1064:B", "QuestionText": "Each of these measurements matches one of these objects. ![An image of 4 objects and 4 measurements. The objects are an egg cup, a cereal box, a chest of drawers and a piggy bank. And, the measurements are 87 cm^3, 1013 cm^3, 4172 cm^3 and 197,177 cm^3.]() Which measurement most likely matches the egg cup?", "AnswerAText": "\\( 87 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 1013 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 4172 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 197177 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1013 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "233", "MisconceptionName": "Cannot estimate the relative volume order, for different objects", "prompt": "Misconception:\nCannot estimate the relative volume order, for different objects\n\nQuestion:\nEach of these measurements matches one of these objects. ![An image of 4 objects and 4 measurements. The objects are an egg cup, a cereal box, a chest of drawers and a piggy bank. And, the measurements are 87 cm^3, 1013 cm^3, 4172 cm^3 and 197,177 cm^3.]() Which measurement most likely matches the egg cup?\n\nOptions:\nA. \\( 87 \\mathrm{~cm}^{3} \\)\nB. \\( 1013 \\mathrm{~cm}^{3} \\)\nC. \\( 4172 \\mathrm{~cm}^{3} \\)\nD. \\( 197177 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1064:C", "QuestionText": "Each of these measurements matches one of these objects. ![An image of 4 objects and 4 measurements. The objects are an egg cup, a cereal box, a chest of drawers and a piggy bank. And, the measurements are 87 cm^3, 1013 cm^3, 4172 cm^3 and 197,177 cm^3.]() Which measurement most likely matches the egg cup?", "AnswerAText": "\\( 87 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 1013 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 4172 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 197177 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4172 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "233", "MisconceptionName": "Cannot estimate the relative volume order, for different objects", "prompt": "Misconception:\nCannot estimate the relative volume order, for different objects\n\nQuestion:\nEach of these measurements matches one of these objects. ![An image of 4 objects and 4 measurements. The objects are an egg cup, a cereal box, a chest of drawers and a piggy bank. And, the measurements are 87 cm^3, 1013 cm^3, 4172 cm^3 and 197,177 cm^3.]() Which measurement most likely matches the egg cup?\n\nOptions:\nA. \\( 87 \\mathrm{~cm}^{3} \\)\nB. \\( 1013 \\mathrm{~cm}^{3} \\)\nC. \\( 4172 \\mathrm{~cm}^{3} \\)\nD. \\( 197177 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1064:D", "QuestionText": "Each of these measurements matches one of these objects. ![An image of 4 objects and 4 measurements. The objects are an egg cup, a cereal box, a chest of drawers and a piggy bank. And, the measurements are 87 cm^3, 1013 cm^3, 4172 cm^3 and 197,177 cm^3.]() Which measurement most likely matches the egg cup?", "AnswerAText": "\\( 87 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 1013 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 4172 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 197177 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 197177 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "233", "MisconceptionName": "Cannot estimate the relative volume order, for different objects", "prompt": "Misconception:\nCannot estimate the relative volume order, for different objects\n\nQuestion:\nEach of these measurements matches one of these objects. ![An image of 4 objects and 4 measurements. The objects are an egg cup, a cereal box, a chest of drawers and a piggy bank. And, the measurements are 87 cm^3, 1013 cm^3, 4172 cm^3 and 197,177 cm^3.]() Which measurement most likely matches the egg cup?\n\nOptions:\nA. \\( 87 \\mathrm{~cm}^{3} \\)\nB. \\( 1013 \\mathrm{~cm}^{3} \\)\nC. \\( 4172 \\mathrm{~cm}^{3} \\)\nD. \\( 197177 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1065:A", "QuestionText": "What is the equation of this line? ![The diagram shows a pair of axes, x and y ranging from -6 to 5 horizontally and -3 to 4 vertically. There is a horizontal line that passes through the y axis at -2. ]()", "AnswerAText": "\\( x=-2 \\)", "AnswerBText": "\\( y=-2 x \\)", "AnswerCText": "\\( x y=-2 \\)", "AnswerDText": "\\( y=-2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x=-2 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of this line? ![The diagram shows a pair of axes, x and y ranging from -6 to 5 horizontally and -3 to 4 vertically. There is a horizontal line that passes through the y axis at -2. ]()\n\nOptions:\nA. \\( x=-2 \\)\nB. \\( y=-2 x \\)\nC. \\( x y=-2 \\)\nD. \\( y=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1065:B", "QuestionText": "What is the equation of this line? ![The diagram shows a pair of axes, x and y ranging from -6 to 5 horizontally and -3 to 4 vertically. There is a horizontal line that passes through the y axis at -2. ]()", "AnswerAText": "\\( x=-2 \\)", "AnswerBText": "\\( y=-2 x \\)", "AnswerCText": "\\( x y=-2 \\)", "AnswerDText": "\\( y=-2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( y=-2 x \\)", "MisconceptionId": "1568", "MisconceptionName": "Includes the x variable when giving the equation of a horizontal line", "prompt": "Misconception:\nIncludes the x variable when giving the equation of a horizontal line\n\nQuestion:\nWhat is the equation of this line? ![The diagram shows a pair of axes, x and y ranging from -6 to 5 horizontally and -3 to 4 vertically. There is a horizontal line that passes through the y axis at -2. ]()\n\nOptions:\nA. \\( x=-2 \\)\nB. \\( y=-2 x \\)\nC. \\( x y=-2 \\)\nD. \\( y=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1065:C", "QuestionText": "What is the equation of this line? ![The diagram shows a pair of axes, x and y ranging from -6 to 5 horizontally and -3 to 4 vertically. There is a horizontal line that passes through the y axis at -2. ]()", "AnswerAText": "\\( x=-2 \\)", "AnswerBText": "\\( y=-2 x \\)", "AnswerCText": "\\( x y=-2 \\)", "AnswerDText": "\\( y=-2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( x y=-2 \\)", "MisconceptionId": "1144", "MisconceptionName": "Believes the equation for a horizontal line is in the form xy = a, where a is the y intercept", "prompt": "Misconception:\nBelieves the equation for a horizontal line is in the form xy = a, where a is the y intercept\n\nQuestion:\nWhat is the equation of this line? ![The diagram shows a pair of axes, x and y ranging from -6 to 5 horizontally and -3 to 4 vertically. There is a horizontal line that passes through the y axis at -2. ]()\n\nOptions:\nA. \\( x=-2 \\)\nB. \\( y=-2 x \\)\nC. \\( x y=-2 \\)\nD. \\( y=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1066:A", "QuestionText": "Which of the following is the most appropriate name for this:\n\\(p-3 \\equiv-(3-p)\\)", "AnswerAText": "Equation", "AnswerBText": "Expression", "AnswerCText": "Formula", "AnswerDText": "Identity", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Equation", "MisconceptionId": "553", "MisconceptionName": "Confuses an equation with an identity", "prompt": "Misconception:\nConfuses an equation with an identity\n\nQuestion:\nWhich of the following is the most appropriate name for this:\n\\(p-3 \\equiv-(3-p)\\)\n\nOptions:\nA. Equation\nB. Expression\nC. Formula\nD. Identity\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1066:B", "QuestionText": "Which of the following is the most appropriate name for this:\n\\(p-3 \\equiv-(3-p)\\)", "AnswerAText": "Equation", "AnswerBText": "Expression", "AnswerCText": "Formula", "AnswerDText": "Identity", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Expression", "MisconceptionId": "2022", "MisconceptionName": "Has incorrect belief about the meaning of \"expression\"", "prompt": "Misconception:\nHas incorrect belief about the meaning of \"expression\"\n\nQuestion:\nWhich of the following is the most appropriate name for this:\n\\(p-3 \\equiv-(3-p)\\)\n\nOptions:\nA. Equation\nB. Expression\nC. Formula\nD. Identity\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1066:C", "QuestionText": "Which of the following is the most appropriate name for this:\n\\(p-3 \\equiv-(3-p)\\)", "AnswerAText": "Equation", "AnswerBText": "Expression", "AnswerCText": "Formula", "AnswerDText": "Identity", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Formula", "MisconceptionId": "1311", "MisconceptionName": "Has incorrect belief about the meaning of \"formula\"", "prompt": "Misconception:\nHas incorrect belief about the meaning of \"formula\"\n\nQuestion:\nWhich of the following is the most appropriate name for this:\n\\(p-3 \\equiv-(3-p)\\)\n\nOptions:\nA. Equation\nB. Expression\nC. Formula\nD. Identity\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1067:B", "QuestionText": "This is a fair spinner.\n\nHow many possible outcomes are there if it is spun once? ![A hexagonal shaped spinner with 6 equal sections labelled 1, 3, 3, 5, 5 and 5.]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 1,3 \\) or \\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2094", "MisconceptionName": "Confuses all possible outcomes with options available", "prompt": "Misconception:\nConfuses all possible outcomes with options available\n\nQuestion:\nThis is a fair spinner.\n\nHow many possible outcomes are there if it is spun once? ![A hexagonal shaped spinner with 6 equal sections labelled 1, 3, 3, 5, 5 and 5.]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 3 \\)\nC. \\( 1 \\)\nD. \\( 1,3 \\) or \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1067:C", "QuestionText": "This is a fair spinner.\n\nHow many possible outcomes are there if it is spun once? ![A hexagonal shaped spinner with 6 equal sections labelled 1, 3, 3, 5, 5 and 5.]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 1,3 \\) or \\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1616", "MisconceptionName": "Fails to consider all possible outcomes", "prompt": "Misconception:\nFails to consider all possible outcomes\n\nQuestion:\nThis is a fair spinner.\n\nHow many possible outcomes are there if it is spun once? ![A hexagonal shaped spinner with 6 equal sections labelled 1, 3, 3, 5, 5 and 5.]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 3 \\)\nC. \\( 1 \\)\nD. \\( 1,3 \\) or \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1067:D", "QuestionText": "This is a fair spinner.\n\nHow many possible outcomes are there if it is spun once? ![A hexagonal shaped spinner with 6 equal sections labelled 1, 3, 3, 5, 5 and 5.]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 1,3 \\) or \\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1,3 \\) or \\( 5 \\)", "MisconceptionId": "1757", "MisconceptionName": "Lists outcomes rather than counts how many outcomes", "prompt": "Misconception:\nLists outcomes rather than counts how many outcomes\n\nQuestion:\nThis is a fair spinner.\n\nHow many possible outcomes are there if it is spun once? ![A hexagonal shaped spinner with 6 equal sections labelled 1, 3, 3, 5, 5 and 5.]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 3 \\)\nC. \\( 1 \\)\nD. \\( 1,3 \\) or \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1068:A", "QuestionText": "Which of the following answers shows a correct expansion of the expression below? \\( (x-2)^{3} \\)", "AnswerAText": "\\( x^{3}-8 \\)", "AnswerBText": "\\( x^{3}-6 x^{2}-6 x-8 \\)", "AnswerCText": "\\( x^{3}-6 x^{2}+12 x-8 \\)", "AnswerDText": "\\( x^{3}-12 x^{2}+6 x-8 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x^{3}-8 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nWhich of the following answers shows a correct expansion of the expression below? \\( (x-2)^{3} \\)\n\nOptions:\nA. \\( x^{3}-8 \\)\nB. \\( x^{3}-6 x^{2}-6 x-8 \\)\nC. \\( x^{3}-6 x^{2}+12 x-8 \\)\nD. \\( x^{3}-12 x^{2}+6 x-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1069:A", "QuestionText": "Tom and Katie are discussing the output of this 2-step function machine ![A two step function machine with x as the input. The first functions is x5 and the second function says 'subtracted from 8'. The output is blank.]() Tom says the output is \\( \\mathbf{5} \\boldsymbol{x}-\\mathbf{8} \\)\n\nKatie says the output is \\( \\mathbf{8}-\\mathbf{5} \\boldsymbol{x} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2048", "MisconceptionName": "Has not noticed the difference between 'subtract' and 'subtract from'", "prompt": "Misconception:\nHas not noticed the difference between 'subtract' and 'subtract from'\n\nQuestion:\nTom and Katie are discussing the output of this 2-step function machine ![A two step function machine with x as the input. The first functions is x5 and the second function says 'subtracted from 8'. The output is blank.]() Tom says the output is \\( \\mathbf{5} \\boldsymbol{x}-\\mathbf{8} \\)\n\nKatie says the output is \\( \\mathbf{8}-\\mathbf{5} \\boldsymbol{x} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1069:C", "QuestionText": "Tom and Katie are discussing the output of this 2-step function machine ![A two step function machine with x as the input. The first functions is x5 and the second function says 'subtracted from 8'. The output is blank.]() Tom says the output is \\( \\mathbf{5} \\boldsymbol{x}-\\mathbf{8} \\)\n\nKatie says the output is \\( \\mathbf{8}-\\mathbf{5} \\boldsymbol{x} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2048", "MisconceptionName": "Has not noticed the difference between 'subtract' and 'subtract from'", "prompt": "Misconception:\nHas not noticed the difference between 'subtract' and 'subtract from'\n\nQuestion:\nTom and Katie are discussing the output of this 2-step function machine ![A two step function machine with x as the input. The first functions is x5 and the second function says 'subtracted from 8'. The output is blank.]() Tom says the output is \\( \\mathbf{5} \\boldsymbol{x}-\\mathbf{8} \\)\n\nKatie says the output is \\( \\mathbf{8}-\\mathbf{5} \\boldsymbol{x} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1070:A", "QuestionText": "Jamie is counting up in threes. He starts at \\( -14 \\).\n\nWhat is the \\( 5^{\\text {th }} \\) number he says?", "AnswerAText": "\\( -26 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( -29 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -26 \\)", "MisconceptionId": "2185", "MisconceptionName": "Believes negative numbers with a larger absolute value are greater", "prompt": "Misconception:\nBelieves negative numbers with a larger absolute value are greater\n\nQuestion:\nJamie is counting up in threes. He starts at \\( -14 \\).\n\nWhat is the \\( 5^{\\text {th }} \\) number he says?\n\nOptions:\nA. \\( -26 \\)\nB. \\( 1 \\)\nC. \\( -2 \\)\nD. \\( -29 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1070:D", "QuestionText": "Jamie is counting up in threes. He starts at \\( -14 \\).\n\nWhat is the \\( 5^{\\text {th }} \\) number he says?", "AnswerAText": "\\( -26 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( -2 \\)", "AnswerDText": "\\( -29 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -29 \\)", "MisconceptionId": "2185", "MisconceptionName": "Believes negative numbers with a larger absolute value are greater", "prompt": "Misconception:\nBelieves negative numbers with a larger absolute value are greater\n\nQuestion:\nJamie is counting up in threes. He starts at \\( -14 \\).\n\nWhat is the \\( 5^{\\text {th }} \\) number he says?\n\nOptions:\nA. \\( -26 \\)\nB. \\( 1 \\)\nC. \\( -2 \\)\nD. \\( -29 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1071:B", "QuestionText": "What is \\( \\mathbf{1 6 5 1 . 4 3} \\) rounded to the nearest hundred?", "AnswerAText": "\\( 1700 \\)", "AnswerBText": "\\( 2000 \\)", "AnswerCText": "\\( 1600 \\)", "AnswerDText": "\\( 1650 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2000 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{1 6 5 1 . 4 3} \\) rounded to the nearest hundred?\n\nOptions:\nA. \\( 1700 \\)\nB. \\( 2000 \\)\nC. \\( 1600 \\)\nD. \\( 1650 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1071:C", "QuestionText": "What is \\( \\mathbf{1 6 5 1 . 4 3} \\) rounded to the nearest hundred?", "AnswerAText": "\\( 1700 \\)", "AnswerBText": "\\( 2000 \\)", "AnswerCText": "\\( 1600 \\)", "AnswerDText": "\\( 1650 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1600 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{1 6 5 1 . 4 3} \\) rounded to the nearest hundred?\n\nOptions:\nA. \\( 1700 \\)\nB. \\( 2000 \\)\nC. \\( 1600 \\)\nD. \\( 1650 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1071:D", "QuestionText": "What is \\( \\mathbf{1 6 5 1 . 4 3} \\) rounded to the nearest hundred?", "AnswerAText": "\\( 1700 \\)", "AnswerBText": "\\( 2000 \\)", "AnswerCText": "\\( 1600 \\)", "AnswerDText": "\\( 1650 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1650 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{1 6 5 1 . 4 3} \\) rounded to the nearest hundred?\n\nOptions:\nA. \\( 1700 \\)\nB. \\( 2000 \\)\nC. \\( 1600 \\)\nD. \\( 1650 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1072:A", "QuestionText": "What is the size of this angle? ![An image of a protractor. There is a red line going from the middle to 0/180 and another line from the middle to in between 160/20 and 170/10. ]()", "AnswerAText": "\\( 15^{\\circ} \\)", "AnswerBText": "\\( 165^{\\circ} \\)", "AnswerCText": "\\( 0^{\\circ} \\)", "AnswerDText": "This is not an angle", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 15^{\\circ} \\)", "MisconceptionId": "1188", "MisconceptionName": "Reads the wrong scale on the protractor when measuring obtuse angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring obtuse angles\n\nQuestion:\nWhat is the size of this angle? ![An image of a protractor. There is a red line going from the middle to 0/180 and another line from the middle to in between 160/20 and 170/10. ]()\n\nOptions:\nA. \\( 15^{\\circ} \\)\nB. \\( 165^{\\circ} \\)\nC. \\( 0^{\\circ} \\)\nD. This is not an angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1072:C", "QuestionText": "What is the size of this angle? ![An image of a protractor. There is a red line going from the middle to 0/180 and another line from the middle to in between 160/20 and 170/10. ]()", "AnswerAText": "\\( 15^{\\circ} \\)", "AnswerBText": "\\( 165^{\\circ} \\)", "AnswerCText": "\\( 0^{\\circ} \\)", "AnswerDText": "This is not an angle", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0^{\\circ} \\)", "MisconceptionId": "864", "MisconceptionName": "Reads 0 on protractor as size of angle when angle is not in usual orientation", "prompt": "Misconception:\nReads 0 on protractor as size of angle when angle is not in usual orientation\n\nQuestion:\nWhat is the size of this angle? ![An image of a protractor. There is a red line going from the middle to 0/180 and another line from the middle to in between 160/20 and 170/10. ]()\n\nOptions:\nA. \\( 15^{\\circ} \\)\nB. \\( 165^{\\circ} \\)\nC. \\( 0^{\\circ} \\)\nD. This is not an angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1072:D", "QuestionText": "What is the size of this angle? ![An image of a protractor. There is a red line going from the middle to 0/180 and another line from the middle to in between 160/20 and 170/10. ]()", "AnswerAText": "\\( 15^{\\circ} \\)", "AnswerBText": "\\( 165^{\\circ} \\)", "AnswerCText": "\\( 0^{\\circ} \\)", "AnswerDText": "This is not an angle", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "This is not an angle", "MisconceptionId": "872", "MisconceptionName": "Thinks angles can only be measured when one line is horizontal", "prompt": "Misconception:\nThinks angles can only be measured when one line is horizontal\n\nQuestion:\nWhat is the size of this angle? ![An image of a protractor. There is a red line going from the middle to 0/180 and another line from the middle to in between 160/20 and 170/10. ]()\n\nOptions:\nA. \\( 15^{\\circ} \\)\nB. \\( 165^{\\circ} \\)\nC. \\( 0^{\\circ} \\)\nD. This is not an angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1073:C", "QuestionText": "Convert this fraction to a percentage\n\\( \\frac{4}{5} \\)", "AnswerAText": "\\( 80 \\% \\)", "AnswerBText": "\\( 40 \\% \\)", "AnswerCText": "\\( 45 \\% \\)", "AnswerDText": "\\( 75 \\% \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 45 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\nConvert this fraction to a percentage\n\\( \\frac{4}{5} \\)\n\nOptions:\nA. \\( 80 \\% \\)\nB. \\( 40 \\% \\)\nC. \\( 45 \\% \\)\nD. \\( 75 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1074:A", "QuestionText": "Which of the following is a factor of: \\( 6 n^{2}-9 \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( n \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "91", "MisconceptionName": "When asked for factors of an algebraic expression, thinks any part of a term will be a factor", "prompt": "Misconception:\nWhen asked for factors of an algebraic expression, thinks any part of a term will be a factor\n\nQuestion:\nWhich of the following is a factor of: \\( 6 n^{2}-9 \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 9 \\)\nC. \\( n \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1074:B", "QuestionText": "Which of the following is a factor of: \\( 6 n^{2}-9 \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( n \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "519", "MisconceptionName": "When asked for factors of an algebraic expression, thinks a term will be a factor", "prompt": "Misconception:\nWhen asked for factors of an algebraic expression, thinks a term will be a factor\n\nQuestion:\nWhich of the following is a factor of: \\( 6 n^{2}-9 \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 9 \\)\nC. \\( n \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1074:C", "QuestionText": "Which of the following is a factor of: \\( 6 n^{2}-9 \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( n \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( n \\)", "MisconceptionId": "91", "MisconceptionName": "When asked for factors of an algebraic expression, thinks any part of a term will be a factor", "prompt": "Misconception:\nWhen asked for factors of an algebraic expression, thinks any part of a term will be a factor\n\nQuestion:\nWhich of the following is a factor of: \\( 6 n^{2}-9 \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 9 \\)\nC. \\( n \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1075:D", "QuestionText": "Which region describes where \\( \\boldsymbol{x}>\\mathbf{0} \\) and \\( \\boldsymbol{y}<\\mathbf{0} \\) ? ![A set of axis showing all four quadrants. y axis from -3 to 3 and x axis from -3 to 3]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich region describes where \\( \\boldsymbol{x}>\\mathbf{0} \\) and \\( \\boldsymbol{y}<\\mathbf{0} \\) ? ![A set of axis showing all four quadrants. y axis from -3 to 3 and x axis from -3 to 3]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1076:B", "QuestionText": "Tom and Katie are discussing the probability spinner\n\nTom says the sample space can be written as: \\( S=\\{5,6\\} \\)\n\nKatie says the sample space can be written as: \\( S=\\{5,5,6,6,6\\} \\)\nWho do you agree with? ![A circle divided into 5 equal sections. 3 of the sections are labelled with a purple number 6. 2 of the sections are labelled with a blue number 5.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2561", "MisconceptionName": "Believes a sample space should show repeated outcomes, not just unique possible outcomes.", "prompt": "Misconception:\nBelieves a sample space should show repeated outcomes, not just unique possible outcomes.\n\nQuestion:\nTom and Katie are discussing the probability spinner\n\nTom says the sample space can be written as: \\( S=\\{5,6\\} \\)\n\nKatie says the sample space can be written as: \\( S=\\{5,5,6,6,6\\} \\)\nWho do you agree with? ![A circle divided into 5 equal sections. 3 of the sections are labelled with a purple number 6. 2 of the sections are labelled with a blue number 5.]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1077:B", "QuestionText": "In which region would \\( x=-5.3 \\) belong? ![A Venn diagram made up of two overlapping circles. One circle is labelled x+5.3 is less than or equal to 0 and the other circle is labelled -(5.3+x)/2 is greater than 0.\nA is in the x+5.3 is less than or equal to 0 circle only.\nB is in the overlap of the two circles.\nC is in the -(5.3+x)/2 is great than 0 circle only.\nD is outside both circles.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "84", "MisconceptionName": "Believes greater than/less than symbols include end values", "prompt": "Misconception:\nBelieves greater than/less than symbols include end values\n\nQuestion:\nIn which region would \\( x=-5.3 \\) belong? ![A Venn diagram made up of two overlapping circles. One circle is labelled x+5.3 is less than or equal to 0 and the other circle is labelled -(5.3+x)/2 is greater than 0.\nA is in the x+5.3 is less than or equal to 0 circle only.\nB is in the overlap of the two circles.\nC is in the -(5.3+x)/2 is great than 0 circle only.\nD is outside both circles.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1078:B", "QuestionText": "\\( 3000 \\mathrm{~kg} \\) is the same as \\( ___ \\) tonnes", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000000 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1491", "MisconceptionName": "Thinks there are 100kg in a tonne", "prompt": "Misconception:\nThinks there are 100kg in a tonne\n\nQuestion:\n\\( 3000 \\mathrm{~kg} \\) is the same as \\( ___ \\) tonnes\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1078:C", "QuestionText": "\\( 3000 \\mathrm{~kg} \\) is the same as \\( ___ \\) tonnes", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "765", "MisconceptionName": "Thinks there are 10kg in a tonne", "prompt": "Misconception:\nThinks there are 10kg in a tonne\n\nQuestion:\n\\( 3000 \\mathrm{~kg} \\) is the same as \\( ___ \\) tonnes\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1078:D", "QuestionText": "\\( 3000 \\mathrm{~kg} \\) is the same as \\( ___ \\) tonnes", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3000000 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 3000 \\mathrm{~kg} \\) is the same as \\( ___ \\) tonnes\n\nOptions:\nA. \\( 3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1079:A", "QuestionText": "What is the square root of sixteen?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 32 \\)", "AnswerCText": "\\( 256 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2248", "MisconceptionName": "Halves when asked to find the square root", "prompt": "Misconception:\nHalves when asked to find the square root\n\nQuestion:\nWhat is the square root of sixteen?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 32 \\)\nC. \\( 256 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1079:B", "QuestionText": "What is the square root of sixteen?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 32 \\)", "AnswerCText": "\\( 256 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 32 \\)", "MisconceptionId": "2017", "MisconceptionName": "Mixes up square rooting and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up square rooting and multiplying by 2 or doubling\n\nQuestion:\nWhat is the square root of sixteen?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 32 \\)\nC. \\( 256 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1079:C", "QuestionText": "What is the square root of sixteen?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 32 \\)", "AnswerCText": "\\( 256 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 256 \\)", "MisconceptionId": "1012", "MisconceptionName": "Squares when asked to find the square root", "prompt": "Misconception:\nSquares when asked to find the square root\n\nQuestion:\nWhat is the square root of sixteen?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 32 \\)\nC. \\( 256 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1080:B", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\[\n73975\n\\]", "AnswerAText": "\\( 70000 \\)", "AnswerBText": "\\( 80000 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 74000 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 80000 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\[\n73975\n\\]\n\nOptions:\nA. \\( 70000 \\)\nB. \\( 80000 \\)\nC. \\( 7 \\)\nD. \\( 74000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1080:C", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\[\n73975\n\\]", "AnswerAText": "\\( 70000 \\)", "AnswerBText": "\\( 80000 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 74000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "663", "MisconceptionName": "Forgotten placeholders when rounding to significant figures", "prompt": "Misconception:\nForgotten placeholders when rounding to significant figures\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\[\n73975\n\\]\n\nOptions:\nA. \\( 70000 \\)\nB. \\( 80000 \\)\nC. \\( 7 \\)\nD. \\( 74000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1080:D", "QuestionText": "Round this number to \\( 1 \\) significant figure:\n\\[\n73975\n\\]", "AnswerAText": "\\( 70000 \\)", "AnswerBText": "\\( 80000 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 74000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 74000 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nRound this number to \\( 1 \\) significant figure:\n\\[\n73975\n\\]\n\nOptions:\nA. \\( 70000 \\)\nB. \\( 80000 \\)\nC. \\( 7 \\)\nD. \\( 74000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1081:B", "QuestionText": "A taxi company has a \\( £ 1.50 \\) fixed charge and then charges \\( 60 p \\) per mile. Sam correctly sketches a graph to show the cost of different length journeys with the company. Which of the following graphs would best match Sam's sketch?", "AnswerAText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive horizontal axis and travels horizontally right and upwards in a steep straight line.]()", "AnswerBText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right.]()", "AnswerCText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at the origin and travels in a straight line right and upwards.]()", "AnswerDText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right and upwards in a straight line.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right.]()", "MisconceptionId": "1784", "MisconceptionName": "Believes a horizontal line can show a constant rate of change", "prompt": "Misconception:\nBelieves a horizontal line can show a constant rate of change\n\nQuestion:\nA taxi company has a \\( £ 1.50 \\) fixed charge and then charges \\( 60 p \\) per mile. Sam correctly sketches a graph to show the cost of different length journeys with the company. Which of the following graphs would best match Sam's sketch?\n\nOptions:\nA. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive horizontal axis and travels horizontally right and upwards in a steep straight line.]()\nB. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right.]()\nC. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at the origin and travels in a straight line right and upwards.]()\nD. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right and upwards in a straight line.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1081:C", "QuestionText": "A taxi company has a \\( £ 1.50 \\) fixed charge and then charges \\( 60 p \\) per mile. Sam correctly sketches a graph to show the cost of different length journeys with the company. Which of the following graphs would best match Sam's sketch?", "AnswerAText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive horizontal axis and travels horizontally right and upwards in a steep straight line.]()", "AnswerBText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right.]()", "AnswerCText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at the origin and travels in a straight line right and upwards.]()", "AnswerDText": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right and upwards in a straight line.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at the origin and travels in a straight line right and upwards.]()", "MisconceptionId": "1519", "MisconceptionName": "Assumes that a graph always starts at the origin", "prompt": "Misconception:\nAssumes that a graph always starts at the origin\n\nQuestion:\nA taxi company has a \\( £ 1.50 \\) fixed charge and then charges \\( 60 p \\) per mile. Sam correctly sketches a graph to show the cost of different length journeys with the company. Which of the following graphs would best match Sam's sketch?\n\nOptions:\nA. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive horizontal axis and travels horizontally right and upwards in a steep straight line.]()\nB. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right.]()\nC. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at the origin and travels in a straight line right and upwards.]()\nD. ![A graph with distance on the horizontal axis and cost on the vertical axis. The graph starts at a point on the positive vertical axis and travels horizontally right and upwards in a straight line.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1082:C", "QuestionText": "Tom and Katie are discussing the table of values for \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 27 \\) \\\\\n\\hline\n\\end{tabular} Tom says the star could be \\( 3 \\).\n\nKatie says the star could be \\( -3 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "602", "MisconceptionName": "Thinks multiplying two or more negative numbers together always gives a positive answer, regardless of how many negative numbers there are in the sum", "prompt": "Misconception:\nThinks multiplying two or more negative numbers together always gives a positive answer, regardless of how many negative numbers there are in the sum\n\nQuestion:\nTom and Katie are discussing the table of values for \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 27 \\) \\\\\n\\hline\n\\end{tabular} Tom says the star could be \\( 3 \\).\n\nKatie says the star could be \\( -3 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1083:A", "QuestionText": "What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p+5)(p-4) \\equiv p^{2} \\triangle p \\bigcirc\n\\)", "AnswerAText": "\\( \\bigcirc=+1 \\)", "AnswerBText": "\\( \\bigcirc=+20 \\)", "AnswerCText": "\\( \\bigcirc=-9 \\)", "AnswerDText": "\\( \\bigcirc=-20 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\bigcirc=+1 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nWhat should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p+5)(p-4) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\n\nOptions:\nA. \\( \\bigcirc=+1 \\)\nB. \\( \\bigcirc=+20 \\)\nC. \\( \\bigcirc=-9 \\)\nD. \\( \\bigcirc=-20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1083:B", "QuestionText": "What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p+5)(p-4) \\equiv p^{2} \\triangle p \\bigcirc\n\\)", "AnswerAText": "\\( \\bigcirc=+1 \\)", "AnswerBText": "\\( \\bigcirc=+20 \\)", "AnswerCText": "\\( \\bigcirc=-9 \\)", "AnswerDText": "\\( \\bigcirc=-20 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\bigcirc=+20 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhat should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p+5)(p-4) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\n\nOptions:\nA. \\( \\bigcirc=+1 \\)\nB. \\( \\bigcirc=+20 \\)\nC. \\( \\bigcirc=-9 \\)\nD. \\( \\bigcirc=-20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1084:A", "QuestionText": "What number is \\( 100 \\) less than \\( 876,099 ? \\)", "AnswerAText": "\\( 876.099 \\)", "AnswerBText": "\\( 876,199 \\)", "AnswerCText": "\\( 875,999 \\)", "AnswerDText": "\\( 875,099 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 876.099 \\)", "MisconceptionId": "228", "MisconceptionName": "Divides rather than subtracts when given the command 'less than'", "prompt": "Misconception:\nDivides rather than subtracts when given the command 'less than'\n\nQuestion:\nWhat number is \\( 100 \\) less than \\( 876,099 ? \\)\n\nOptions:\nA. \\( 876.099 \\)\nB. \\( 876,199 \\)\nC. \\( 875,999 \\)\nD. \\( 875,099 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1084:D", "QuestionText": "What number is \\( 100 \\) less than \\( 876,099 ? \\)", "AnswerAText": "\\( 876.099 \\)", "AnswerBText": "\\( 876,199 \\)", "AnswerCText": "\\( 875,999 \\)", "AnswerDText": "\\( 875,099 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 875,099 \\)", "MisconceptionId": "2264", "MisconceptionName": "When subtracting a power of 10, subtracts from the wrong column", "prompt": "Misconception:\nWhen subtracting a power of 10, subtracts from the wrong column\n\nQuestion:\nWhat number is \\( 100 \\) less than \\( 876,099 ? \\)\n\nOptions:\nA. \\( 876.099 \\)\nB. \\( 876,199 \\)\nC. \\( 875,999 \\)\nD. \\( 875,099 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1085:A", "QuestionText": "\\( 50.09 \\div 0.1= \\)", "AnswerAText": "\\( 50.009 \\)", "AnswerBText": "\\( 500.9 \\)", "AnswerCText": "\\( 500.09 \\)", "AnswerDText": "\\( 5.009 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 50.009 \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\n\\( 50.09 \\div 0.1= \\)\n\nOptions:\nA. \\( 50.009 \\)\nB. \\( 500.9 \\)\nC. \\( 500.09 \\)\nD. \\( 5.009 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1085:C", "QuestionText": "\\( 50.09 \\div 0.1= \\)", "AnswerAText": "\\( 50.009 \\)", "AnswerBText": "\\( 500.9 \\)", "AnswerCText": "\\( 500.09 \\)", "AnswerDText": "\\( 5.009 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 500.09 \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\n\\( 50.09 \\div 0.1= \\)\n\nOptions:\nA. \\( 50.009 \\)\nB. \\( 500.9 \\)\nC. \\( 500.09 \\)\nD. \\( 5.009 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1085:D", "QuestionText": "\\( 50.09 \\div 0.1= \\)", "AnswerAText": "\\( 50.009 \\)", "AnswerBText": "\\( 500.9 \\)", "AnswerCText": "\\( 500.09 \\)", "AnswerDText": "\\( 5.009 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 5.009 \\)", "MisconceptionId": "447", "MisconceptionName": "Believes dividing by 0.1 is the same as dividing by 10", "prompt": "Misconception:\nBelieves dividing by 0.1 is the same as dividing by 10\n\nQuestion:\n\\( 50.09 \\div 0.1= \\)\n\nOptions:\nA. \\( 50.009 \\)\nB. \\( 500.9 \\)\nC. \\( 500.09 \\)\nD. \\( 5.009 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1086:A", "QuestionText": "\\( 0.6 \\) hours \\( = _____\\) minutes", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 120 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 60 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "767", "MisconceptionName": "Thinks there are 10 minutes in an hour", "prompt": "Misconception:\nThinks there are 10 minutes in an hour\n\nQuestion:\n\\( 0.6 \\) hours \\( = _____\\) minutes\n\nOptions:\nA. \\( 6 \\)\nB. \\( 120 \\)\nC. \\( 36 \\)\nD. \\( 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1086:D", "QuestionText": "\\( 0.6 \\) hours \\( = _____\\) minutes", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 120 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 60 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 60 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\n\\( 0.6 \\) hours \\( = _____\\) minutes\n\nOptions:\nA. \\( 6 \\)\nB. \\( 120 \\)\nC. \\( 36 \\)\nD. \\( 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1087:A", "QuestionText": "What is the size of angle \\( x \\) ? ![Angles around a point split into two parts, one is labelled 290 degrees and the other x]()", "AnswerAText": "\\( 290^{\\circ} \\)", "AnswerBText": "\\( 70^{\\circ} \\)", "AnswerCText": "\\( 50^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 290^{\\circ} \\)", "MisconceptionId": "415", "MisconceptionName": "Incorrectly identifies angles as vertically opposite", "prompt": "Misconception:\nIncorrectly identifies angles as vertically opposite\n\nQuestion:\nWhat is the size of angle \\( x \\) ? ![Angles around a point split into two parts, one is labelled 290 degrees and the other x]()\n\nOptions:\nA. \\( 290^{\\circ} \\)\nB. \\( 70^{\\circ} \\)\nC. \\( 50^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1087:C", "QuestionText": "What is the size of angle \\( x \\) ? ![Angles around a point split into two parts, one is labelled 290 degrees and the other x]()", "AnswerAText": "\\( 290^{\\circ} \\)", "AnswerBText": "\\( 70^{\\circ} \\)", "AnswerCText": "\\( 50^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 50^{\\circ} \\)", "MisconceptionId": "2334", "MisconceptionName": "Does not know that angles around a point sum to 360", "prompt": "Misconception:\nDoes not know that angles around a point sum to 360\n\nQuestion:\nWhat is the size of angle \\( x \\) ? ![Angles around a point split into two parts, one is labelled 290 degrees and the other x]()\n\nOptions:\nA. \\( 290^{\\circ} \\)\nB. \\( 70^{\\circ} \\)\nC. \\( 50^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1087:D", "QuestionText": "What is the size of angle \\( x \\) ? ![Angles around a point split into two parts, one is labelled 290 degrees and the other x]()", "AnswerAText": "\\( 290^{\\circ} \\)", "AnswerBText": "\\( 70^{\\circ} \\)", "AnswerCText": "\\( 50^{\\circ} \\)", "AnswerDText": "\\( 45^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 45^{\\circ} \\)", "MisconceptionId": "2334", "MisconceptionName": "Does not know that angles around a point sum to 360", "prompt": "Misconception:\nDoes not know that angles around a point sum to 360\n\nQuestion:\nWhat is the size of angle \\( x \\) ? ![Angles around a point split into two parts, one is labelled 290 degrees and the other x]()\n\nOptions:\nA. \\( 290^{\\circ} \\)\nB. \\( 70^{\\circ} \\)\nC. \\( 50^{\\circ} \\)\nD. \\( 45^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1088:A", "QuestionText": "\\[\nx+y=8\n\\]\nWhich pair of numbers fits the equation?", "AnswerAText": "\\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}x=10 \\\\ y=-2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)", "MisconceptionId": "2487", "MisconceptionName": "Changes the given operation when substituting", "prompt": "Misconception:\nChanges the given operation when substituting\n\nQuestion:\n\\[\nx+y=8\n\\]\nWhich pair of numbers fits the equation?\n\nOptions:\nA. \\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)\nB. \\( \\begin{array}{c}x=10 \\\\ y=-2\\end{array} \\)\nC. \\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)\nD. \\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1088:C", "QuestionText": "\\[\nx+y=8\n\\]\nWhich pair of numbers fits the equation?", "AnswerAText": "\\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}x=10 \\\\ y=-2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)", "MisconceptionId": "2487", "MisconceptionName": "Changes the given operation when substituting", "prompt": "Misconception:\nChanges the given operation when substituting\n\nQuestion:\n\\[\nx+y=8\n\\]\nWhich pair of numbers fits the equation?\n\nOptions:\nA. \\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)\nB. \\( \\begin{array}{c}x=10 \\\\ y=-2\\end{array} \\)\nC. \\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)\nD. \\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1088:D", "QuestionText": "\\[\nx+y=8\n\\]\nWhich pair of numbers fits the equation?", "AnswerAText": "\\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}x=10 \\\\ y=-2\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)", "MisconceptionId": "2230", "MisconceptionName": "substitutes incorrectly", "prompt": "Misconception:\nsubstitutes incorrectly\n\nQuestion:\n\\[\nx+y=8\n\\]\nWhich pair of numbers fits the equation?\n\nOptions:\nA. \\( \\begin{array}{l}x=10 \\\\ y=2\\end{array} \\)\nB. \\( \\begin{array}{c}x=10 \\\\ y=-2\\end{array} \\)\nC. \\( \\begin{array}{l}x=8 \\\\ y=1\\end{array} \\)\nD. \\( \\begin{array}{c}x=-8 \\\\ y=1\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1089:C", "QuestionText": "What number is \\( 10,000 \\) less than \\( 509,570 \\) ?", "AnswerAText": "\\( 499,570 \\)", "AnswerBText": "\\( 519,570 \\)", "AnswerCText": "\\( 50.957 \\)", "AnswerDText": "\\( 409,570 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 50.957 \\)", "MisconceptionId": "228", "MisconceptionName": "Divides rather than subtracts when given the command 'less than'", "prompt": "Misconception:\nDivides rather than subtracts when given the command 'less than'\n\nQuestion:\nWhat number is \\( 10,000 \\) less than \\( 509,570 \\) ?\n\nOptions:\nA. \\( 499,570 \\)\nB. \\( 519,570 \\)\nC. \\( 50.957 \\)\nD. \\( 409,570 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1089:D", "QuestionText": "What number is \\( 10,000 \\) less than \\( 509,570 \\) ?", "AnswerAText": "\\( 499,570 \\)", "AnswerBText": "\\( 519,570 \\)", "AnswerCText": "\\( 50.957 \\)", "AnswerDText": "\\( 409,570 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 409,570 \\)", "MisconceptionId": "2264", "MisconceptionName": "When subtracting a power of 10, subtracts from the wrong column", "prompt": "Misconception:\nWhen subtracting a power of 10, subtracts from the wrong column\n\nQuestion:\nWhat number is \\( 10,000 \\) less than \\( 509,570 \\) ?\n\nOptions:\nA. \\( 499,570 \\)\nB. \\( 519,570 \\)\nC. \\( 50.957 \\)\nD. \\( 409,570 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1090:A", "QuestionText": "Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-x+3 y\\)", "AnswerAText": "\\( 5 x+5 y \\)", "AnswerBText": "\\( 5 x+y \\)", "AnswerCText": "\\( 7 x+5 y \\)", "AnswerDText": "\\( 7 x+y \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5 x+5 y \\)", "MisconceptionId": "1380", "MisconceptionName": "When collecting like terms, assigns positivity or negativity incorrectly.", "prompt": "Misconception:\nWhen collecting like terms, assigns positivity or negativity incorrectly.\n\nQuestion:\nSimplify the following expression by collecting\nlike terms\n\\(6 x-2 y-x+3 y\\)\n\nOptions:\nA. \\( 5 x+5 y \\)\nB. \\( 5 x+y \\)\nC. \\( 7 x+5 y \\)\nD. \\( 7 x+y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1090:C", "QuestionText": "Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-x+3 y\\)", "AnswerAText": "\\( 5 x+5 y \\)", "AnswerBText": "\\( 5 x+y \\)", "AnswerCText": "\\( 7 x+5 y \\)", "AnswerDText": "\\( 7 x+y \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 7 x+5 y \\)", "MisconceptionId": "2046", "MisconceptionName": "When collecting like terms, treats subtractions as if they are additions", "prompt": "Misconception:\nWhen collecting like terms, treats subtractions as if they are additions\n\nQuestion:\nSimplify the following expression by collecting\nlike terms\n\\(6 x-2 y-x+3 y\\)\n\nOptions:\nA. \\( 5 x+5 y \\)\nB. \\( 5 x+y \\)\nC. \\( 7 x+5 y \\)\nD. \\( 7 x+y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1090:D", "QuestionText": "Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-x+3 y\\)", "AnswerAText": "\\( 5 x+5 y \\)", "AnswerBText": "\\( 5 x+y \\)", "AnswerCText": "\\( 7 x+5 y \\)", "AnswerDText": "\\( 7 x+y \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7 x+y \\)", "MisconceptionId": "1380", "MisconceptionName": "When collecting like terms, assigns positivity or negativity incorrectly.", "prompt": "Misconception:\nWhen collecting like terms, assigns positivity or negativity incorrectly.\n\nQuestion:\nSimplify the following expression by collecting\nlike terms\n\\(6 x-2 y-x+3 y\\)\n\nOptions:\nA. \\( 5 x+5 y \\)\nB. \\( 5 x+y \\)\nC. \\( 7 x+5 y \\)\nD. \\( 7 x+y \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1091:A", "QuestionText": "Simplify the following by collecting like terms. \\( \\frac{2}{3} k^{2}+\\frac{1}{6} k^{2}-\\frac{1}{3} k^{2}+\\frac{5}{6} k^{2} \\)", "AnswerAText": "\\( 2 k^{2} \\)", "AnswerBText": "\\( \\frac{1}{3} k^{2}+\\frac{6}{6} k^{2} \\)", "AnswerCText": "\\( 1 \\frac{1}{3} k^{2} \\)", "AnswerDText": "\\( \\frac{1}{3} k^{2}+k^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 k^{2} \\)", "MisconceptionId": "1380", "MisconceptionName": "When collecting like terms, assigns positivity or negativity incorrectly.", "prompt": "Misconception:\nWhen collecting like terms, assigns positivity or negativity incorrectly.\n\nQuestion:\nSimplify the following by collecting like terms. \\( \\frac{2}{3} k^{2}+\\frac{1}{6} k^{2}-\\frac{1}{3} k^{2}+\\frac{5}{6} k^{2} \\)\n\nOptions:\nA. \\( 2 k^{2} \\)\nB. \\( \\frac{1}{3} k^{2}+\\frac{6}{6} k^{2} \\)\nC. \\( 1 \\frac{1}{3} k^{2} \\)\nD. \\( \\frac{1}{3} k^{2}+k^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1091:D", "QuestionText": "Simplify the following by collecting like terms. \\( \\frac{2}{3} k^{2}+\\frac{1}{6} k^{2}-\\frac{1}{3} k^{2}+\\frac{5}{6} k^{2} \\)", "AnswerAText": "\\( 2 k^{2} \\)", "AnswerBText": "\\( \\frac{1}{3} k^{2}+\\frac{6}{6} k^{2} \\)", "AnswerCText": "\\( 1 \\frac{1}{3} k^{2} \\)", "AnswerDText": "\\( \\frac{1}{3} k^{2}+k^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{3} k^{2}+k^{2} \\)", "MisconceptionId": "528", "MisconceptionName": "Does not think that a variable with no coefficient has a coefficient of 1.", "prompt": "Misconception:\nDoes not think that a variable with no coefficient has a coefficient of 1.\n\nQuestion:\nSimplify the following by collecting like terms. \\( \\frac{2}{3} k^{2}+\\frac{1}{6} k^{2}-\\frac{1}{3} k^{2}+\\frac{5}{6} k^{2} \\)\n\nOptions:\nA. \\( 2 k^{2} \\)\nB. \\( \\frac{1}{3} k^{2}+\\frac{6}{6} k^{2} \\)\nC. \\( 1 \\frac{1}{3} k^{2} \\)\nD. \\( \\frac{1}{3} k^{2}+k^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1092:A", "QuestionText": "What is the median of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02, \\quad 0.002\n\\]", "AnswerAText": "\\( 0.22 \\)", "AnswerBText": "\\( 0.11 \\)", "AnswerCText": "\\( 0.44 \\)", "AnswerDText": "\\( 0.011 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.22 \\)", "MisconceptionId": "2426", "MisconceptionName": "When finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle", "prompt": "Misconception:\nWhen finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02, \\quad 0.002\n\\]\n\nOptions:\nA. \\( 0.22 \\)\nB. \\( 0.11 \\)\nC. \\( 0.44 \\)\nD. \\( 0.011 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1092:C", "QuestionText": "What is the median of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02, \\quad 0.002\n\\]", "AnswerAText": "\\( 0.22 \\)", "AnswerBText": "\\( 0.11 \\)", "AnswerCText": "\\( 0.44 \\)", "AnswerDText": "\\( 0.011 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.44 \\)", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nWhat is the median of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02, \\quad 0.002\n\\]\n\nOptions:\nA. \\( 0.22 \\)\nB. \\( 0.11 \\)\nC. \\( 0.44 \\)\nD. \\( 0.011 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1093:B", "QuestionText": "This table shows the ages of people on a university running team.\n\nWhat is the modal age? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 19.5 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 19.5 \\)", "MisconceptionId": "1264", "MisconceptionName": "Finds the median instead of the mode", "prompt": "Misconception:\nFinds the median instead of the mode\n\nQuestion:\nThis table shows the ages of people on a university running team.\n\nWhat is the modal age? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 18 \\)\nB. \\( 19.5 \\)\nC. \\( 7 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1093:C", "QuestionText": "This table shows the ages of people on a university running team.\n\nWhat is the modal age? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 19.5 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1364", "MisconceptionName": "Believes the mode is the frequency rather than the value/group", "prompt": "Misconception:\nBelieves the mode is the frequency rather than the value/group\n\nQuestion:\nThis table shows the ages of people on a university running team.\n\nWhat is the modal age? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 18 \\)\nB. \\( 19.5 \\)\nC. \\( 7 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1093:D", "QuestionText": "This table shows the ages of people on a university running team.\n\nWhat is the modal age? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 19.5 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 21 \\)", "MisconceptionId": "1186", "MisconceptionName": "Believes when identifying the mode you look at all values, not just frequencies, for the highest number", "prompt": "Misconception:\nBelieves when identifying the mode you look at all values, not just frequencies, for the highest number\n\nQuestion:\nThis table shows the ages of people on a university running team.\n\nWhat is the modal age? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 18 \\)\nB. \\( 19.5 \\)\nC. \\( 7 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1094:B", "QuestionText": "\\( \\begin{array}{r}\\quad58 \\\\ \\times 22 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "345", "MisconceptionName": "Has treated this like an addition problem and added the ones column.", "prompt": "Misconception:\nHas treated this like an addition problem and added the ones column.\n\nQuestion:\n\\( \\begin{array}{r}\\quad58 \\\\ \\times 22 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1094:C", "QuestionText": "\\( \\begin{array}{r}\\quad58 \\\\ \\times 22 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "60", "MisconceptionName": "Has written the value of the 'ones' column as the answer, withiut using the numbers in the question.", "prompt": "Misconception:\nHas written the value of the 'ones' column as the answer, withiut using the numbers in the question.\n\nQuestion:\n\\( \\begin{array}{r}\\quad58 \\\\ \\times 22 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1095:B", "QuestionText": "\\[\n300200\n\\]\nWrite this number using standard form", "AnswerAText": "\\( 3.002 \\times 10^{5} \\)", "AnswerBText": "\\( 3.2 \\times 10^{5} \\)", "AnswerCText": "\\( 3.002 \\times 10^{6} \\)", "AnswerDText": "\\( 3.2 \\times 10^{6} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3.2 \\times 10^{5} \\)", "MisconceptionId": "702", "MisconceptionName": "When changing a number to standard form omits zero's of significance", "prompt": "Misconception:\nWhen changing a number to standard form omits zero's of significance\n\nQuestion:\n\\[\n300200\n\\]\nWrite this number using standard form\n\nOptions:\nA. \\( 3.002 \\times 10^{5} \\)\nB. \\( 3.2 \\times 10^{5} \\)\nC. \\( 3.002 \\times 10^{6} \\)\nD. \\( 3.2 \\times 10^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1095:C", "QuestionText": "\\[\n300200\n\\]\nWrite this number using standard form", "AnswerAText": "\\( 3.002 \\times 10^{5} \\)", "AnswerBText": "\\( 3.2 \\times 10^{5} \\)", "AnswerCText": "\\( 3.002 \\times 10^{6} \\)", "AnswerDText": "\\( 3.2 \\times 10^{6} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3.002 \\times 10^{6} \\)", "MisconceptionId": "1571", "MisconceptionName": "When writing standard form does not give the correct power of ten", "prompt": "Misconception:\nWhen writing standard form does not give the correct power of ten\n\nQuestion:\n\\[\n300200\n\\]\nWrite this number using standard form\n\nOptions:\nA. \\( 3.002 \\times 10^{5} \\)\nB. \\( 3.2 \\times 10^{5} \\)\nC. \\( 3.002 \\times 10^{6} \\)\nD. \\( 3.2 \\times 10^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1095:D", "QuestionText": "\\[\n300200\n\\]\nWrite this number using standard form", "AnswerAText": "\\( 3.002 \\times 10^{5} \\)", "AnswerBText": "\\( 3.2 \\times 10^{5} \\)", "AnswerCText": "\\( 3.002 \\times 10^{6} \\)", "AnswerDText": "\\( 3.2 \\times 10^{6} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3.2 \\times 10^{6} \\)", "MisconceptionId": "702", "MisconceptionName": "When changing a number to standard form omits zero's of significance", "prompt": "Misconception:\nWhen changing a number to standard form omits zero's of significance\n\nQuestion:\n\\[\n300200\n\\]\nWrite this number using standard form\n\nOptions:\nA. \\( 3.002 \\times 10^{5} \\)\nB. \\( 3.2 \\times 10^{5} \\)\nC. \\( 3.002 \\times 10^{6} \\)\nD. \\( 3.2 \\times 10^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1096:B", "QuestionText": "What is the midpoint of \\( (4,3) \\) and \\( (1,-5) \\) ?", "AnswerAText": "\\( (2.5,-1) \\)", "AnswerBText": "\\( (5,-2) \\)", "AnswerCText": "\\( (2.5,-4) \\)", "AnswerDText": "Impossible as you can't have a decimal coordinate", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (5,-2) \\)", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nWhat is the midpoint of \\( (4,3) \\) and \\( (1,-5) \\) ?\n\nOptions:\nA. \\( (2.5,-1) \\)\nB. \\( (5,-2) \\)\nC. \\( (2.5,-4) \\)\nD. Impossible as you can't have a decimal coordinate\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1096:D", "QuestionText": "What is the midpoint of \\( (4,3) \\) and \\( (1,-5) \\) ?", "AnswerAText": "\\( (2.5,-1) \\)", "AnswerBText": "\\( (5,-2) \\)", "AnswerCText": "\\( (2.5,-4) \\)", "AnswerDText": "Impossible as you can't have a decimal coordinate", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Impossible as you can't have a decimal coordinate", "MisconceptionId": "1611", "MisconceptionName": "Does not understand that coordinates can be decimals", "prompt": "Misconception:\nDoes not understand that coordinates can be decimals\n\nQuestion:\nWhat is the midpoint of \\( (4,3) \\) and \\( (1,-5) \\) ?\n\nOptions:\nA. \\( (2.5,-1) \\)\nB. \\( (5,-2) \\)\nC. \\( (2.5,-4) \\)\nD. Impossible as you can't have a decimal coordinate\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1097:A", "QuestionText": "What is the first term of the sequence given by this rule:\n\\[\n4 n+3\n\\]", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 43 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2376", "MisconceptionName": "When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.", "prompt": "Misconception:\nWhen finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.\n\nQuestion:\nWhat is the first term of the sequence given by this rule:\n\\[\n4 n+3\n\\]\n\nOptions:\nA. \\( 4 \\)\nB. \\( 7 \\)\nC. \\( 3 \\)\nD. \\( 43 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1097:C", "QuestionText": "What is the first term of the sequence given by this rule:\n\\[\n4 n+3\n\\]", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 43 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "936", "MisconceptionName": "Thinks the first term in a sequence is the term before the sequence begins (0th term)", "prompt": "Misconception:\nThinks the first term in a sequence is the term before the sequence begins (0th term)\n\nQuestion:\nWhat is the first term of the sequence given by this rule:\n\\[\n4 n+3\n\\]\n\nOptions:\nA. \\( 4 \\)\nB. \\( 7 \\)\nC. \\( 3 \\)\nD. \\( 43 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1098:A", "QuestionText": "STEP \\( 3 \\)\n\nWhich of the options is the final answer, expressed as simply as possible?\n\\(\n\\begin{aligned}\n& \\frac{3 x+1}{3} \\div \\frac{9 x^{2}-1}{12} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{9 x^{2}-1} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{(3 x-1)(3 x+1)}\n\\end{aligned}\n\\)", "AnswerAText": "\\( \\frac{12}{9 x-1} \\)", "AnswerBText": "\\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)", "AnswerCText": "\\( \\frac{5}{3 x} \\)", "AnswerDText": "\\( \\frac{4}{3 x-1} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{12}{9 x-1} \\)", "MisconceptionId": "363", "MisconceptionName": "Only applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction", "prompt": "Misconception:\nOnly applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction\n\nQuestion:\nSTEP \\( 3 \\)\n\nWhich of the options is the final answer, expressed as simply as possible?\n\\(\n\\begin{aligned}\n& \\frac{3 x+1}{3} \\div \\frac{9 x^{2}-1}{12} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{9 x^{2}-1} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{(3 x-1)(3 x+1)}\n\\end{aligned}\n\\)\n\nOptions:\nA. \\( \\frac{12}{9 x-1} \\)\nB. \\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)\nC. \\( \\frac{5}{3 x} \\)\nD. \\( \\frac{4}{3 x-1} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1098:B", "QuestionText": "STEP \\( 3 \\)\n\nWhich of the options is the final answer, expressed as simply as possible?\n\\(\n\\begin{aligned}\n& \\frac{3 x+1}{3} \\div \\frac{9 x^{2}-1}{12} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{9 x^{2}-1} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{(3 x-1)(3 x+1)}\n\\end{aligned}\n\\)", "AnswerAText": "\\( \\frac{12}{9 x-1} \\)", "AnswerBText": "\\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)", "AnswerCText": "\\( \\frac{5}{3 x} \\)", "AnswerDText": "\\( \\frac{4}{3 x-1} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)", "MisconceptionId": "1593", "MisconceptionName": "When simplifying an algebraic fraction, only looks for number factors", "prompt": "Misconception:\nWhen simplifying an algebraic fraction, only looks for number factors\n\nQuestion:\nSTEP \\( 3 \\)\n\nWhich of the options is the final answer, expressed as simply as possible?\n\\(\n\\begin{aligned}\n& \\frac{3 x+1}{3} \\div \\frac{9 x^{2}-1}{12} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{9 x^{2}-1} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{(3 x-1)(3 x+1)}\n\\end{aligned}\n\\)\n\nOptions:\nA. \\( \\frac{12}{9 x-1} \\)\nB. \\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)\nC. \\( \\frac{5}{3 x} \\)\nD. \\( \\frac{4}{3 x-1} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1098:C", "QuestionText": "STEP \\( 3 \\)\n\nWhich of the options is the final answer, expressed as simply as possible?\n\\(\n\\begin{aligned}\n& \\frac{3 x+1}{3} \\div \\frac{9 x^{2}-1}{12} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{9 x^{2}-1} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{(3 x-1)(3 x+1)}\n\\end{aligned}\n\\)", "AnswerAText": "\\( \\frac{12}{9 x-1} \\)", "AnswerBText": "\\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)", "AnswerCText": "\\( \\frac{5}{3 x} \\)", "AnswerDText": "\\( \\frac{4}{3 x-1} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{5}{3 x} \\)", "MisconceptionId": "2078", "MisconceptionName": "Simplifies a fraction by adding or subtracting the same amount from the numerator  and denominator", "prompt": "Misconception:\nSimplifies a fraction by adding or subtracting the same amount from the numerator  and denominator\n\nQuestion:\nSTEP \\( 3 \\)\n\nWhich of the options is the final answer, expressed as simply as possible?\n\\(\n\\begin{aligned}\n& \\frac{3 x+1}{3} \\div \\frac{9 x^{2}-1}{12} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{9 x^{2}-1} \\\\\n= & \\frac{3 x+1}{3} \\times \\frac{12}{(3 x-1)(3 x+1)}\n\\end{aligned}\n\\)\n\nOptions:\nA. \\( \\frac{12}{9 x-1} \\)\nB. \\( \\frac{4(3 x+1)}{(3 x-1)(3 x+1)} \\)\nC. \\( \\frac{5}{3 x} \\)\nD. \\( \\frac{4}{3 x-1} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1099:B", "QuestionText": "Julie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n87.4 \\times 0.3727\n\\]\n\nWhat number should replace \\( \\mathbf{8 7 . 4} \\) in her estimation?", "AnswerAText": "\\( 90 \\)", "AnswerBText": "\\( 87 \\)", "AnswerCText": "\\( 88 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 87 \\)", "MisconceptionId": "37", "MisconceptionName": "Rounded to wrong degree of accuracy (2sf not 1sf)", "prompt": "Misconception:\nRounded to wrong degree of accuracy (2sf not 1sf)\n\nQuestion:\nJulie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n87.4 \\times 0.3727\n\\]\n\nWhat number should replace \\( \\mathbf{8 7 . 4} \\) in her estimation?\n\nOptions:\nA. \\( 90 \\)\nB. \\( 87 \\)\nC. \\( 88 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1099:C", "QuestionText": "Julie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n87.4 \\times 0.3727\n\\]\n\nWhat number should replace \\( \\mathbf{8 7 . 4} \\) in her estimation?", "AnswerAText": "\\( 90 \\)", "AnswerBText": "\\( 87 \\)", "AnswerCText": "\\( 88 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 88 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nJulie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n87.4 \\times 0.3727\n\\]\n\nWhat number should replace \\( \\mathbf{8 7 . 4} \\) in her estimation?\n\nOptions:\nA. \\( 90 \\)\nB. \\( 87 \\)\nC. \\( 88 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1099:D", "QuestionText": "Julie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n87.4 \\times 0.3727\n\\]\n\nWhat number should replace \\( \\mathbf{8 7 . 4} \\) in her estimation?", "AnswerAText": "\\( 90 \\)", "AnswerBText": "\\( 87 \\)", "AnswerCText": "\\( 88 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 80 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nJulie wants to estimate the answer to this calculation by rounding each number to \\( 1 \\) significant figure.\n\n\\[\n87.4 \\times 0.3727\n\\]\n\nWhat number should replace \\( \\mathbf{8 7 . 4} \\) in her estimation?\n\nOptions:\nA. \\( 90 \\)\nB. \\( 87 \\)\nC. \\( 88 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1100:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+5 p+6\n\\)", "AnswerAText": "\\( (p+2)(p+3) \\)", "AnswerBText": "\\( (p+6)(p+1) \\)", "AnswerCText": "\\( (p+6)(p-1) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (p+6)(p+1) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+5 p+6\n\\)\n\nOptions:\nA. \\( (p+2)(p+3) \\)\nB. \\( (p+6)(p+1) \\)\nC. \\( (p+6)(p-1) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1100:C", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+5 p+6\n\\)", "AnswerAText": "\\( (p+2)(p+3) \\)", "AnswerBText": "\\( (p+6)(p+1) \\)", "AnswerCText": "\\( (p+6)(p-1) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (p+6)(p-1) \\)", "MisconceptionId": "418", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+5 p+6\n\\)\n\nOptions:\nA. \\( (p+2)(p+3) \\)\nB. \\( (p+6)(p+1) \\)\nC. \\( (p+6)(p-1) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1101:B", "QuestionText": "Josh and Lucy share some money in the ratio \\( 3: 7 \\)\n\nJosh receives \\( £ 84 \\).\n\nHow much money does Lucy receive?", "AnswerAText": "\\( £ 196 \\)", "AnswerBText": "\\( £ 58.80 \\)", "AnswerCText": "\\( £ 28 \\)", "AnswerDText": "\\( £ 36 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( £ 58.80 \\)", "MisconceptionId": "624", "MisconceptionName": "In ratio question where one side of ratio is given, treats that as the total", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, treats that as the total\n\nQuestion:\nJosh and Lucy share some money in the ratio \\( 3: 7 \\)\n\nJosh receives \\( £ 84 \\).\n\nHow much money does Lucy receive?\n\nOptions:\nA. \\( £ 196 \\)\nB. \\( £ 58.80 \\)\nC. \\( £ 28 \\)\nD. \\( £ 36 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1101:C", "QuestionText": "Josh and Lucy share some money in the ratio \\( 3: 7 \\)\n\nJosh receives \\( £ 84 \\).\n\nHow much money does Lucy receive?", "AnswerAText": "\\( £ 196 \\)", "AnswerBText": "\\( £ 58.80 \\)", "AnswerCText": "\\( £ 28 \\)", "AnswerDText": "\\( £ 36 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( £ 28 \\)", "MisconceptionId": "1659", "MisconceptionName": "Finds one part of a ratio but doesn't multiply that by the number of parts needed", "prompt": "Misconception:\nFinds one part of a ratio but doesn't multiply that by the number of parts needed\n\nQuestion:\nJosh and Lucy share some money in the ratio \\( 3: 7 \\)\n\nJosh receives \\( £ 84 \\).\n\nHow much money does Lucy receive?\n\nOptions:\nA. \\( £ 196 \\)\nB. \\( £ 58.80 \\)\nC. \\( £ 28 \\)\nD. \\( £ 36 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1101:D", "QuestionText": "Josh and Lucy share some money in the ratio \\( 3: 7 \\)\n\nJosh receives \\( £ 84 \\).\n\nHow much money does Lucy receive?", "AnswerAText": "\\( £ 196 \\)", "AnswerBText": "\\( £ 58.80 \\)", "AnswerCText": "\\( £ 28 \\)", "AnswerDText": "\\( £ 36 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( £ 36 \\)", "MisconceptionId": "2262", "MisconceptionName": "Gets order of ratio wrong", "prompt": "Misconception:\nGets order of ratio wrong\n\nQuestion:\nJosh and Lucy share some money in the ratio \\( 3: 7 \\)\n\nJosh receives \\( £ 84 \\).\n\nHow much money does Lucy receive?\n\nOptions:\nA. \\( £ 196 \\)\nB. \\( £ 58.80 \\)\nC. \\( £ 28 \\)\nD. \\( £ 36 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1102:A", "QuestionText": "Here are the depths below sea level of \\( 3 \\) creatures:\nTuna: \\( -2.6 m \\)\nRay: \\( -6 m \\)\nLing: \\( -1.5 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest", "AnswerAText": "\\( 1^{\\text {st }} \\) Tuna\n\\( 2^{\\text {nd }} \\) Ling\n\\( 3^{\\text {rd }} \\) Ray", "AnswerBText": "\\( 1^{\\text {st }} \\) Ling\n\\( 2^{\\text {nd }} \\) Ray\n\\( 3^{\\text {rd }} \\) Tuna", "AnswerCText": "\\( \\begin{array}{l}1^{\\text {st }} \\text { Ling } \\\\ 2^{\\text {nd }} \\text { Tuna } \\\\ 3^{\\text {rd }} \\text { Ray }\\end{array} \\)", "AnswerDText": "\\( 1^{\\text {st }} \\) Ray \\( 2^{\\text {nd }} \\) Tuna \\( 3^{\\text {rd }} \\) Ling", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1^{\\text {st }} \\) Tuna\n\\( 2^{\\text {nd }} \\) Ling\n\\( 3^{\\text {rd }} \\) Ray", "MisconceptionId": "2237", "MisconceptionName": "Thinks the more digits a number has the greater it is, regardless of place value", "prompt": "Misconception:\nThinks the more digits a number has the greater it is, regardless of place value\n\nQuestion:\nHere are the depths below sea level of \\( 3 \\) creatures:\nTuna: \\( -2.6 m \\)\nRay: \\( -6 m \\)\nLing: \\( -1.5 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest\n\nOptions:\nA. \\( 1^{\\text {st }} \\) Tuna\n\\( 2^{\\text {nd }} \\) Ling\n\\( 3^{\\text {rd }} \\) Ray\nB. \\( 1^{\\text {st }} \\) Ling\n\\( 2^{\\text {nd }} \\) Ray\n\\( 3^{\\text {rd }} \\) Tuna\nC. \\( \\begin{array}{l}1^{\\text {st }} \\text { Ling } \\\\ 2^{\\text {nd }} \\text { Tuna } \\\\ 3^{\\text {rd }} \\text { Ray }\\end{array} \\)\nD. \\( 1^{\\text {st }} \\) Ray \\( 2^{\\text {nd }} \\) Tuna \\( 3^{\\text {rd }} \\) Ling\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1102:C", "QuestionText": "Here are the depths below sea level of \\( 3 \\) creatures:\nTuna: \\( -2.6 m \\)\nRay: \\( -6 m \\)\nLing: \\( -1.5 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest", "AnswerAText": "\\( 1^{\\text {st }} \\) Tuna\n\\( 2^{\\text {nd }} \\) Ling\n\\( 3^{\\text {rd }} \\) Ray", "AnswerBText": "\\( 1^{\\text {st }} \\) Ling\n\\( 2^{\\text {nd }} \\) Ray\n\\( 3^{\\text {rd }} \\) Tuna", "AnswerCText": "\\( \\begin{array}{l}1^{\\text {st }} \\text { Ling } \\\\ 2^{\\text {nd }} \\text { Tuna } \\\\ 3^{\\text {rd }} \\text { Ray }\\end{array} \\)", "AnswerDText": "\\( 1^{\\text {st }} \\) Ray \\( 2^{\\text {nd }} \\) Tuna \\( 3^{\\text {rd }} \\) Ling", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}1^{\\text {st }} \\text { Ling } \\\\ 2^{\\text {nd }} \\text { Tuna } \\\\ 3^{\\text {rd }} \\text { Ray }\\end{array} \\)", "MisconceptionId": "2185", "MisconceptionName": "Believes negative numbers with a larger absolute value are greater", "prompt": "Misconception:\nBelieves negative numbers with a larger absolute value are greater\n\nQuestion:\nHere are the depths below sea level of \\( 3 \\) creatures:\nTuna: \\( -2.6 m \\)\nRay: \\( -6 m \\)\nLing: \\( -1.5 \\mathrm{~m} \\)\nArrange their depths in ascending order, starting with the deepest\n\nOptions:\nA. \\( 1^{\\text {st }} \\) Tuna\n\\( 2^{\\text {nd }} \\) Ling\n\\( 3^{\\text {rd }} \\) Ray\nB. \\( 1^{\\text {st }} \\) Ling\n\\( 2^{\\text {nd }} \\) Ray\n\\( 3^{\\text {rd }} \\) Tuna\nC. \\( \\begin{array}{l}1^{\\text {st }} \\text { Ling } \\\\ 2^{\\text {nd }} \\text { Tuna } \\\\ 3^{\\text {rd }} \\text { Ray }\\end{array} \\)\nD. \\( 1^{\\text {st }} \\) Ray \\( 2^{\\text {nd }} \\) Tuna \\( 3^{\\text {rd }} \\) Ling\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1103:B", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (2,-5) \\) and \\( (-7,1) \\) She labels them like this: \\( \\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (2, & -5) & (-7, & 1)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the first bracket equal?", "AnswerAText": "\\( (-9)^{2} \\)", "AnswerBText": "\\( (-5)^{2} \\)", "AnswerCText": "\\( (9)^{2} \\)", "AnswerDText": "\\( (5)^{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (-5)^{2} \\)", "MisconceptionId": "55", "MisconceptionName": "When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored", "prompt": "Misconception:\nWhen subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (2,-5) \\) and \\( (-7,1) \\) She labels them like this: \\( \\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (2, & -5) & (-7, & 1)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the first bracket equal?\n\nOptions:\nA. \\( (-9)^{2} \\)\nB. \\( (-5)^{2} \\)\nC. \\( (9)^{2} \\)\nD. \\( (5)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1103:C", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (2,-5) \\) and \\( (-7,1) \\) She labels them like this: \\( \\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (2, & -5) & (-7, & 1)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the first bracket equal?", "AnswerAText": "\\( (-9)^{2} \\)", "AnswerBText": "\\( (-5)^{2} \\)", "AnswerCText": "\\( (9)^{2} \\)", "AnswerDText": "\\( (5)^{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (9)^{2} \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (2,-5) \\) and \\( (-7,1) \\) She labels them like this: \\( \\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (2, & -5) & (-7, & 1)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the first bracket equal?\n\nOptions:\nA. \\( (-9)^{2} \\)\nB. \\( (-5)^{2} \\)\nC. \\( (9)^{2} \\)\nD. \\( (5)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1104:A", "QuestionText": "What is the mean of this set of data?\n\\[\n5, \\quad 2, \\quad 0, \\quad 2, \\quad 3\n\\]", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 2.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "377", "MisconceptionName": "When asked for the mean of a list of data, gives the mode", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the mode\n\nQuestion:\nWhat is the mean of this set of data?\n\\[\n5, \\quad 2, \\quad 0, \\quad 2, \\quad 3\n\\]\n\nOptions:\nA. \\( 2 \\)\nB. \\( 3 \\)\nC. \\( 2.4 \\)\nD. \\( 2.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1104:B", "QuestionText": "What is the mean of this set of data?\n\\[\n5, \\quad 2, \\quad 0, \\quad 2, \\quad 3\n\\]", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 2.4 \\)", "AnswerDText": "\\( 2.5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1623", "MisconceptionName": "When asked for the mean of a list of data, does not count any zeros in the data when working out what to divide by", "prompt": "Misconception:\nWhen asked for the mean of a list of data, does not count any zeros in the data when working out what to divide by\n\nQuestion:\nWhat is the mean of this set of data?\n\\[\n5, \\quad 2, \\quad 0, \\quad 2, \\quad 3\n\\]\n\nOptions:\nA. \\( 2 \\)\nB. \\( 3 \\)\nC. \\( 2.4 \\)\nD. \\( 2.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1105:A", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "AnswerBText": "\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "AnswerCText": "\\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "AnswerDText": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. \\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)\nB. \\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)\nC. \\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)\nD. \\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1105:B", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "AnswerBText": "\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "AnswerCText": "\\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "AnswerDText": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. \\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)\nB. \\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)\nC. \\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)\nD. \\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1105:C", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "AnswerBText": "\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "AnswerCText": "\\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "AnswerDText": "\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. \\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)\nB. \\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)\nC. \\(a \\Rightarrow -5 \\Rightarrow \\times2 \\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2(a-5)\\)\nD. \\(a \\Rightarrow \\times2  \\Rightarrow -5\\Rightarrow 2a-5\\) \n\n\\(a \\Rightarrow -5  \\Rightarrow \\times2\\Rightarrow 2(a-5)\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1106:A", "QuestionText": "\\(\n\\bigstar=\\frac{\\text { Hypotenuse }}{\\text { Opposite }}\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( \\sin (\\theta) \\)", "AnswerBText": "\\( \\cos (\\theta) \\)", "AnswerCText": "\\( \\tan (\\theta) \\)", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\sin (\\theta) \\)", "MisconceptionId": "1819", "MisconceptionName": "Confuses order of sides in a trigonometric ratio", "prompt": "Misconception:\nConfuses order of sides in a trigonometric ratio\n\nQuestion:\n\\(\n\\bigstar=\\frac{\\text { Hypotenuse }}{\\text { Opposite }}\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( \\sin (\\theta) \\)\nB. \\( \\cos (\\theta) \\)\nC. \\( \\tan (\\theta) \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1106:B", "QuestionText": "\\(\n\\bigstar=\\frac{\\text { Hypotenuse }}{\\text { Opposite }}\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( \\sin (\\theta) \\)", "AnswerBText": "\\( \\cos (\\theta) \\)", "AnswerCText": "\\( \\tan (\\theta) \\)", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\cos (\\theta) \\)", "MisconceptionId": "404", "MisconceptionName": "Uses cos when sin is required", "prompt": "Misconception:\nUses cos when sin is required\n\nQuestion:\n\\(\n\\bigstar=\\frac{\\text { Hypotenuse }}{\\text { Opposite }}\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( \\sin (\\theta) \\)\nB. \\( \\cos (\\theta) \\)\nC. \\( \\tan (\\theta) \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1106:C", "QuestionText": "\\(\n\\bigstar=\\frac{\\text { Hypotenuse }}{\\text { Opposite }}\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( \\sin (\\theta) \\)", "AnswerBText": "\\( \\cos (\\theta) \\)", "AnswerCText": "\\( \\tan (\\theta) \\)", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\tan (\\theta) \\)", "MisconceptionId": "2466", "MisconceptionName": "Uses tan when sin is required", "prompt": "Misconception:\nUses tan when sin is required\n\nQuestion:\n\\(\n\\bigstar=\\frac{\\text { Hypotenuse }}{\\text { Opposite }}\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( \\sin (\\theta) \\)\nB. \\( \\cos (\\theta) \\)\nC. \\( \\tan (\\theta) \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1107:B", "QuestionText": "Tom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=15 \\\\ x+2 y=20\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1274", "MisconceptionName": "Subtracts simultaneous equations when addition is required", "prompt": "Misconception:\nSubtracts simultaneous equations when addition is required\n\nQuestion:\nTom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=15 \\\\ x+2 y=20\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1107:C", "QuestionText": "Tom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=15 \\\\ x+2 y=20\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "930", "MisconceptionName": "When solving simultaneous equations thinks that identical terms in given equations can be eliminated by either adding or subtracting.", "prompt": "Misconception:\nWhen solving simultaneous equations thinks that identical terms in given equations can be eliminated by either adding or subtracting.\n\nQuestion:\nTom and Katie are discussing this pair of simultaneous equations: \\( \\begin{array}{l}3 x-2 y=15 \\\\ x+2 y=20\\end{array} \\) Tom says if you add the two equations together you will eliminate a variable\n\nKatie says if you subtract the two equations together you will eliminate a variable\n\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1108:A", "QuestionText": "Here is a number card \n\\( \\frac{1}{6} \\) of \\( A \\) is \\( 12 \\) \nWhat is \\( \\frac{1}{8} \\) of \\( A \\) ? ![A pink rounded rectangle with a capital A typed inside]()", "AnswerAText": "\\( 0.25 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 72 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.25 \\)", "MisconceptionId": "1847", "MisconceptionName": "Confuses the part and the whole in fraction of an amount problems", "prompt": "Misconception:\nConfuses the part and the whole in fraction of an amount problems\n\nQuestion:\nHere is a number card \n\\( \\frac{1}{6} \\) of \\( A \\) is \\( 12 \\) \nWhat is \\( \\frac{1}{8} \\) of \\( A \\) ? ![A pink rounded rectangle with a capital A typed inside]()\n\nOptions:\nA. \\( 0.25 \\)\nB. \\( 4 \\)\nC. \\( 72 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1108:B", "QuestionText": "Here is a number card \n\\( \\frac{1}{6} \\) of \\( A \\) is \\( 12 \\) \nWhat is \\( \\frac{1}{8} \\) of \\( A \\) ? ![A pink rounded rectangle with a capital A typed inside]()", "AnswerAText": "\\( 0.25 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 72 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1847", "MisconceptionName": "Confuses the part and the whole in fraction of an amount problems", "prompt": "Misconception:\nConfuses the part and the whole in fraction of an amount problems\n\nQuestion:\nHere is a number card \n\\( \\frac{1}{6} \\) of \\( A \\) is \\( 12 \\) \nWhat is \\( \\frac{1}{8} \\) of \\( A \\) ? ![A pink rounded rectangle with a capital A typed inside]()\n\nOptions:\nA. \\( 0.25 \\)\nB. \\( 4 \\)\nC. \\( 72 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1108:C", "QuestionText": "Here is a number card \n\\( \\frac{1}{6} \\) of \\( A \\) is \\( 12 \\) \nWhat is \\( \\frac{1}{8} \\) of \\( A \\) ? ![A pink rounded rectangle with a capital A typed inside]()", "AnswerAText": "\\( 0.25 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 72 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 72 \\)", "MisconceptionId": "791", "MisconceptionName": "In a worded problem, does not complete all calculations", "prompt": "Misconception:\nIn a worded problem, does not complete all calculations\n\nQuestion:\nHere is a number card \n\\( \\frac{1}{6} \\) of \\( A \\) is \\( 12 \\) \nWhat is \\( \\frac{1}{8} \\) of \\( A \\) ? ![A pink rounded rectangle with a capital A typed inside]()\n\nOptions:\nA. \\( 0.25 \\)\nB. \\( 4 \\)\nC. \\( 72 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1109:A", "QuestionText": "\\[\n1,3,6,10, \\ldots \\text { ? }\n\\]\n\nWhich pattern matches the sequence above?", "AnswerAText": "![The square numbers represented by green circles arranged into squares.]()", "AnswerBText": "![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()", "AnswerCText": "![The triangle numbers represented by dark blue circles arranged into triangles.]()", "AnswerDText": "![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![The square numbers represented by green circles arranged into squares.]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\n\\[\n1,3,6,10, \\ldots \\text { ? }\n\\]\n\nWhich pattern matches the sequence above?\n\nOptions:\nA. ![The square numbers represented by green circles arranged into squares.]()\nB. ![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()\nC. ![The triangle numbers represented by dark blue circles arranged into triangles.]()\nD. ![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1109:B", "QuestionText": "\\[\n1,3,6,10, \\ldots \\text { ? }\n\\]\n\nWhich pattern matches the sequence above?", "AnswerAText": "![The square numbers represented by green circles arranged into squares.]()", "AnswerBText": "![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()", "AnswerCText": "![The triangle numbers represented by dark blue circles arranged into triangles.]()", "AnswerDText": "![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\n\\[\n1,3,6,10, \\ldots \\text { ? }\n\\]\n\nWhich pattern matches the sequence above?\n\nOptions:\nA. ![The square numbers represented by green circles arranged into squares.]()\nB. ![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()\nC. ![The triangle numbers represented by dark blue circles arranged into triangles.]()\nD. ![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1109:D", "QuestionText": "\\[\n1,3,6,10, \\ldots \\text { ? }\n\\]\n\nWhich pattern matches the sequence above?", "AnswerAText": "![The square numbers represented by green circles arranged into squares.]()", "AnswerBText": "![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()", "AnswerCText": "![The triangle numbers represented by dark blue circles arranged into triangles.]()", "AnswerDText": "![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\n\\[\n1,3,6,10, \\ldots \\text { ? }\n\\]\n\nWhich pattern matches the sequence above?\n\nOptions:\nA. ![The square numbers represented by green circles arranged into squares.]()\nB. ![The cube numbers represented by small, pale, blue cubes arranged into larger cubes]()\nC. ![The triangle numbers represented by dark blue circles arranged into triangles.]()\nD. ![A sequence represented using red circles arranged in a pattern so that the first term has one red dot and then an additional two dots are added underneath this one red dot for the second term. For the third term another two red dots are added underneath and for the fourth term, two more added underneath the previous pattern.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1110:A", "QuestionText": "Tom and Katie are arguing about powers.\n\\( m \\) and \\( n \\) are integers\n\nTom says there is no value of \\( m \\) that means \\( 2^{m} \\) ends in \\( 0 \\).\nKatie says there is no value of \\( n \\) that means \\( 5^{n} \\) ends in \\( 0 \\).\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nTom and Katie are arguing about powers.\n\\( m \\) and \\( n \\) are integers\n\nTom says there is no value of \\( m \\) that means \\( 2^{m} \\) ends in \\( 0 \\).\nKatie says there is no value of \\( n \\) that means \\( 5^{n} \\) ends in \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1110:B", "QuestionText": "Tom and Katie are arguing about powers.\n\\( m \\) and \\( n \\) are integers\n\nTom says there is no value of \\( m \\) that means \\( 2^{m} \\) ends in \\( 0 \\).\nKatie says there is no value of \\( n \\) that means \\( 5^{n} \\) ends in \\( 0 \\).\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nTom and Katie are arguing about powers.\n\\( m \\) and \\( n \\) are integers\n\nTom says there is no value of \\( m \\) that means \\( 2^{m} \\) ends in \\( 0 \\).\nKatie says there is no value of \\( n \\) that means \\( 5^{n} \\) ends in \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1110:D", "QuestionText": "Tom and Katie are arguing about powers.\n\\( m \\) and \\( n \\) are integers\n\nTom says there is no value of \\( m \\) that means \\( 2^{m} \\) ends in \\( 0 \\).\nKatie says there is no value of \\( n \\) that means \\( 5^{n} \\) ends in \\( 0 \\).\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nTom and Katie are arguing about powers.\n\\( m \\) and \\( n \\) are integers\n\nTom says there is no value of \\( m \\) that means \\( 2^{m} \\) ends in \\( 0 \\).\nKatie says there is no value of \\( n \\) that means \\( 5^{n} \\) ends in \\( 0 \\).\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1111:A", "QuestionText": "Eight bottles of water cost \\( £ 3.60 \\).\n\nHow much does one bottle of water cost?", "AnswerAText": "\\( £ 28.80 \\)", "AnswerBText": "\\( 30 p \\)", "AnswerCText": "\\( 45 p \\)", "AnswerDText": "\\( £ 3.53 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( £ 28.80 \\)", "MisconceptionId": "1028", "MisconceptionName": "Multiplies up without finding unit price in proportion question", "prompt": "Misconception:\nMultiplies up without finding unit price in proportion question\n\nQuestion:\nEight bottles of water cost \\( £ 3.60 \\).\n\nHow much does one bottle of water cost?\n\nOptions:\nA. \\( £ 28.80 \\)\nB. \\( 30 p \\)\nC. \\( 45 p \\)\nD. \\( £ 3.53 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1111:D", "QuestionText": "Eight bottles of water cost \\( £ 3.60 \\).\n\nHow much does one bottle of water cost?", "AnswerAText": "\\( £ 28.80 \\)", "AnswerBText": "\\( 30 p \\)", "AnswerCText": "\\( 45 p \\)", "AnswerDText": "\\( £ 3.53 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( £ 3.53 \\)", "MisconceptionId": "1123", "MisconceptionName": "Subtracts rather than dividing to find unit price", "prompt": "Misconception:\nSubtracts rather than dividing to find unit price\n\nQuestion:\nEight bottles of water cost \\( £ 3.60 \\).\n\nHow much does one bottle of water cost?\n\nOptions:\nA. \\( £ 28.80 \\)\nB. \\( 30 p \\)\nC. \\( 45 p \\)\nD. \\( £ 3.53 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1112:A", "QuestionText": "What is \\( 120 \\% \\) of \\( 50 \\) ?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 60 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "You cannot have percentages greater than \\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1313", "MisconceptionName": "Found the percentage but forgot to add to 100%", "prompt": "Misconception:\nFound the percentage but forgot to add to 100%\n\nQuestion:\nWhat is \\( 120 \\% \\) of \\( 50 \\) ?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 60 \\)\nC. \\( 70 \\)\nD. You cannot have percentages greater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1112:C", "QuestionText": "What is \\( 120 \\% \\) of \\( 50 \\) ?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 60 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "You cannot have percentages greater than \\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 70 \\)", "MisconceptionId": "2206", "MisconceptionName": "Added the values together instead of finding the percentage", "prompt": "Misconception:\nAdded the values together instead of finding the percentage\n\nQuestion:\nWhat is \\( 120 \\% \\) of \\( 50 \\) ?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 60 \\)\nC. \\( 70 \\)\nD. You cannot have percentages greater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1112:D", "QuestionText": "What is \\( 120 \\% \\) of \\( 50 \\) ?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 60 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "You cannot have percentages greater than \\( 100 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "You cannot have percentages greater than \\( 100 \\)", "MisconceptionId": "1601", "MisconceptionName": "Does not understand that you can have percentages greater than 100%", "prompt": "Misconception:\nDoes not understand that you can have percentages greater than 100%\n\nQuestion:\nWhat is \\( 120 \\% \\) of \\( 50 \\) ?\n\nOptions:\nA. \\( 10 \\)\nB. \\( 60 \\)\nC. \\( 70 \\)\nD. You cannot have percentages greater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1113:D", "QuestionText": "\\( (-3) \\div(-5)= \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( 0.6 \\)", "AnswerDText": "\\( -0.6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -0.6 \\)", "MisconceptionId": "1400", "MisconceptionName": "Believes dividing a negative by a negative gives a negative answer", "prompt": "Misconception:\nBelieves dividing a negative by a negative gives a negative answer\n\nQuestion:\n\\( (-3) \\div(-5)= \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( -8 \\)\nC. \\( 0.6 \\)\nD. \\( -0.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1114:B", "QuestionText": "Max is working out the gradient between these two points. He has worked out the lengths of the triangle.\nWhat is the gradient? ![A coordinate grid with a right angled triangle drawn on it. The hypotenuse of the triangle is between the coordinates (1,2) and (7,5). The base of the triangle is labelled with 6 and the perpendicular height of the triangle is labelled with 3.]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1635", "MisconceptionName": "Believes gradient is the difference between the change in x and the change in y", "prompt": "Misconception:\nBelieves gradient is the difference between the change in x and the change in y\n\nQuestion:\nMax is working out the gradient between these two points. He has worked out the lengths of the triangle.\nWhat is the gradient? ![A coordinate grid with a right angled triangle drawn on it. The hypotenuse of the triangle is between the coordinates (1,2) and (7,5). The base of the triangle is labelled with 6 and the perpendicular height of the triangle is labelled with 3.]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( 3 \\)\nC. \\( 2 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1114:C", "QuestionText": "Max is working out the gradient between these two points. He has worked out the lengths of the triangle.\nWhat is the gradient? ![A coordinate grid with a right angled triangle drawn on it. The hypotenuse of the triangle is between the coordinates (1,2) and (7,5). The base of the triangle is labelled with 6 and the perpendicular height of the triangle is labelled with 3.]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1704", "MisconceptionName": "Believes gradient = change in x/change in y", "prompt": "Misconception:\nBelieves gradient = change in x/change in y\n\nQuestion:\nMax is working out the gradient between these two points. He has worked out the lengths of the triangle.\nWhat is the gradient? ![A coordinate grid with a right angled triangle drawn on it. The hypotenuse of the triangle is between the coordinates (1,2) and (7,5). The base of the triangle is labelled with 6 and the perpendicular height of the triangle is labelled with 3.]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( 3 \\)\nC. \\( 2 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1114:D", "QuestionText": "Max is working out the gradient between these two points. He has worked out the lengths of the triangle.\nWhat is the gradient? ![A coordinate grid with a right angled triangle drawn on it. The hypotenuse of the triangle is between the coordinates (1,2) and (7,5). The base of the triangle is labelled with 6 and the perpendicular height of the triangle is labelled with 3.]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "439", "MisconceptionName": "Believes gradient = change in y multiplied by change in x", "prompt": "Misconception:\nBelieves gradient = change in y multiplied by change in x\n\nQuestion:\nMax is working out the gradient between these two points. He has worked out the lengths of the triangle.\nWhat is the gradient? ![A coordinate grid with a right angled triangle drawn on it. The hypotenuse of the triangle is between the coordinates (1,2) and (7,5). The base of the triangle is labelled with 6 and the perpendicular height of the triangle is labelled with 3.]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( 3 \\)\nC. \\( 2 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1115:B", "QuestionText": "One of these quadratic equations will give no real solutions.\nWhich one?", "AnswerAText": "\\( \\frac{-6 \\pm \\sqrt{-12}}{3} \\)", "AnswerBText": "\\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)", "AnswerCText": "\\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)", "AnswerDText": "\\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)", "MisconceptionId": "540", "MisconceptionName": "Believes the discriminant must be a perfect square for an equation to have real solutions", "prompt": "Misconception:\nBelieves the discriminant must be a perfect square for an equation to have real solutions\n\nQuestion:\nOne of these quadratic equations will give no real solutions.\nWhich one?\n\nOptions:\nA. \\( \\frac{-6 \\pm \\sqrt{-12}}{3} \\)\nB. \\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)\nC. \\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)\nD. \\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1115:C", "QuestionText": "One of these quadratic equations will give no real solutions.\nWhich one?", "AnswerAText": "\\( \\frac{-6 \\pm \\sqrt{-12}}{3} \\)", "AnswerBText": "\\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)", "AnswerCText": "\\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)", "AnswerDText": "\\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)", "MisconceptionId": "540", "MisconceptionName": "Believes the discriminant must be a perfect square for an equation to have real solutions", "prompt": "Misconception:\nBelieves the discriminant must be a perfect square for an equation to have real solutions\n\nQuestion:\nOne of these quadratic equations will give no real solutions.\nWhich one?\n\nOptions:\nA. \\( \\frac{-6 \\pm \\sqrt{-12}}{3} \\)\nB. \\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)\nC. \\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)\nD. \\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1115:D", "QuestionText": "One of these quadratic equations will give no real solutions.\nWhich one?", "AnswerAText": "\\( \\frac{-6 \\pm \\sqrt{-12}}{3} \\)", "AnswerBText": "\\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)", "AnswerCText": "\\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)", "AnswerDText": "\\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)", "MisconceptionId": "1694", "MisconceptionName": "Believes that a discriminant of 0 means there are no real solutions", "prompt": "Misconception:\nBelieves that a discriminant of 0 means there are no real solutions\n\nQuestion:\nOne of these quadratic equations will give no real solutions.\nWhich one?\n\nOptions:\nA. \\( \\frac{-6 \\pm \\sqrt{-12}}{3} \\)\nB. \\( \\frac{-6 \\pm \\sqrt{12}}{-3} \\)\nC. \\( \\frac{-6 \\pm \\sqrt{1200}}{3} \\)\nD. \\( \\frac{-6 \\pm \\sqrt{0}}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1116:A", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()", "AnswerBText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "AnswerCText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "AnswerDText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()\nB. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\nC. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\nD. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1116:C", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()", "AnswerBText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "AnswerCText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "AnswerDText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()\nB. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\nC. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\nD. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1116:D", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()", "AnswerBText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "AnswerCText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "AnswerDText": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\nThe first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.\n]()\nB. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\nC. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"✕ 2\" written inside the next rectangle, \"−3\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\nD. ![2 function machines both with 4 rectangles in a row and joined by arrows pointing from left to right. The first function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has \"−3\" written inside the next rectangle, \"✕ 2\" written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2p − 3\" written inside it.\n The second function machine has \"p\" written inside the first rectangle on the left and \"input\" written above it; it has  \"−3\" written inside the next rectangle, \"✕ 2\"  written inside the next rectangle and the final rectangle on the right has \"output\" written above it and \"2(p − 3)\" written inside it.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1117:D", "QuestionText": "What should replace the star? ![A number line from 0% to 100% with 20% labelled with 90 and a star above the 100%]()", "AnswerAText": "\\( 450 \\)", "AnswerBText": "\\( 1800 \\)", "AnswerCText": "\\( 70 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "1184", "MisconceptionName": "Identifies the wrong part of a fraction model as the whole", "prompt": "Misconception:\nIdentifies the wrong part of a fraction model as the whole\n\nQuestion:\nWhat should replace the star? ![A number line from 0% to 100% with 20% labelled with 90 and a star above the 100%]()\n\nOptions:\nA. \\( 450 \\)\nB. \\( 1800 \\)\nC. \\( 70 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1118:A", "QuestionText": "Tom and Katie are discussing similarity. Who is correct? Tom says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 2cm and height 3cm. The other rectangle has width 4cm and height 9cm. ]() Katie says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 4cm and height 6cm. The other rectangle has width 7cm and height 9cm. ]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "293", "MisconceptionName": "Does not understand that similar shapes sides must all have the same scale factor", "prompt": "Misconception:\nDoes not understand that similar shapes sides must all have the same scale factor\n\nQuestion:\nTom and Katie are discussing similarity. Who is correct? Tom says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 2cm and height 3cm. The other rectangle has width 4cm and height 9cm. ]() Katie says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 4cm and height 6cm. The other rectangle has width 7cm and height 9cm. ]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1118:B", "QuestionText": "Tom and Katie are discussing similarity. Who is correct? Tom says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 2cm and height 3cm. The other rectangle has width 4cm and height 9cm. ]() Katie says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 4cm and height 6cm. The other rectangle has width 7cm and height 9cm. ]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "912", "MisconceptionName": "Thinks adding the same value to each side makes shapes similar", "prompt": "Misconception:\nThinks adding the same value to each side makes shapes similar\n\nQuestion:\nTom and Katie are discussing similarity. Who is correct? Tom says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 2cm and height 3cm. The other rectangle has width 4cm and height 9cm. ]() Katie says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 4cm and height 6cm. The other rectangle has width 7cm and height 9cm. ]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1118:C", "QuestionText": "Tom and Katie are discussing similarity. Who is correct? Tom says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 2cm and height 3cm. The other rectangle has width 4cm and height 9cm. ]() Katie says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 4cm and height 6cm. The other rectangle has width 7cm and height 9cm. ]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "293", "MisconceptionName": "Does not understand that similar shapes sides must all have the same scale factor", "prompt": "Misconception:\nDoes not understand that similar shapes sides must all have the same scale factor\n\nQuestion:\nTom and Katie are discussing similarity. Who is correct? Tom says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 2cm and height 3cm. The other rectangle has width 4cm and height 9cm. ]() Katie says these two rectangles are similar ![Two rectangles of different sizes. One rectangle has width 4cm and height 6cm. The other rectangle has width 7cm and height 9cm. ]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1119:A", "QuestionText": "How should you write \\( 5 \\) kilometres and \\( 7 \\) centimetres in metres?", "AnswerAText": "\\( 5070 \\mathrm{~m} \\)", "AnswerBText": "\\( 5000.07 \\mathrm{~m} \\)", "AnswerCText": "\\( 5007 \\mathrm{~m} \\)", "AnswerDText": "\\( 5700 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5070 \\mathrm{~m} \\)", "MisconceptionId": "549", "MisconceptionName": "Incorrectly converted cm to m", "prompt": "Misconception:\nIncorrectly converted cm to m\n\nQuestion:\nHow should you write \\( 5 \\) kilometres and \\( 7 \\) centimetres in metres?\n\nOptions:\nA. \\( 5070 \\mathrm{~m} \\)\nB. \\( 5000.07 \\mathrm{~m} \\)\nC. \\( 5007 \\mathrm{~m} \\)\nD. \\( 5700 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1119:C", "QuestionText": "How should you write \\( 5 \\) kilometres and \\( 7 \\) centimetres in metres?", "AnswerAText": "\\( 5070 \\mathrm{~m} \\)", "AnswerBText": "\\( 5000.07 \\mathrm{~m} \\)", "AnswerCText": "\\( 5007 \\mathrm{~m} \\)", "AnswerDText": "\\( 5700 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 5007 \\mathrm{~m} \\)", "MisconceptionId": "1547", "MisconceptionName": "Has forgotten to convert cm to m", "prompt": "Misconception:\nHas forgotten to convert cm to m\n\nQuestion:\nHow should you write \\( 5 \\) kilometres and \\( 7 \\) centimetres in metres?\n\nOptions:\nA. \\( 5070 \\mathrm{~m} \\)\nB. \\( 5000.07 \\mathrm{~m} \\)\nC. \\( 5007 \\mathrm{~m} \\)\nD. \\( 5700 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1119:D", "QuestionText": "How should you write \\( 5 \\) kilometres and \\( 7 \\) centimetres in metres?", "AnswerAText": "\\( 5070 \\mathrm{~m} \\)", "AnswerBText": "\\( 5000.07 \\mathrm{~m} \\)", "AnswerCText": "\\( 5007 \\mathrm{~m} \\)", "AnswerDText": "\\( 5700 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 5700 \\mathrm{~m} \\)", "MisconceptionId": "549", "MisconceptionName": "Incorrectly converted cm to m", "prompt": "Misconception:\nIncorrectly converted cm to m\n\nQuestion:\nHow should you write \\( 5 \\) kilometres and \\( 7 \\) centimetres in metres?\n\nOptions:\nA. \\( 5070 \\mathrm{~m} \\)\nB. \\( 5000.07 \\mathrm{~m} \\)\nC. \\( 5007 \\mathrm{~m} \\)\nD. \\( 5700 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1120:A", "QuestionText": "Multiply out the brackets: \\( m(2 m-7) \\)", "AnswerAText": "\\( 3 m-7 \\)", "AnswerBText": "\\( 2 m^{2}-7 \\)", "AnswerCText": "\\( 3 m-7 m \\)", "AnswerDText": "\\( 2 m^{2}-7 m \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 m-7 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nMultiply out the brackets: \\( m(2 m-7) \\)\n\nOptions:\nA. \\( 3 m-7 \\)\nB. \\( 2 m^{2}-7 \\)\nC. \\( 3 m-7 m \\)\nD. \\( 2 m^{2}-7 m \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1120:B", "QuestionText": "Multiply out the brackets: \\( m(2 m-7) \\)", "AnswerAText": "\\( 3 m-7 \\)", "AnswerBText": "\\( 2 m^{2}-7 \\)", "AnswerCText": "\\( 3 m-7 m \\)", "AnswerDText": "\\( 2 m^{2}-7 m \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2 m^{2}-7 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nMultiply out the brackets: \\( m(2 m-7) \\)\n\nOptions:\nA. \\( 3 m-7 \\)\nB. \\( 2 m^{2}-7 \\)\nC. \\( 3 m-7 m \\)\nD. \\( 2 m^{2}-7 m \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1120:C", "QuestionText": "Multiply out the brackets: \\( m(2 m-7) \\)", "AnswerAText": "\\( 3 m-7 \\)", "AnswerBText": "\\( 2 m^{2}-7 \\)", "AnswerCText": "\\( 3 m-7 m \\)", "AnswerDText": "\\( 2 m^{2}-7 m \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 3 m-7 m \\)", "MisconceptionId": "751", "MisconceptionName": "Believes you add the terms together when multiplying like terms.", "prompt": "Misconception:\nBelieves you add the terms together when multiplying like terms.\n\nQuestion:\nMultiply out the brackets: \\( m(2 m-7) \\)\n\nOptions:\nA. \\( 3 m-7 \\)\nB. \\( 2 m^{2}-7 \\)\nC. \\( 3 m-7 m \\)\nD. \\( 2 m^{2}-7 m \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1121:A", "QuestionText": "\\( 0.8+0.2= \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 0.10 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1898", "MisconceptionName": "When adding decimals, just adds the digits and ignores place value", "prompt": "Misconception:\nWhen adding decimals, just adds the digits and ignores place value\n\nQuestion:\n\\( 0.8+0.2= \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 0.10 \\)\nC. \\( 0.1 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1121:B", "QuestionText": "\\( 0.8+0.2= \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 0.10 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.10 \\)", "MisconceptionId": "1332", "MisconceptionName": "When adding, just writes the digit to the right of the number without considering place value", "prompt": "Misconception:\nWhen adding, just writes the digit to the right of the number without considering place value\n\nQuestion:\n\\( 0.8+0.2= \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 0.10 \\)\nC. \\( 0.1 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1121:C", "QuestionText": "\\( 0.8+0.2= \\)", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 0.10 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.1 \\)", "MisconceptionId": "611", "MisconceptionName": "When two digits sum to 10 or more during addition of decimals, does not carry across decimal point to preceding digit.", "prompt": "Misconception:\nWhen two digits sum to 10 or more during addition of decimals, does not carry across decimal point to preceding digit.\n\nQuestion:\n\\( 0.8+0.2= \\)\n\nOptions:\nA. \\( 10 \\)\nB. \\( 0.10 \\)\nC. \\( 0.1 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1122:B", "QuestionText": "How many faces does this shape have? ![\\( \\theta \\)]()", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "207", "MisconceptionName": "Confuses the terms faces and edges", "prompt": "Misconception:\nConfuses the terms faces and edges\n\nQuestion:\nHow many faces does this shape have? ![\\( \\theta \\)]()\n\nOptions:\nA. \\( 1 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1123:B", "QuestionText": "![A bar chart with blue vertical bars. The x-axis is titled \"Fruits\" and the y-axis is titled \"Number of Children\" and its scale is from 0 to 50 in steps of 10. The bars represent the following numbers of children: Banana, 30; Apple, 20; Kiwi Fruits, 30; Orange, 35; Pineapple, 10.]() \\begin{tabular}{|c|c|}\n\\hline\nType of Fruit & Number of Children\\\\\n\\hline Banana & \\(  \\) \\\\\n\\hline Apple & \\( 20 \\) \\\\\n\\hline Kiwi & \\( 30 \\) \\\\\n\\hline Orange & \\(  \\) \\\\\n\\hline Pineapple & \\( 10 \\) \\\\\n\\hline\n\\end{tabular} Using the bar chart, what two numbers are missing from the table?", "AnswerAText": "\\( 30 \\) and \\( 35 \\)", "AnswerBText": "\\( 30 \\) and \\( 40 \\)", "AnswerCText": "Banana and orange", "AnswerDText": "\\( 35 \\) and \\( 40 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 30 \\) and \\( 40 \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\n![A bar chart with blue vertical bars. The x-axis is titled \"Fruits\" and the y-axis is titled \"Number of Children\" and its scale is from 0 to 50 in steps of 10. The bars represent the following numbers of children: Banana, 30; Apple, 20; Kiwi Fruits, 30; Orange, 35; Pineapple, 10.]() \\begin{tabular}{|c|c|}\n\\hline\nType of Fruit & Number of Children\\\\\n\\hline Banana & \\(  \\) \\\\\n\\hline Apple & \\( 20 \\) \\\\\n\\hline Kiwi & \\( 30 \\) \\\\\n\\hline Orange & \\(  \\) \\\\\n\\hline Pineapple & \\( 10 \\) \\\\\n\\hline\n\\end{tabular} Using the bar chart, what two numbers are missing from the table?\n\nOptions:\nA. \\( 30 \\) and \\( 35 \\)\nB. \\( 30 \\) and \\( 40 \\)\nC. Banana and orange\nD. \\( 35 \\) and \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1124:A", "QuestionText": "Here is a function machine Input \\( \\longrightarrow \\times 5 \\longrightarrow-1 \\quad \\longrightarrow \\) Output What is the output when the input is \\( 9 ? \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2389", "MisconceptionName": "When using a function machine, confuses the input and the output.", "prompt": "Misconception:\nWhen using a function machine, confuses the input and the output.\n\nQuestion:\nHere is a function machine Input \\( \\longrightarrow \\times 5 \\longrightarrow-1 \\quad \\longrightarrow \\) Output What is the output when the input is \\( 9 ? \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( 40 \\)\nC. \\( 36 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1124:B", "QuestionText": "Here is a function machine Input \\( \\longrightarrow \\times 5 \\longrightarrow-1 \\quad \\longrightarrow \\) Output What is the output when the input is \\( 9 ? \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nHere is a function machine Input \\( \\longrightarrow \\times 5 \\longrightarrow-1 \\quad \\longrightarrow \\) Output What is the output when the input is \\( 9 ? \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( 40 \\)\nC. \\( 36 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1124:C", "QuestionText": "Here is a function machine Input \\( \\longrightarrow \\times 5 \\longrightarrow-1 \\quad \\longrightarrow \\) Output What is the output when the input is \\( 9 ? \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 44 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "2285", "MisconceptionName": "In a function machine, confuses the first operation and the input", "prompt": "Misconception:\nIn a function machine, confuses the first operation and the input\n\nQuestion:\nHere is a function machine Input \\( \\longrightarrow \\times 5 \\longrightarrow-1 \\quad \\longrightarrow \\) Output What is the output when the input is \\( 9 ? \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( 40 \\)\nC. \\( 36 \\)\nD. \\( 44 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1125:A", "QuestionText": "What is a correct way to set up this problem to solve it using long multiplication?\n\\[\n128 \\times 26\n\\]", "AnswerAText": "![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 1 of 128 and the 6 of 26 is under the 2 of 128.]()", "AnswerBText": "![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 100 and 6 under 20.]()", "AnswerCText": "![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 20 and 6 under 8.]()", "AnswerDText": "![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 2 of 128 and the 6 of 26 is under the 8 of 128.]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 1 of 128 and the 6 of 26 is under the 2 of 128.]()", "MisconceptionId": "980", "MisconceptionName": "Hasn't lined up the place value columns when writing out the calculation", "prompt": "Misconception:\nHasn't lined up the place value columns when writing out the calculation\n\nQuestion:\nWhat is a correct way to set up this problem to solve it using long multiplication?\n\\[\n128 \\times 26\n\\]\n\nOptions:\nA. ![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 1 of 128 and the 6 of 26 is under the 2 of 128.]()\nB. ![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 100 and 6 under 20.]()\nC. ![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 20 and 6 under 8.]()\nD. ![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 2 of 128 and the 6 of 26 is under the 8 of 128.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1125:C", "QuestionText": "What is a correct way to set up this problem to solve it using long multiplication?\n\\[\n128 \\times 26\n\\]", "AnswerAText": "![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 1 of 128 and the 6 of 26 is under the 2 of 128.]()", "AnswerBText": "![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 100 and 6 under 20.]()", "AnswerCText": "![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 20 and 6 under 8.]()", "AnswerDText": "![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 2 of 128 and the 6 of 26 is under the 8 of 128.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 20 and 6 under 8.]()", "MisconceptionId": "1626", "MisconceptionName": "Has partitioned the digits when doing long multiplication", "prompt": "Misconception:\nHas partitioned the digits when doing long multiplication\n\nQuestion:\nWhat is a correct way to set up this problem to solve it using long multiplication?\n\\[\n128 \\times 26\n\\]\n\nOptions:\nA. ![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 1 of 128 and the 6 of 26 is under the 2 of 128.]()\nB. ![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 100 and 6 under 20.]()\nC. ![128 multiplied by 26 set out to perform long multiplication. 128 is written in 3 columns with 100 in the first column, 20 in the second column and 8 in the third column. 26 is written underneath this, with 20 under 20 and 6 under 8.]()\nD. ![128 multiplied by 26 set out to perform long multiplication. 26 is written under 128. The 2 of 26 is under the 2 of 128 and the 6 of 26 is under the 8 of 128.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1126:A", "QuestionText": "Jane is trying to find the angles \\( x \\) and \\( y \\). Here are her workings. Which step is incorrect? ![A diagram showing parallel lines and two transversals. Some angles are given and one is labelled x]()", "AnswerAText": "\\[\nx=103\\degree\\]\nas alternate angles", "AnswerBText": "\\[\ny=65\\degree\n\\]\nas alternate angles", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\[\nx=103\\degree\\]\nas alternate angles", "MisconceptionId": "1528", "MisconceptionName": "Does not know the meaning of alternate", "prompt": "Misconception:\nDoes not know the meaning of alternate\n\nQuestion:\nJane is trying to find the angles \\( x \\) and \\( y \\). Here are her workings. Which step is incorrect? ![A diagram showing parallel lines and two transversals. Some angles are given and one is labelled x]()\n\nOptions:\nA. \\[\nx=103\\degree\\]\nas alternate angles\nB. \\[\ny=65\\degree\n\\]\nas alternate angles\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1126:B", "QuestionText": "Jane is trying to find the angles \\( x \\) and \\( y \\). Here are her workings. Which step is incorrect? ![A diagram showing parallel lines and two transversals. Some angles are given and one is labelled x]()", "AnswerAText": "\\[\nx=103\\degree\\]\nas alternate angles", "AnswerBText": "\\[\ny=65\\degree\n\\]\nas alternate angles", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\[\ny=65\\degree\n\\]\nas alternate angles", "MisconceptionId": "1528", "MisconceptionName": "Does not know the meaning of alternate", "prompt": "Misconception:\nDoes not know the meaning of alternate\n\nQuestion:\nJane is trying to find the angles \\( x \\) and \\( y \\). Here are her workings. Which step is incorrect? ![A diagram showing parallel lines and two transversals. Some angles are given and one is labelled x]()\n\nOptions:\nA. \\[\nx=103\\degree\\]\nas alternate angles\nB. \\[\ny=65\\degree\n\\]\nas alternate angles\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1126:D", "QuestionText": "Jane is trying to find the angles \\( x \\) and \\( y \\). Here are her workings. Which step is incorrect? ![A diagram showing parallel lines and two transversals. Some angles are given and one is labelled x]()", "AnswerAText": "\\[\nx=103\\degree\\]\nas alternate angles", "AnswerBText": "\\[\ny=65\\degree\n\\]\nas alternate angles", "AnswerCText": "Both steps are correct", "AnswerDText": "Both steps are incorrect", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Both steps are incorrect", "MisconceptionId": "1528", "MisconceptionName": "Does not know the meaning of alternate", "prompt": "Misconception:\nDoes not know the meaning of alternate\n\nQuestion:\nJane is trying to find the angles \\( x \\) and \\( y \\). Here are her workings. Which step is incorrect? ![A diagram showing parallel lines and two transversals. Some angles are given and one is labelled x]()\n\nOptions:\nA. \\[\nx=103\\degree\\]\nas alternate angles\nB. \\[\ny=65\\degree\n\\]\nas alternate angles\nC. Both steps are correct\nD. Both steps are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1127:C", "QuestionText": "Write the following as a single fraction, giving your answer as simply as possible: \\( \\frac{4 t^{2}-4 t-48}{8} \\times \\frac{2}{t-4} \\)", "AnswerAText": "\\( \\frac{4 t^{2}-4 t-48}{4(t-4)} \\)", "AnswerBText": "\\( t+3 \\)", "AnswerCText": "\\( \\frac{t^{2}-t-12}{t-4} \\)", "AnswerDText": "\\( t-3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{t^{2}-t-12}{t-4} \\)", "MisconceptionId": "1593", "MisconceptionName": "When simplifying an algebraic fraction, only looks for number factors", "prompt": "Misconception:\nWhen simplifying an algebraic fraction, only looks for number factors\n\nQuestion:\nWrite the following as a single fraction, giving your answer as simply as possible: \\( \\frac{4 t^{2}-4 t-48}{8} \\times \\frac{2}{t-4} \\)\n\nOptions:\nA. \\( \\frac{4 t^{2}-4 t-48}{4(t-4)} \\)\nB. \\( t+3 \\)\nC. \\( \\frac{t^{2}-t-12}{t-4} \\)\nD. \\( t-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1128:A", "QuestionText": "Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 6th and 7th dashes. ]() Which of the following numbers could be indicated by the arrow?", "AnswerAText": "\\( -1.5 \\)", "AnswerBText": "\\( -0.5 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( -0.25 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -1.5 \\)", "MisconceptionId": "2109", "MisconceptionName": "Counts on in the wrong direction on a number line", "prompt": "Misconception:\nCounts on in the wrong direction on a number line\n\nQuestion:\nHere is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 6th and 7th dashes. ]() Which of the following numbers could be indicated by the arrow?\n\nOptions:\nA. \\( -1.5 \\)\nB. \\( -0.5 \\)\nC. \\( -1 \\)\nD. \\( -0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1128:D", "QuestionText": "Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 6th and 7th dashes. ]() Which of the following numbers could be indicated by the arrow?", "AnswerAText": "\\( -1.5 \\)", "AnswerBText": "\\( -0.5 \\)", "AnswerCText": "\\( -1 \\)", "AnswerDText": "\\( -0.25 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -0.25 \\)", "MisconceptionId": "2374", "MisconceptionName": "Believes a quarter of 2 is 0.25", "prompt": "Misconception:\nBelieves a quarter of 2 is 0.25\n\nQuestion:\nHere is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 6th and 7th dashes. ]() Which of the following numbers could be indicated by the arrow?\n\nOptions:\nA. \\( -1.5 \\)\nB. \\( -0.5 \\)\nC. \\( -1 \\)\nD. \\( -0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1129:B", "QuestionText": "![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +9 going from -3 up to 6]() Which of the following calculations is represented on the thermometer?", "AnswerAText": "\\( -3+9=6 \\)", "AnswerBText": "\\( 3+6=9 \\)", "AnswerCText": "\\( 6+9=-3 \\)", "AnswerDText": "\\( -3+6=9 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3+6=9 \\)", "MisconceptionId": "2469", "MisconceptionName": "Believes a negative number can be replaced with its positive equivalent when answering an addition problem from a numberline", "prompt": "Misconception:\nBelieves a negative number can be replaced with its positive equivalent when answering an addition problem from a numberline\n\nQuestion:\n![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +9 going from -3 up to 6]() Which of the following calculations is represented on the thermometer?\n\nOptions:\nA. \\( -3+9=6 \\)\nB. \\( 3+6=9 \\)\nC. \\( 6+9=-3 \\)\nD. \\( -3+6=9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1129:C", "QuestionText": "![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +9 going from -3 up to 6]() Which of the following calculations is represented on the thermometer?", "AnswerAText": "\\( -3+9=6 \\)", "AnswerBText": "\\( 3+6=9 \\)", "AnswerCText": "\\( 6+9=-3 \\)", "AnswerDText": "\\( -3+6=9 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6+9=-3 \\)", "MisconceptionId": "2101", "MisconceptionName": "Believes we move down a number line when we add", "prompt": "Misconception:\nBelieves we move down a number line when we add\n\nQuestion:\n![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +9 going from -3 up to 6]() Which of the following calculations is represented on the thermometer?\n\nOptions:\nA. \\( -3+9=6 \\)\nB. \\( 3+6=9 \\)\nC. \\( 6+9=-3 \\)\nD. \\( -3+6=9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1129:D", "QuestionText": "![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +9 going from -3 up to 6]() Which of the following calculations is represented on the thermometer?", "AnswerAText": "\\( -3+9=6 \\)", "AnswerBText": "\\( 3+6=9 \\)", "AnswerCText": "\\( 6+9=-3 \\)", "AnswerDText": "\\( -3+6=9 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -3+6=9 \\)", "MisconceptionId": "2054", "MisconceptionName": "Believes the number of jumps between two numbers on a numberline represents the sum of those 2 numbers", "prompt": "Misconception:\nBelieves the number of jumps between two numbers on a numberline represents the sum of those 2 numbers\n\nQuestion:\n![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +9 going from -3 up to 6]() Which of the following calculations is represented on the thermometer?\n\nOptions:\nA. \\( -3+9=6 \\)\nB. \\( 3+6=9 \\)\nC. \\( 6+9=-3 \\)\nD. \\( -3+6=9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1130:C", "QuestionText": "Find the value of \\( x \\). ![A triangle with the angles labelled: 4x, 2x - 12 and 4x + 42]()", "AnswerAText": "\\( x=15^{\\circ} \\)", "AnswerBText": "\\( x=12.6^{\\circ} \\)", "AnswerCText": "\\( x=33^{\\circ} \\)", "AnswerDText": "\\( x=21^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x=33^{\\circ} \\)", "MisconceptionId": "100", "MisconceptionName": "Believes angles in a triangle sum to 360 degrees", "prompt": "Misconception:\nBelieves angles in a triangle sum to 360 degrees\n\nQuestion:\nFind the value of \\( x \\). ![A triangle with the angles labelled: 4x, 2x - 12 and 4x + 42]()\n\nOptions:\nA. \\( x=15^{\\circ} \\)\nB. \\( x=12.6^{\\circ} \\)\nC. \\( x=33^{\\circ} \\)\nD. \\( x=21^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1130:D", "QuestionText": "Find the value of \\( x \\). ![A triangle with the angles labelled: 4x, 2x - 12 and 4x + 42]()", "AnswerAText": "\\( x=15^{\\circ} \\)", "AnswerBText": "\\( x=12.6^{\\circ} \\)", "AnswerCText": "\\( x=33^{\\circ} \\)", "AnswerDText": "\\( x=21^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x=21^{\\circ} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nFind the value of \\( x \\). ![A triangle with the angles labelled: 4x, 2x - 12 and 4x + 42]()\n\nOptions:\nA. \\( x=15^{\\circ} \\)\nB. \\( x=12.6^{\\circ} \\)\nC. \\( x=33^{\\circ} \\)\nD. \\( x=21^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1131:A", "QuestionText": "Miran says the following:\n\n\"It doesn't matter if you do \\( \\mathbf{7} \\div \\mathbf{1 4 0} \\) or \\( \\mathbf{1 4 0} \\div \\mathbf{7} \\), you get the same answer\"\n\nWhat do you think?", "AnswerAText": "Miran is correct because division is commutative", "AnswerBText": "Miran is incorrect because division is commutative", "AnswerCText": "Miran is correct because division is not commutative", "AnswerDText": "Miran is incorrect because division is not commutative", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Miran is correct because division is commutative", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nMiran says the following:\n\n\"It doesn't matter if you do \\( \\mathbf{7} \\div \\mathbf{1 4 0} \\) or \\( \\mathbf{1 4 0} \\div \\mathbf{7} \\), you get the same answer\"\n\nWhat do you think?\n\nOptions:\nA. Miran is correct because division is commutative\nB. Miran is incorrect because division is commutative\nC. Miran is correct because division is not commutative\nD. Miran is incorrect because division is not commutative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1131:B", "QuestionText": "Miran says the following:\n\n\"It doesn't matter if you do \\( \\mathbf{7} \\div \\mathbf{1 4 0} \\) or \\( \\mathbf{1 4 0} \\div \\mathbf{7} \\), you get the same answer\"\n\nWhat do you think?", "AnswerAText": "Miran is correct because division is commutative", "AnswerBText": "Miran is incorrect because division is commutative", "AnswerCText": "Miran is correct because division is not commutative", "AnswerDText": "Miran is incorrect because division is not commutative", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Miran is incorrect because division is commutative", "MisconceptionId": "186", "MisconceptionName": "Does not understand the meaning of the word commutative", "prompt": "Misconception:\nDoes not understand the meaning of the word commutative\n\nQuestion:\nMiran says the following:\n\n\"It doesn't matter if you do \\( \\mathbf{7} \\div \\mathbf{1 4 0} \\) or \\( \\mathbf{1 4 0} \\div \\mathbf{7} \\), you get the same answer\"\n\nWhat do you think?\n\nOptions:\nA. Miran is correct because division is commutative\nB. Miran is incorrect because division is commutative\nC. Miran is correct because division is not commutative\nD. Miran is incorrect because division is not commutative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1131:C", "QuestionText": "Miran says the following:\n\n\"It doesn't matter if you do \\( \\mathbf{7} \\div \\mathbf{1 4 0} \\) or \\( \\mathbf{1 4 0} \\div \\mathbf{7} \\), you get the same answer\"\n\nWhat do you think?", "AnswerAText": "Miran is correct because division is commutative", "AnswerBText": "Miran is incorrect because division is commutative", "AnswerCText": "Miran is correct because division is not commutative", "AnswerDText": "Miran is incorrect because division is not commutative", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Miran is correct because division is not commutative", "MisconceptionId": "186", "MisconceptionName": "Does not understand the meaning of the word commutative", "prompt": "Misconception:\nDoes not understand the meaning of the word commutative\n\nQuestion:\nMiran says the following:\n\n\"It doesn't matter if you do \\( \\mathbf{7} \\div \\mathbf{1 4 0} \\) or \\( \\mathbf{1 4 0} \\div \\mathbf{7} \\), you get the same answer\"\n\nWhat do you think?\n\nOptions:\nA. Miran is correct because division is commutative\nB. Miran is incorrect because division is commutative\nC. Miran is correct because division is not commutative\nD. Miran is incorrect because division is not commutative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1132:A", "QuestionText": "Tom and Katie are discussing units of area\nTom says centimetres is a unit of area\nKatie says \\( \\mathrm{mm}^{2} \\) is a unit of area\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "686", "MisconceptionName": "Does not know units of area should be squared", "prompt": "Misconception:\nDoes not know units of area should be squared\n\nQuestion:\nTom and Katie are discussing units of area\nTom says centimetres is a unit of area\nKatie says \\( \\mathrm{mm}^{2} \\) is a unit of area\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1132:C", "QuestionText": "Tom and Katie are discussing units of area\nTom says centimetres is a unit of area\nKatie says \\( \\mathrm{mm}^{2} \\) is a unit of area\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "686", "MisconceptionName": "Does not know units of area should be squared", "prompt": "Misconception:\nDoes not know units of area should be squared\n\nQuestion:\nTom and Katie are discussing units of area\nTom says centimetres is a unit of area\nKatie says \\( \\mathrm{mm}^{2} \\) is a unit of area\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1132:D", "QuestionText": "Tom and Katie are discussing units of area\nTom says centimetres is a unit of area\nKatie says \\( \\mathrm{mm}^{2} \\) is a unit of area\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "686", "MisconceptionName": "Does not know units of area should be squared", "prompt": "Misconception:\nDoes not know units of area should be squared\n\nQuestion:\nTom and Katie are discussing units of area\nTom says centimetres is a unit of area\nKatie says \\( \\mathrm{mm}^{2} \\) is a unit of area\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1133:A", "QuestionText": "This pictogram shows the different types of music Bob has in his music collection.\n\nHow many more Pop CDs does Bob have than Rock CDs? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4.5 \\)", "MisconceptionId": "2344", "MisconceptionName": "When counting partial symbols on pictogram, uses the fraction rather than the amount it represents", "prompt": "Misconception:\nWhen counting partial symbols on pictogram, uses the fraction rather than the amount it represents\n\nQuestion:\nThis pictogram shows the different types of music Bob has in his music collection.\n\nHow many more Pop CDs does Bob have than Rock CDs? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 5 \\)\nC. \\( 1.5 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1133:C", "QuestionText": "This pictogram shows the different types of music Bob has in his music collection.\n\nHow many more Pop CDs does Bob have than Rock CDs? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()", "AnswerAText": "\\( 4.5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1.5 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\nThis pictogram shows the different types of music Bob has in his music collection.\n\nHow many more Pop CDs does Bob have than Rock CDs? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\n\nOptions:\nA. \\( 4.5 \\)\nB. \\( 5 \\)\nC. \\( 1.5 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1134:A", "QuestionText": "What number belongs in the box?\n\\(\n(-11)+7=\n\\square\\)", "AnswerAText": "\\( -18 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -18 \\)", "MisconceptionId": "2109", "MisconceptionName": "Counts on in the wrong direction on a number line", "prompt": "Misconception:\nCounts on in the wrong direction on a number line\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-11)+7=\n\\square\\)\n\nOptions:\nA. \\( -18 \\)\nB. \\( -4 \\)\nC. \\( -5 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1134:C", "QuestionText": "What number belongs in the box?\n\\(\n(-11)+7=\n\\square\\)", "AnswerAText": "\\( -18 \\)", "AnswerBText": "\\( -4 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "670", "MisconceptionName": "Counts the starting number when counting on", "prompt": "Misconception:\nCounts the starting number when counting on\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-11)+7=\n\\square\\)\n\nOptions:\nA. \\( -18 \\)\nB. \\( -4 \\)\nC. \\( -5 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1135:B", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=6-x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -8 \\)", "AnswerBText": "\\( 14 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=6-x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 8 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -8 \\)\nB. \\( 14 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1136:D", "QuestionText": "\\( \\frac{1}{8} \\) th of an hour \\( = _______ \\) minutes", "AnswerAText": "\\( 7.5 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 0.8 \\)", "AnswerDText": "\\( 12.5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 12.5 \\)", "MisconceptionId": "1013", "MisconceptionName": "Answers as if there are 100 minutes in an hour", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour\n\nQuestion:\n\\( \\frac{1}{8} \\) th of an hour \\( = _______ \\) minutes\n\nOptions:\nA. \\( 7.5 \\)\nB. \\( 8 \\)\nC. \\( 0.8 \\)\nD. \\( 12.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1137:A", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and BC.]()", "AnswerAText": "BCA", "AnswerBText": "CDB", "AnswerCText": "ECB", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "BCA", "MisconceptionId": "1942", "MisconceptionName": "Chooses the wrong 3 letters to describe an angle", "prompt": "Misconception:\nChooses the wrong 3 letters to describe an angle\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and BC.]()\n\nOptions:\nA. BCA\nB. CDB\nC. ECB\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1137:B", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and BC.]()", "AnswerAText": "BCA", "AnswerBText": "CDB", "AnswerCText": "ECB", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "CDB", "MisconceptionId": "1906", "MisconceptionName": "Gives 3-letter angle notation in the wrong order", "prompt": "Misconception:\nGives 3-letter angle notation in the wrong order\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and BC.]()\n\nOptions:\nA. BCA\nB. CDB\nC. ECB\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1137:D", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and BC.]()", "AnswerAText": "BCA", "AnswerBText": "CDB", "AnswerCText": "ECB", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of these options", "MisconceptionId": "2516", "MisconceptionName": "Thinks 3-letter angle notation has to use the nearest vertex on each side of the angle", "prompt": "Misconception:\nThinks 3-letter angle notation has to use the nearest vertex on each side of the angle\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE with various triangles attached to it.  The marked angle is between the lines CE and BC.]()\n\nOptions:\nA. BCA\nB. CDB\nC. ECB\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1138:A", "QuestionText": "Simplify the following: \\( \\frac{9 y^{3}}{6 y^{2}+3 y} \\)", "AnswerAText": "\\( \\frac{9 y^{2}}{6 y+3} \\)", "AnswerBText": "\\( \\frac{3 y}{2+y} \\)", "AnswerCText": "\\( \\frac{3 y^{2}}{2 y+1} \\)", "AnswerDText": "\\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{9 y^{2}}{6 y+3} \\)", "MisconceptionId": "1825", "MisconceptionName": "Does not fully simplify fraction", "prompt": "Misconception:\nDoes not fully simplify fraction\n\nQuestion:\nSimplify the following: \\( \\frac{9 y^{3}}{6 y^{2}+3 y} \\)\n\nOptions:\nA. \\( \\frac{9 y^{2}}{6 y+3} \\)\nB. \\( \\frac{3 y}{2+y} \\)\nC. \\( \\frac{3 y^{2}}{2 y+1} \\)\nD. \\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1138:B", "QuestionText": "Simplify the following: \\( \\frac{9 y^{3}}{6 y^{2}+3 y} \\)", "AnswerAText": "\\( \\frac{9 y^{2}}{6 y+3} \\)", "AnswerBText": "\\( \\frac{3 y}{2+y} \\)", "AnswerCText": "\\( \\frac{3 y^{2}}{2 y+1} \\)", "AnswerDText": "\\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{3 y}{2+y} \\)", "MisconceptionId": "2398", "MisconceptionName": "Thinks you can divide terms by different factors when simplifying an algebraic fraction", "prompt": "Misconception:\nThinks you can divide terms by different factors when simplifying an algebraic fraction\n\nQuestion:\nSimplify the following: \\( \\frac{9 y^{3}}{6 y^{2}+3 y} \\)\n\nOptions:\nA. \\( \\frac{9 y^{2}}{6 y+3} \\)\nB. \\( \\frac{3 y}{2+y} \\)\nC. \\( \\frac{3 y^{2}}{2 y+1} \\)\nD. \\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1138:D", "QuestionText": "Simplify the following: \\( \\frac{9 y^{3}}{6 y^{2}+3 y} \\)", "AnswerAText": "\\( \\frac{9 y^{2}}{6 y+3} \\)", "AnswerBText": "\\( \\frac{3 y}{2+y} \\)", "AnswerCText": "\\( \\frac{3 y^{2}}{2 y+1} \\)", "AnswerDText": "\\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)", "MisconceptionId": "2398", "MisconceptionName": "Thinks you can divide terms by different factors when simplifying an algebraic fraction", "prompt": "Misconception:\nThinks you can divide terms by different factors when simplifying an algebraic fraction\n\nQuestion:\nSimplify the following: \\( \\frac{9 y^{3}}{6 y^{2}+3 y} \\)\n\nOptions:\nA. \\( \\frac{9 y^{2}}{6 y+3} \\)\nB. \\( \\frac{3 y}{2+y} \\)\nC. \\( \\frac{3 y^{2}}{2 y+1} \\)\nD. \\( \\frac{3 y^{3}}{2 y^{2}+3 y} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1139:B", "QuestionText": "What can you say about the areas of the two squares? ![Two squares drawn on a grid. The blue square is three grid squares wide, and the three grid squares long. The red square is drawn diagonally, so that each side goes through two grid squares from corner to corner.]()", "AnswerAText": "The blue square has a larger area", "AnswerBText": "The red square has a larger area", "AnswerCText": "The areas are the same", "AnswerDText": "It is impossible to say without measuring", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "The red square has a larger area", "MisconceptionId": "2345", "MisconceptionName": "Counts half-squares as full squares when calculating area on a square grid", "prompt": "Misconception:\nCounts half-squares as full squares when calculating area on a square grid\n\nQuestion:\nWhat can you say about the areas of the two squares? ![Two squares drawn on a grid. The blue square is three grid squares wide, and the three grid squares long. The red square is drawn diagonally, so that each side goes through two grid squares from corner to corner.]()\n\nOptions:\nA. The blue square has a larger area\nB. The red square has a larger area\nC. The areas are the same\nD. It is impossible to say without measuring\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1139:C", "QuestionText": "What can you say about the areas of the two squares? ![Two squares drawn on a grid. The blue square is three grid squares wide, and the three grid squares long. The red square is drawn diagonally, so that each side goes through two grid squares from corner to corner.]()", "AnswerAText": "The blue square has a larger area", "AnswerBText": "The red square has a larger area", "AnswerCText": "The areas are the same", "AnswerDText": "It is impossible to say without measuring", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "The areas are the same", "MisconceptionId": "2554", "MisconceptionName": "Thinks the diagonal of a square is the same length as the side of the square", "prompt": "Misconception:\nThinks the diagonal of a square is the same length as the side of the square\n\nQuestion:\nWhat can you say about the areas of the two squares? ![Two squares drawn on a grid. The blue square is three grid squares wide, and the three grid squares long. The red square is drawn diagonally, so that each side goes through two grid squares from corner to corner.]()\n\nOptions:\nA. The blue square has a larger area\nB. The red square has a larger area\nC. The areas are the same\nD. It is impossible to say without measuring\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1139:D", "QuestionText": "What can you say about the areas of the two squares? ![Two squares drawn on a grid. The blue square is three grid squares wide, and the three grid squares long. The red square is drawn diagonally, so that each side goes through two grid squares from corner to corner.]()", "AnswerAText": "The blue square has a larger area", "AnswerBText": "The red square has a larger area", "AnswerCText": "The areas are the same", "AnswerDText": "It is impossible to say without measuring", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "It is impossible to say without measuring", "MisconceptionId": "1671", "MisconceptionName": "Does not know how to find area by counting squares on a grid", "prompt": "Misconception:\nDoes not know how to find area by counting squares on a grid\n\nQuestion:\nWhat can you say about the areas of the two squares? ![Two squares drawn on a grid. The blue square is three grid squares wide, and the three grid squares long. The red square is drawn diagonally, so that each side goes through two grid squares from corner to corner.]()\n\nOptions:\nA. The blue square has a larger area\nB. The red square has a larger area\nC. The areas are the same\nD. It is impossible to say without measuring\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1140:A", "QuestionText": "What is the area of this rectangle? ![A rectangle, 5cm by 12cm]()", "AnswerAText": "\\( 17 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 60 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 34 \\mathrm{~cm}^{2} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 17 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nWhat is the area of this rectangle? ![A rectangle, 5cm by 12cm]()\n\nOptions:\nA. \\( 17 \\mathrm{~cm}^{2} \\)\nB. \\( 60 \\mathrm{~cm}^{2} \\)\nC. \\( 34 \\mathrm{~cm}^{2} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1140:C", "QuestionText": "What is the area of this rectangle? ![A rectangle, 5cm by 12cm]()", "AnswerAText": "\\( 17 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 60 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 34 \\mathrm{~cm}^{2} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 34 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the area of this rectangle? ![A rectangle, 5cm by 12cm]()\n\nOptions:\nA. \\( 17 \\mathrm{~cm}^{2} \\)\nB. \\( 60 \\mathrm{~cm}^{2} \\)\nC. \\( 34 \\mathrm{~cm}^{2} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1140:D", "QuestionText": "What is the area of this rectangle? ![A rectangle, 5cm by 12cm]()", "AnswerAText": "\\( 17 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 60 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 34 \\mathrm{~cm}^{2} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "618", "MisconceptionName": "Does not recall rectangle side length property", "prompt": "Misconception:\nDoes not recall rectangle side length property\n\nQuestion:\nWhat is the area of this rectangle? ![A rectangle, 5cm by 12cm]()\n\nOptions:\nA. \\( 17 \\mathrm{~cm}^{2} \\)\nB. \\( 60 \\mathrm{~cm}^{2} \\)\nC. \\( 34 \\mathrm{~cm}^{2} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1141:A", "QuestionText": "How do you write \\( 0.5 \\% \\) as a fraction?", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{20} \\)", "AnswerCText": "\\( \\frac{1}{200} \\)", "AnswerDText": "\\( \\frac{1}{2000} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{2} \\)", "MisconceptionId": "318", "MisconceptionName": "Assumes that converting a decimal percentage to a fraction, they can just convert the decimal to a fraction, instead of writing the decimal over 100.", "prompt": "Misconception:\nAssumes that converting a decimal percentage to a fraction, they can just convert the decimal to a fraction, instead of writing the decimal over 100.\n\nQuestion:\nHow do you write \\( 0.5 \\% \\) as a fraction?\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{1}{20} \\)\nC. \\( \\frac{1}{200} \\)\nD. \\( \\frac{1}{2000} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1141:B", "QuestionText": "How do you write \\( 0.5 \\% \\) as a fraction?", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{20} \\)", "AnswerCText": "\\( \\frac{1}{200} \\)", "AnswerDText": "\\( \\frac{1}{2000} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{20} \\)", "MisconceptionId": "1759", "MisconceptionName": "Assumes decimal point can be ignored when given a decimal percentage to convert to a fraction", "prompt": "Misconception:\nAssumes decimal point can be ignored when given a decimal percentage to convert to a fraction\n\nQuestion:\nHow do you write \\( 0.5 \\% \\) as a fraction?\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{1}{20} \\)\nC. \\( \\frac{1}{200} \\)\nD. \\( \\frac{1}{2000} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1142:A", "QuestionText": "When Aaron completes the square, what should replace the star? \\( p^{2}-p-1 \\equiv(p \\bigstar )^{2} \\triangle \\)", "AnswerAText": "\\(\\bigstar =-2 \\)", "AnswerBText": "\\(\\bigstar =-1 \\)", "AnswerCText": "\\(\\bigstar =+0 \\)\n(just \\( \\mathrm{p} \\) inside brackets)", "AnswerDText": "\\(\\bigstar =-0.5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\(\\bigstar =-2 \\)", "MisconceptionId": "103", "MisconceptionName": "When completing the square, believes the constant in the bracket is double the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is double the coefficient of x\n\nQuestion:\nWhen Aaron completes the square, what should replace the star? \\( p^{2}-p-1 \\equiv(p \\bigstar )^{2} \\triangle \\)\n\nOptions:\nA. \\(\\bigstar =-2 \\)\nB. \\(\\bigstar =-1 \\)\nC. \\(\\bigstar =+0 \\)\n(just \\( \\mathrm{p} \\) inside brackets)\nD. \\(\\bigstar =-0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1142:B", "QuestionText": "When Aaron completes the square, what should replace the star? \\( p^{2}-p-1 \\equiv(p \\bigstar )^{2} \\triangle \\)", "AnswerAText": "\\(\\bigstar =-2 \\)", "AnswerBText": "\\(\\bigstar =-1 \\)", "AnswerCText": "\\(\\bigstar =+0 \\)\n(just \\( \\mathrm{p} \\) inside brackets)", "AnswerDText": "\\(\\bigstar =-0.5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\(\\bigstar =-1 \\)", "MisconceptionId": "978", "MisconceptionName": "When completing the square, believes the constant in the bracket is the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is the coefficient of x\n\nQuestion:\nWhen Aaron completes the square, what should replace the star? \\( p^{2}-p-1 \\equiv(p \\bigstar )^{2} \\triangle \\)\n\nOptions:\nA. \\(\\bigstar =-2 \\)\nB. \\(\\bigstar =-1 \\)\nC. \\(\\bigstar =+0 \\)\n(just \\( \\mathrm{p} \\) inside brackets)\nD. \\(\\bigstar =-0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1143:A", "QuestionText": "If you continue to join up the intersections of the curves with straight lines, which of the following regular polygons could you have constructed? ![A circle has been intersected by curves at 5 equally spaced intervals about its circumference]()", "AnswerAText": "An octagon", "AnswerBText": "A hexagon", "AnswerCText": "A pentagon", "AnswerDText": "A circle", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "An octagon", "MisconceptionId": "764", "MisconceptionName": "Confuses octagon and pentagon", "prompt": "Misconception:\nConfuses octagon and pentagon\n\nQuestion:\nIf you continue to join up the intersections of the curves with straight lines, which of the following regular polygons could you have constructed? ![A circle has been intersected by curves at 5 equally spaced intervals about its circumference]()\n\nOptions:\nA. An octagon\nB. A hexagon\nC. A pentagon\nD. A circle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1143:B", "QuestionText": "If you continue to join up the intersections of the curves with straight lines, which of the following regular polygons could you have constructed? ![A circle has been intersected by curves at 5 equally spaced intervals about its circumference]()", "AnswerAText": "An octagon", "AnswerBText": "A hexagon", "AnswerCText": "A pentagon", "AnswerDText": "A circle", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "A hexagon", "MisconceptionId": "2569", "MisconceptionName": "Confuses pentagon and hexagon", "prompt": "Misconception:\nConfuses pentagon and hexagon\n\nQuestion:\nIf you continue to join up the intersections of the curves with straight lines, which of the following regular polygons could you have constructed? ![A circle has been intersected by curves at 5 equally spaced intervals about its circumference]()\n\nOptions:\nA. An octagon\nB. A hexagon\nC. A pentagon\nD. A circle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1143:D", "QuestionText": "If you continue to join up the intersections of the curves with straight lines, which of the following regular polygons could you have constructed? ![A circle has been intersected by curves at 5 equally spaced intervals about its circumference]()", "AnswerAText": "An octagon", "AnswerBText": "A hexagon", "AnswerCText": "A pentagon", "AnswerDText": "A circle", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "A circle", "MisconceptionId": "255", "MisconceptionName": "Does not know the meaning of the word regular", "prompt": "Misconception:\nDoes not know the meaning of the word regular\n\nQuestion:\nIf you continue to join up the intersections of the curves with straight lines, which of the following regular polygons could you have constructed? ![A circle has been intersected by curves at 5 equally spaced intervals about its circumference]()\n\nOptions:\nA. An octagon\nB. A hexagon\nC. A pentagon\nD. A circle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1144:B", "QuestionText": "When \\( h=5 \\)\n\\(\nh^{2}=\n\\)", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 52 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nWhen \\( h=5 \\)\n\\(\nh^{2}=\n\\)\n\nOptions:\nA. \\( 25 \\)\nB. \\( 10 \\)\nC. \\( 7 \\)\nD. \\( 52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1144:C", "QuestionText": "When \\( h=5 \\)\n\\(\nh^{2}=\n\\)", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 52 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "948", "MisconceptionName": "Believes squaring is the same as adding two", "prompt": "Misconception:\nBelieves squaring is the same as adding two\n\nQuestion:\nWhen \\( h=5 \\)\n\\(\nh^{2}=\n\\)\n\nOptions:\nA. \\( 25 \\)\nB. \\( 10 \\)\nC. \\( 7 \\)\nD. \\( 52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1144:D", "QuestionText": "When \\( h=5 \\)\n\\(\nh^{2}=\n\\)", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 52 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 52 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\nWhen \\( h=5 \\)\n\\(\nh^{2}=\n\\)\n\nOptions:\nA. \\( 25 \\)\nB. \\( 10 \\)\nC. \\( 7 \\)\nD. \\( 52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1145:A", "QuestionText": "\\(\n\\sqrt{3}+\\sqrt{5}\n\\)\n\nSimplify, if possible.", "AnswerAText": "\\( 3 \\sqrt{5} \\)", "AnswerBText": "\\( \\sqrt{8} \\)", "AnswerCText": "\\( \\sqrt{15} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\sqrt{5} \\)", "MisconceptionId": "937", "MisconceptionName": "When adding or subtracting surds, simplifies the surds correctly but puts the digits in the answer the wrong way round", "prompt": "Misconception:\nWhen adding or subtracting surds, simplifies the surds correctly but puts the digits in the answer the wrong way round\n\nQuestion:\n\\(\n\\sqrt{3}+\\sqrt{5}\n\\)\n\nSimplify, if possible.\n\nOptions:\nA. \\( 3 \\sqrt{5} \\)\nB. \\( \\sqrt{8} \\)\nC. \\( \\sqrt{15} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1145:B", "QuestionText": "\\(\n\\sqrt{3}+\\sqrt{5}\n\\)\n\nSimplify, if possible.", "AnswerAText": "\\( 3 \\sqrt{5} \\)", "AnswerBText": "\\( \\sqrt{8} \\)", "AnswerCText": "\\( \\sqrt{15} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{8} \\)", "MisconceptionId": "44", "MisconceptionName": "When adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds", "prompt": "Misconception:\nWhen adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds\n\nQuestion:\n\\(\n\\sqrt{3}+\\sqrt{5}\n\\)\n\nSimplify, if possible.\n\nOptions:\nA. \\( 3 \\sqrt{5} \\)\nB. \\( \\sqrt{8} \\)\nC. \\( \\sqrt{15} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1145:C", "QuestionText": "\\(\n\\sqrt{3}+\\sqrt{5}\n\\)\n\nSimplify, if possible.", "AnswerAText": "\\( 3 \\sqrt{5} \\)", "AnswerBText": "\\( \\sqrt{8} \\)", "AnswerCText": "\\( \\sqrt{15} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\sqrt{15} \\)", "MisconceptionId": "349", "MisconceptionName": "When adding surds, just multiplies the numbers under the surd rather than first trying to simplifying to find like surds", "prompt": "Misconception:\nWhen adding surds, just multiplies the numbers under the surd rather than first trying to simplifying to find like surds\n\nQuestion:\n\\(\n\\sqrt{3}+\\sqrt{5}\n\\)\n\nSimplify, if possible.\n\nOptions:\nA. \\( 3 \\sqrt{5} \\)\nB. \\( \\sqrt{8} \\)\nC. \\( \\sqrt{15} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1146:A", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nWhich of the following equations can we write from the information given? ![A rectangle with the short side labelled \\(x\\) and the opposite side labelled \\(x^2 + 9\\).]()", "AnswerAText": "\\( x^{3}+9=8 \\)", "AnswerBText": "\\( x^{2}+x+9=8 \\)", "AnswerCText": "\\( 2 x^{2}+2 x+18=8 \\)", "AnswerDText": "\\( x^{3}+9 x=8 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x^{3}+9=8 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nWhich of the following equations can we write from the information given? ![A rectangle with the short side labelled \\(x\\) and the opposite side labelled \\(x^2 + 9\\).]()\n\nOptions:\nA. \\( x^{3}+9=8 \\)\nB. \\( x^{2}+x+9=8 \\)\nC. \\( 2 x^{2}+2 x+18=8 \\)\nD. \\( x^{3}+9 x=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1146:B", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nWhich of the following equations can we write from the information given? ![A rectangle with the short side labelled \\(x\\) and the opposite side labelled \\(x^2 + 9\\).]()", "AnswerAText": "\\( x^{3}+9=8 \\)", "AnswerBText": "\\( x^{2}+x+9=8 \\)", "AnswerCText": "\\( 2 x^{2}+2 x+18=8 \\)", "AnswerDText": "\\( x^{3}+9 x=8 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x^{2}+x+9=8 \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nWhich of the following equations can we write from the information given? ![A rectangle with the short side labelled \\(x\\) and the opposite side labelled \\(x^2 + 9\\).]()\n\nOptions:\nA. \\( x^{3}+9=8 \\)\nB. \\( x^{2}+x+9=8 \\)\nC. \\( 2 x^{2}+2 x+18=8 \\)\nD. \\( x^{3}+9 x=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1146:C", "QuestionText": "The area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nWhich of the following equations can we write from the information given? ![A rectangle with the short side labelled \\(x\\) and the opposite side labelled \\(x^2 + 9\\).]()", "AnswerAText": "\\( x^{3}+9=8 \\)", "AnswerBText": "\\( x^{2}+x+9=8 \\)", "AnswerCText": "\\( 2 x^{2}+2 x+18=8 \\)", "AnswerDText": "\\( x^{3}+9 x=8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 x^{2}+2 x+18=8 \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nThe area of the rectangle on the right is \\( 8 \\mathrm{~cm}^{2} \\).\n\nWhich of the following equations can we write from the information given? ![A rectangle with the short side labelled \\(x\\) and the opposite side labelled \\(x^2 + 9\\).]()\n\nOptions:\nA. \\( x^{3}+9=8 \\)\nB. \\( x^{2}+x+9=8 \\)\nC. \\( 2 x^{2}+2 x+18=8 \\)\nD. \\( x^{3}+9 x=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1147:B", "QuestionText": "What is the exact value of \\( \\tan (30) \\) ?", "AnswerAText": "\\( \\frac{\\sqrt{3}}{3} \\)", "AnswerBText": "\\( \\sqrt{3} \\)", "AnswerCText": "\\( \\frac{\\sqrt{3}}{2} \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{3} \\)", "MisconceptionId": "2031", "MisconceptionName": "Misremembers the exact values of trigonometric functions at standard angles", "prompt": "Misconception:\nMisremembers the exact values of trigonometric functions at standard angles\n\nQuestion:\nWhat is the exact value of \\( \\tan (30) \\) ?\n\nOptions:\nA. \\( \\frac{\\sqrt{3}}{3} \\)\nB. \\( \\sqrt{3} \\)\nC. \\( \\frac{\\sqrt{3}}{2} \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1147:C", "QuestionText": "What is the exact value of \\( \\tan (30) \\) ?", "AnswerAText": "\\( \\frac{\\sqrt{3}}{3} \\)", "AnswerBText": "\\( \\sqrt{3} \\)", "AnswerCText": "\\( \\frac{\\sqrt{3}}{2} \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{\\sqrt{3}}{2} \\)", "MisconceptionId": "2031", "MisconceptionName": "Misremembers the exact values of trigonometric functions at standard angles", "prompt": "Misconception:\nMisremembers the exact values of trigonometric functions at standard angles\n\nQuestion:\nWhat is the exact value of \\( \\tan (30) \\) ?\n\nOptions:\nA. \\( \\frac{\\sqrt{3}}{3} \\)\nB. \\( \\sqrt{3} \\)\nC. \\( \\frac{\\sqrt{3}}{2} \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1147:D", "QuestionText": "What is the exact value of \\( \\tan (30) \\) ?", "AnswerAText": "\\( \\frac{\\sqrt{3}}{3} \\)", "AnswerBText": "\\( \\sqrt{3} \\)", "AnswerCText": "\\( \\frac{\\sqrt{3}}{2} \\)", "AnswerDText": "\\( \\frac{1}{2} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{2} \\)", "MisconceptionId": "2031", "MisconceptionName": "Misremembers the exact values of trigonometric functions at standard angles", "prompt": "Misconception:\nMisremembers the exact values of trigonometric functions at standard angles\n\nQuestion:\nWhat is the exact value of \\( \\tan (30) \\) ?\n\nOptions:\nA. \\( \\frac{\\sqrt{3}}{3} \\)\nB. \\( \\sqrt{3} \\)\nC. \\( \\frac{\\sqrt{3}}{2} \\)\nD. \\( \\frac{1}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1148:C", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (2,-5) \\) and \\( (-7,1) \\) She labels them like this: \\( \\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (2, & -5) & (-7, & 1)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) \\( \\sqrt{(-9)^{2}+(6)^{2}} \\) What is the distance between the points?", "AnswerAText": "\\( \\sqrt{6} \\)", "AnswerBText": "\\( \\sqrt{30} \\)", "AnswerCText": "\\( -\\sqrt{45} \\)", "AnswerDText": "\\( \\sqrt{117} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -\\sqrt{45} \\)", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (2,-5) \\) and \\( (-7,1) \\) She labels them like this: \\( \\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (2, & -5) & (-7, & 1)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) \\( \\sqrt{(-9)^{2}+(6)^{2}} \\) What is the distance between the points?\n\nOptions:\nA. \\( \\sqrt{6} \\)\nB. \\( \\sqrt{30} \\)\nC. \\( -\\sqrt{45} \\)\nD. \\( \\sqrt{117} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1149:A", "QuestionText": "Which of the following is the most appropriate word to describe: \\( V=\\frac{1}{3} \\pi r^{2} h \\) ![A cone, with the dimensions labelled h and r]()", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Equation", "MisconceptionId": "835", "MisconceptionName": "Confuses a formula with an equation", "prompt": "Misconception:\nConfuses a formula with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( V=\\frac{1}{3} \\pi r^{2} h \\) ![A cone, with the dimensions labelled h and r]()\n\nOptions:\nA. Equation\nB. Formula\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1149:C", "QuestionText": "Which of the following is the most appropriate word to describe: \\( V=\\frac{1}{3} \\pi r^{2} h \\) ![A cone, with the dimensions labelled h and r]()", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Variable", "MisconceptionId": "1091", "MisconceptionName": "Confuses a variable with a formula", "prompt": "Misconception:\nConfuses a variable with a formula\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( V=\\frac{1}{3} \\pi r^{2} h \\) ![A cone, with the dimensions labelled h and r]()\n\nOptions:\nA. Equation\nB. Formula\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1149:D", "QuestionText": "Which of the following is the most appropriate word to describe: \\( V=\\frac{1}{3} \\pi r^{2} h \\) ![A cone, with the dimensions labelled h and r]()", "AnswerAText": "Equation", "AnswerBText": "Formula", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Expression", "MisconceptionId": "759", "MisconceptionName": "Confuses a formula with an expression", "prompt": "Misconception:\nConfuses a formula with an expression\n\nQuestion:\nWhich of the following is the most appropriate word to describe: \\( V=\\frac{1}{3} \\pi r^{2} h \\) ![A cone, with the dimensions labelled h and r]()\n\nOptions:\nA. Equation\nB. Formula\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1150:A", "QuestionText": "Rearrange the following equation to make \\( v \\) the subject\n\\(F=\\frac{v^{2}}{r}\\)", "AnswerAText": "\\( v=r F^{2} \\)", "AnswerBText": "\\( v=\\sqrt{\\frac{F}{r}} \\)", "AnswerCText": "\\( v=\\sqrt{r F} \\)", "AnswerDText": "\\( v=r \\sqrt{F} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( v=r F^{2} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nRearrange the following equation to make \\( v \\) the subject\n\\(F=\\frac{v^{2}}{r}\\)\n\nOptions:\nA. \\( v=r F^{2} \\)\nB. \\( v=\\sqrt{\\frac{F}{r}} \\)\nC. \\( v=\\sqrt{r F} \\)\nD. \\( v=r \\sqrt{F} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1150:B", "QuestionText": "Rearrange the following equation to make \\( v \\) the subject\n\\(F=\\frac{v^{2}}{r}\\)", "AnswerAText": "\\( v=r F^{2} \\)", "AnswerBText": "\\( v=\\sqrt{\\frac{F}{r}} \\)", "AnswerCText": "\\( v=\\sqrt{r F} \\)", "AnswerDText": "\\( v=r \\sqrt{F} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( v=\\sqrt{\\frac{F}{r}} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nRearrange the following equation to make \\( v \\) the subject\n\\(F=\\frac{v^{2}}{r}\\)\n\nOptions:\nA. \\( v=r F^{2} \\)\nB. \\( v=\\sqrt{\\frac{F}{r}} \\)\nC. \\( v=\\sqrt{r F} \\)\nD. \\( v=r \\sqrt{F} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1150:D", "QuestionText": "Rearrange the following equation to make \\( v \\) the subject\n\\(F=\\frac{v^{2}}{r}\\)", "AnswerAText": "\\( v=r F^{2} \\)", "AnswerBText": "\\( v=\\sqrt{\\frac{F}{r}} \\)", "AnswerCText": "\\( v=\\sqrt{r F} \\)", "AnswerDText": "\\( v=r \\sqrt{F} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( v=r \\sqrt{F} \\)", "MisconceptionId": "256", "MisconceptionName": "Does not reverse the order of operations when solving an equation", "prompt": "Misconception:\nDoes not reverse the order of operations when solving an equation\n\nQuestion:\nRearrange the following equation to make \\( v \\) the subject\n\\(F=\\frac{v^{2}}{r}\\)\n\nOptions:\nA. \\( v=r F^{2} \\)\nB. \\( v=\\sqrt{\\frac{F}{r}} \\)\nC. \\( v=\\sqrt{r F} \\)\nD. \\( v=r \\sqrt{F} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1151:A", "QuestionText": "How many millimetres are there in \\( 1 \\) centimetre?", "AnswerAText": "\\( 0.1 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 1000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.1 \\)", "MisconceptionId": "1604", "MisconceptionName": "Thinks there are 10 centimetres in 1 mm.", "prompt": "Misconception:\nThinks there are 10 centimetres in 1 mm.\n\nQuestion:\nHow many millimetres are there in \\( 1 \\) centimetre?\n\nOptions:\nA. \\( 0.1 \\)\nB. \\( 10 \\)\nC. \\( 100 \\)\nD. \\( 1000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1151:C", "QuestionText": "How many millimetres are there in \\( 1 \\) centimetre?", "AnswerAText": "\\( 0.1 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 1000 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1652", "MisconceptionName": "Thinks there are 100mm in a centimetre", "prompt": "Misconception:\nThinks there are 100mm in a centimetre\n\nQuestion:\nHow many millimetres are there in \\( 1 \\) centimetre?\n\nOptions:\nA. \\( 0.1 \\)\nB. \\( 10 \\)\nC. \\( 100 \\)\nD. \\( 1000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1151:D", "QuestionText": "How many millimetres are there in \\( 1 \\) centimetre?", "AnswerAText": "\\( 0.1 \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 1000 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1000 \\)", "MisconceptionId": "629", "MisconceptionName": "Thinks there are 1000mm in a centimetre", "prompt": "Misconception:\nThinks there are 1000mm in a centimetre\n\nQuestion:\nHow many millimetres are there in \\( 1 \\) centimetre?\n\nOptions:\nA. \\( 0.1 \\)\nB. \\( 10 \\)\nC. \\( 100 \\)\nD. \\( 1000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1152:D", "QuestionText": "Tom and Katie are discussing the order of operations\nTom says: \\( 6+4-2 \\equiv 4-2+6 \\)\nKatie says: \\( 6+4 \\times 2 \\equiv 6 \\times 4+2 \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\nTom and Katie are discussing the order of operations\nTom says: \\( 6+4-2 \\equiv 4-2+6 \\)\nKatie says: \\( 6+4 \\times 2 \\equiv 6 \\times 4+2 \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1153:A", "QuestionText": "Tom and Katie are arguing about triangles.\nTom says a triangle can have two right angles.\nKatie says only a scalene triangle can have a right angle.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1539", "MisconceptionName": "Does not consider that all three angles in a triangle sum to 180 degrees", "prompt": "Misconception:\nDoes not consider that all three angles in a triangle sum to 180 degrees\n\nQuestion:\nTom and Katie are arguing about triangles.\nTom says a triangle can have two right angles.\nKatie says only a scalene triangle can have a right angle.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1153:B", "QuestionText": "Tom and Katie are arguing about triangles.\nTom says a triangle can have two right angles.\nKatie says only a scalene triangle can have a right angle.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1851", "MisconceptionName": "Does not know the properties of an isosceles triangle", "prompt": "Misconception:\nDoes not know the properties of an isosceles triangle\n\nQuestion:\nTom and Katie are arguing about triangles.\nTom says a triangle can have two right angles.\nKatie says only a scalene triangle can have a right angle.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1154:C", "QuestionText": "Tom and Katie are discussing calculations involving brackets\nTom says \\( a(b+c) \\equiv(b+c) \\times a \\)\nKatie says \\( a(b+c) \\equiv a b+c \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nTom and Katie are discussing calculations involving brackets\nTom says \\( a(b+c) \\equiv(b+c) \\times a \\)\nKatie says \\( a(b+c) \\equiv a b+c \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1154:D", "QuestionText": "Tom and Katie are discussing calculations involving brackets\nTom says \\( a(b+c) \\equiv(b+c) \\times a \\)\nKatie says \\( a(b+c) \\equiv a b+c \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "366", "MisconceptionName": "Does not know the meaning of the identity symbol", "prompt": "Misconception:\nDoes not know the meaning of the identity symbol\n\nQuestion:\nTom and Katie are discussing calculations involving brackets\nTom says \\( a(b+c) \\equiv(b+c) \\times a \\)\nKatie says \\( a(b+c) \\equiv a b+c \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1155:B", "QuestionText": "What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-4\" below the 2nd dash and \"5\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 5th and 6th dashes. ]()", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( -7.5 \\)", "AnswerCText": "\\( -0.5 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -7.5 \\)", "MisconceptionId": "388", "MisconceptionName": "When placing a negative number on a number line student assumes numbers with a greater absolute value are placed to the right.", "prompt": "Misconception:\nWhen placing a negative number on a number line student assumes numbers with a greater absolute value are placed to the right.\n\nQuestion:\nWhat is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-4\" below the 2nd dash and \"5\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 5th and 6th dashes. ]()\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( -7.5 \\)\nC. \\( -0.5 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1155:D", "QuestionText": "What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-4\" below the 2nd dash and \"5\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 5th and 6th dashes. ]()", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( -7.5 \\)", "AnswerCText": "\\( -0.5 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1103", "MisconceptionName": "When reading integers on a number line, assumes each dash is 2", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 2\n\nQuestion:\nWhat is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-4\" below the 2nd dash and \"5\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 5th and 6th dashes. ]()\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( -7.5 \\)\nC. \\( -0.5 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1156:A", "QuestionText": "What is \\( 8 \\) out of \\( 20 \\) as a percentage?", "AnswerAText": "\\( 82 \\% \\)", "AnswerBText": "\\( 32 \\% \\)", "AnswerCText": "\\( 16 \\% \\)", "AnswerDText": "\\( 40 \\% \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 82 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\nWhat is \\( 8 \\) out of \\( 20 \\) as a percentage?\n\nOptions:\nA. \\( 82 \\% \\)\nB. \\( 32 \\% \\)\nC. \\( 16 \\% \\)\nD. \\( 40 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1156:C", "QuestionText": "What is \\( 8 \\) out of \\( 20 \\) as a percentage?", "AnswerAText": "\\( 82 \\% \\)", "AnswerBText": "\\( 32 \\% \\)", "AnswerCText": "\\( 16 \\% \\)", "AnswerDText": "\\( 40 \\% \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 16 \\% \\)", "MisconceptionId": "658", "MisconceptionName": "Thinks they double the numerator to turn a fraction into a percentage", "prompt": "Misconception:\nThinks they double the numerator to turn a fraction into a percentage\n\nQuestion:\nWhat is \\( 8 \\) out of \\( 20 \\) as a percentage?\n\nOptions:\nA. \\( 82 \\% \\)\nB. \\( 32 \\% \\)\nC. \\( 16 \\% \\)\nD. \\( 40 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1157:C", "QuestionText": "![A blue, rectangle with each side labelled. The left side is labelled x and the right side 8. The top side is labelled 2x + 4 and the base 3x - 4.]() Which of the following statements is incorrect?", "AnswerAText": "Area \\( =3 x^{2}-4 \\)", "AnswerBText": "Perimeter \\( =6 x+8 \\)", "AnswerCText": "\\( 2 x+4=3 x-4 \\)", "AnswerDText": "\\( x=8 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 x+4=3 x-4 \\)", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\n![A blue, rectangle with each side labelled. The left side is labelled x and the right side 8. The top side is labelled 2x + 4 and the base 3x - 4.]() Which of the following statements is incorrect?\n\nOptions:\nA. Area \\( =3 x^{2}-4 \\)\nB. Perimeter \\( =6 x+8 \\)\nC. \\( 2 x+4=3 x-4 \\)\nD. \\( x=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1157:D", "QuestionText": "![A blue, rectangle with each side labelled. The left side is labelled x and the right side 8. The top side is labelled 2x + 4 and the base 3x - 4.]() Which of the following statements is incorrect?", "AnswerAText": "Area \\( =3 x^{2}-4 \\)", "AnswerBText": "Perimeter \\( =6 x+8 \\)", "AnswerCText": "\\( 2 x+4=3 x-4 \\)", "AnswerDText": "\\( x=8 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x=8 \\)", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\n![A blue, rectangle with each side labelled. The left side is labelled x and the right side 8. The top side is labelled 2x + 4 and the base 3x - 4.]() Which of the following statements is incorrect?\n\nOptions:\nA. Area \\( =3 x^{2}-4 \\)\nB. Perimeter \\( =6 x+8 \\)\nC. \\( 2 x+4=3 x-4 \\)\nD. \\( x=8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1158:D", "QuestionText": "One of these equations has exactly one solution.\nWhich is it?", "AnswerAText": "\\( t^{2}-9 t=0 \\)", "AnswerBText": "\\( t^{2}+6 t+9=0 \\)", "AnswerCText": "\\( t^{2}-6 t-9=0 \\)", "AnswerDText": "\\( t^{2}-9=0 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( t^{2}-9=0 \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nOne of these equations has exactly one solution.\nWhich is it?\n\nOptions:\nA. \\( t^{2}-9 t=0 \\)\nB. \\( t^{2}+6 t+9=0 \\)\nC. \\( t^{2}-6 t-9=0 \\)\nD. \\( t^{2}-9=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1159:A", "QuestionText": "![Square and then subtract \\( 4 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?", "AnswerAText": "\\( -3,9,5 \\)", "AnswerBText": "\\( -3,-13,-173 \\)", "AnswerCText": "\\( -3,5,21 \\)", "AnswerDText": "\\( -3,0,5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -3,9,5 \\)", "MisconceptionId": "558", "MisconceptionName": "When given a term to term sequence with multiple steps, applies one step per term", "prompt": "Misconception:\nWhen given a term to term sequence with multiple steps, applies one step per term\n\nQuestion:\n![Square and then subtract \\( 4 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\n\nOptions:\nA. \\( -3,9,5 \\)\nB. \\( -3,-13,-173 \\)\nC. \\( -3,5,21 \\)\nD. \\( -3,0,5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1159:B", "QuestionText": "![Square and then subtract \\( 4 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?", "AnswerAText": "\\( -3,9,5 \\)", "AnswerBText": "\\( -3,-13,-173 \\)", "AnswerCText": "\\( -3,5,21 \\)", "AnswerDText": "\\( -3,0,5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -3,-13,-173 \\)", "MisconceptionId": "558", "MisconceptionName": "When given a term to term sequence with multiple steps, applies one step per term", "prompt": "Misconception:\nWhen given a term to term sequence with multiple steps, applies one step per term\n\nQuestion:\n![Square and then subtract \\( 4 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\n\nOptions:\nA. \\( -3,9,5 \\)\nB. \\( -3,-13,-173 \\)\nC. \\( -3,5,21 \\)\nD. \\( -3,0,5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1159:D", "QuestionText": "![Square and then subtract \\( 4 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?", "AnswerAText": "\\( -3,9,5 \\)", "AnswerBText": "\\( -3,-13,-173 \\)", "AnswerCText": "\\( -3,5,21 \\)", "AnswerDText": "\\( -3,0,5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -3,0,5 \\)", "MisconceptionId": "1411", "MisconceptionName": "Describes term to term rules using position to term rules", "prompt": "Misconception:\nDescribes term to term rules using position to term rules\n\nQuestion:\n![Square and then subtract \\( 4 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\n\nOptions:\nA. \\( -3,9,5 \\)\nB. \\( -3,-13,-173 \\)\nC. \\( -3,5,21 \\)\nD. \\( -3,0,5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1160:B", "QuestionText": "There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?", "AnswerAText": "\\( \\frac{67}{72} \\)", "AnswerBText": "\\( \\frac{20}{72} \\)", "AnswerCText": "\\( \\frac{60}{72} \\)", "AnswerDText": "\\( \\frac{40}{72} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{20}{72} \\)", "MisconceptionId": "111", "MisconceptionName": "Does not work out all possibilites when given an 'at least' question in probability", "prompt": "Misconception:\nDoes not work out all possibilites when given an 'at least' question in probability\n\nQuestion:\nThere are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\n\nOptions:\nA. \\( \\frac{67}{72} \\)\nB. \\( \\frac{20}{72} \\)\nC. \\( \\frac{60}{72} \\)\nD. \\( \\frac{40}{72} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1160:D", "QuestionText": "There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?", "AnswerAText": "\\( \\frac{67}{72} \\)", "AnswerBText": "\\( \\frac{20}{72} \\)", "AnswerCText": "\\( \\frac{60}{72} \\)", "AnswerDText": "\\( \\frac{40}{72} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{40}{72} \\)", "MisconceptionId": "2309", "MisconceptionName": "Thinks they can just give the probability of the first event for a combined probability", "prompt": "Misconception:\nThinks they can just give the probability of the first event for a combined probability\n\nQuestion:\nThere are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\n\nOptions:\nA. \\( \\frac{67}{72} \\)\nB. \\( \\frac{20}{72} \\)\nC. \\( \\frac{60}{72} \\)\nD. \\( \\frac{40}{72} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1161:B", "QuestionText": "What is the area of the parallelogram? ![A parallelogram with length 7cm, perpendicular height (marked by a right angle) 3cm, and slanted height 4cm. Not to scale]()", "AnswerAText": "\\( 21 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 28 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 84 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 22 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the area of the parallelogram? ![A parallelogram with length 7cm, perpendicular height (marked by a right angle) 3cm, and slanted height 4cm. Not to scale]()\n\nOptions:\nA. \\( 21 \\mathrm{~cm}^{2} \\)\nB. \\( 22 \\mathrm{~cm}^{2} \\)\nC. \\( 28 \\mathrm{~cm}^{2} \\)\nD. \\( 84 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1161:C", "QuestionText": "What is the area of the parallelogram? ![A parallelogram with length 7cm, perpendicular height (marked by a right angle) 3cm, and slanted height 4cm. Not to scale]()", "AnswerAText": "\\( 21 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 28 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 84 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 28 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "669", "MisconceptionName": "Has used slant height and base to find area of a parallelogram rather than perpendicular height and base", "prompt": "Misconception:\nHas used slant height and base to find area of a parallelogram rather than perpendicular height and base\n\nQuestion:\nWhat is the area of the parallelogram? ![A parallelogram with length 7cm, perpendicular height (marked by a right angle) 3cm, and slanted height 4cm. Not to scale]()\n\nOptions:\nA. \\( 21 \\mathrm{~cm}^{2} \\)\nB. \\( 22 \\mathrm{~cm}^{2} \\)\nC. \\( 28 \\mathrm{~cm}^{2} \\)\nD. \\( 84 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1161:D", "QuestionText": "What is the area of the parallelogram? ![A parallelogram with length 7cm, perpendicular height (marked by a right angle) 3cm, and slanted height 4cm. Not to scale]()", "AnswerAText": "\\( 21 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 28 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 84 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 84 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of the parallelogram? ![A parallelogram with length 7cm, perpendicular height (marked by a right angle) 3cm, and slanted height 4cm. Not to scale]()\n\nOptions:\nA. \\( 21 \\mathrm{~cm}^{2} \\)\nB. \\( 22 \\mathrm{~cm}^{2} \\)\nC. \\( 28 \\mathrm{~cm}^{2} \\)\nD. \\( 84 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1162:A", "QuestionText": "Jacob makes a conjecture: If you have two different numbers, \\( P \\) and \\( Q \\), the order you divide does not matter. \\( P \\div Q=Q \\div P \\) Is Jacob's conjecture...", "AnswerAText": "Always true", "AnswerBText": "Sometimes true", "AnswerCText": "Never true", "AnswerDText": "I don't\nknow", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Always true", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nJacob makes a conjecture: If you have two different numbers, \\( P \\) and \\( Q \\), the order you divide does not matter. \\( P \\div Q=Q \\div P \\) Is Jacob's conjecture...\n\nOptions:\nA. Always true\nB. Sometimes true\nC. Never true\nD. I don't\nknow\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1162:B", "QuestionText": "Jacob makes a conjecture: If you have two different numbers, \\( P \\) and \\( Q \\), the order you divide does not matter. \\( P \\div Q=Q \\div P \\) Is Jacob's conjecture...", "AnswerAText": "Always true", "AnswerBText": "Sometimes true", "AnswerCText": "Never true", "AnswerDText": "I don't\nknow", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Sometimes true", "MisconceptionId": "1259", "MisconceptionName": "Believes division is sometimes commutative", "prompt": "Misconception:\nBelieves division is sometimes commutative\n\nQuestion:\nJacob makes a conjecture: If you have two different numbers, \\( P \\) and \\( Q \\), the order you divide does not matter. \\( P \\div Q=Q \\div P \\) Is Jacob's conjecture...\n\nOptions:\nA. Always true\nB. Sometimes true\nC. Never true\nD. I don't\nknow\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1163:D", "QuestionText": "What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations? Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n-5 p+2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n-5 p-2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\)", "AnswerAText": "Add Pair \\( 1 \\) \nSubtract Pair \\( 2 \\)", "AnswerBText": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerCText": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerDText": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "MisconceptionId": "2077", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are different, we subtract the equations.", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are different, we subtract the equations.\n\nQuestion:\nWhat do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations? Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n-5 p+2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n-5 p-2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\)\n\nOptions:\nA. Add Pair \\( 1 \\) \nSubtract Pair \\( 2 \\)\nB. Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nC. Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nD. Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1164:B", "QuestionText": "This graph shows how much a block of ice melted over time. ![Chart of water depth (cm) against time (minutes)]() What was the difference between the second minute and fourth minute?", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1183", "MisconceptionName": "Does not include units in answer.", "prompt": "Misconception:\nDoes not include units in answer.\n\nQuestion:\nThis graph shows how much a block of ice melted over time. ![Chart of water depth (cm) against time (minutes)]() What was the difference between the second minute and fourth minute?\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 6 \\)\nC. \\( 9 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1164:C", "QuestionText": "This graph shows how much a block of ice melted over time. ![Chart of water depth (cm) against time (minutes)]() What was the difference between the second minute and fourth minute?", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 9 \\mathrm{~cm} \\)", "MisconceptionId": "23", "MisconceptionName": "Does not understand the command word 'difference'", "prompt": "Misconception:\nDoes not understand the command word 'difference'\n\nQuestion:\nThis graph shows how much a block of ice melted over time. ![Chart of water depth (cm) against time (minutes)]() What was the difference between the second minute and fourth minute?\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 6 \\)\nC. \\( 9 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1164:D", "QuestionText": "This graph shows how much a block of ice melted over time. ![Chart of water depth (cm) against time (minutes)]() What was the difference between the second minute and fourth minute?", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 2 \\mathrm{~cm} \\)", "MisconceptionId": "2318", "MisconceptionName": "Has used the wrong data point on the graph", "prompt": "Misconception:\nHas used the wrong data point on the graph\n\nQuestion:\nThis graph shows how much a block of ice melted over time. ![Chart of water depth (cm) against time (minutes)]() What was the difference between the second minute and fourth minute?\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 6 \\)\nC. \\( 9 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1165:A", "QuestionText": "James is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the -8 in the first bracket and the -2 in the second bracket.]()", "AnswerAText": "\\( -10 \\)", "AnswerBText": "\\( +16 \\)", "AnswerCText": "\\( -6 \\)", "AnswerDText": "\\( -16 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nJames is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the -8 in the first bracket and the -2 in the second bracket.]()\n\nOptions:\nA. \\( -10 \\)\nB. \\( +16 \\)\nC. \\( -6 \\)\nD. \\( -16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1165:D", "QuestionText": "James is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the -8 in the first bracket and the -2 in the second bracket.]()", "AnswerAText": "\\( -10 \\)", "AnswerBText": "\\( +16 \\)", "AnswerCText": "\\( -6 \\)", "AnswerDText": "\\( -16 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -16 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nJames is expanding these two brackets.\n\nWhat should he get when he multiplies the two terms indicated by the arrows? ![The brackets shown are (x-8)(x-2). The arrows are pointing at the -8 in the first bracket and the -2 in the second bracket.]()\n\nOptions:\nA. \\( -10 \\)\nB. \\( +16 \\)\nC. \\( -6 \\)\nD. \\( -16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1166:A", "QuestionText": "\\( 154.1762 \\) to \\( 1 \\) decimal place is.", "AnswerAText": "\\( 154.1 \\)", "AnswerBText": "\\( 154.2 \\)", "AnswerCText": "\\( 155.2 \\)", "AnswerDText": "\\( 155.1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 154.1 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\n\\( 154.1762 \\) to \\( 1 \\) decimal place is.\n\nOptions:\nA. \\( 154.1 \\)\nB. \\( 154.2 \\)\nC. \\( 155.2 \\)\nD. \\( 155.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1166:C", "QuestionText": "\\( 154.1762 \\) to \\( 1 \\) decimal place is.", "AnswerAText": "\\( 154.1 \\)", "AnswerBText": "\\( 154.2 \\)", "AnswerCText": "\\( 155.2 \\)", "AnswerDText": "\\( 155.1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 155.2 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\n\\( 154.1762 \\) to \\( 1 \\) decimal place is.\n\nOptions:\nA. \\( 154.1 \\)\nB. \\( 154.2 \\)\nC. \\( 155.2 \\)\nD. \\( 155.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1166:D", "QuestionText": "\\( 154.1762 \\) to \\( 1 \\) decimal place is.", "AnswerAText": "\\( 154.1 \\)", "AnswerBText": "\\( 154.2 \\)", "AnswerCText": "\\( 155.2 \\)", "AnswerDText": "\\( 155.1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 155.1 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\n\\( 154.1762 \\) to \\( 1 \\) decimal place is.\n\nOptions:\nA. \\( 154.1 \\)\nB. \\( 154.2 \\)\nC. \\( 155.2 \\)\nD. \\( 155.1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1167:A", "QuestionText": "\\( 4000 m \\) is the same as ____ \\(km\\)", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 400000 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 400 \\)", "MisconceptionId": "2550", "MisconceptionName": "Thinks there are 10m in a km", "prompt": "Misconception:\nThinks there are 10m in a km\n\nQuestion:\n\\( 4000 m \\) is the same as ____ \\(km\\)\n\nOptions:\nA. \\( 400 \\)\nB. \\( 400000 \\)\nC. \\( 4 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1167:B", "QuestionText": "\\( 4000 m \\) is the same as ____ \\(km\\)", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 400000 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 400000 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 4000 m \\) is the same as ____ \\(km\\)\n\nOptions:\nA. \\( 400 \\)\nB. \\( 400000 \\)\nC. \\( 4 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1167:D", "QuestionText": "\\( 4000 m \\) is the same as ____ \\(km\\)", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 400000 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "2132", "MisconceptionName": "Thinks there are 100m and a km", "prompt": "Misconception:\nThinks there are 100m and a km\n\nQuestion:\n\\( 4000 m \\) is the same as ____ \\(km\\)\n\nOptions:\nA. \\( 400 \\)\nB. \\( 400000 \\)\nC. \\( 4 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1168:A", "QuestionText": "![A coordinate grid with point V marked at (2,2) and point W marked at (-3,-1)]() Describe the movements to get from point \\( \\mathrm{V} \\) to point \\( \\mathrm{W} \\).", "AnswerAText": "Left \\( 4 \\) squares, down \\( 3 \\) squares", "AnswerBText": "Left \\( 5 \\) squares, down \\( 3 \\) squares", "AnswerCText": "Right \\( 5 \\) squares, up \\( 3 \\) squares", "AnswerDText": "Left \\( 5 \\) squares, up \\( 3 \\) squares", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Left \\( 4 \\) squares, down \\( 3 \\) squares", "MisconceptionId": "1481", "MisconceptionName": "When describing a translation, miscounts when crossing an axis", "prompt": "Misconception:\nWhen describing a translation, miscounts when crossing an axis\n\nQuestion:\n![A coordinate grid with point V marked at (2,2) and point W marked at (-3,-1)]() Describe the movements to get from point \\( \\mathrm{V} \\) to point \\( \\mathrm{W} \\).\n\nOptions:\nA. Left \\( 4 \\) squares, down \\( 3 \\) squares\nB. Left \\( 5 \\) squares, down \\( 3 \\) squares\nC. Right \\( 5 \\) squares, up \\( 3 \\) squares\nD. Left \\( 5 \\) squares, up \\( 3 \\) squares\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1168:C", "QuestionText": "![A coordinate grid with point V marked at (2,2) and point W marked at (-3,-1)]() Describe the movements to get from point \\( \\mathrm{V} \\) to point \\( \\mathrm{W} \\).", "AnswerAText": "Left \\( 4 \\) squares, down \\( 3 \\) squares", "AnswerBText": "Left \\( 5 \\) squares, down \\( 3 \\) squares", "AnswerCText": "Right \\( 5 \\) squares, up \\( 3 \\) squares", "AnswerDText": "Left \\( 5 \\) squares, up \\( 3 \\) squares", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Right \\( 5 \\) squares, up \\( 3 \\) squares", "MisconceptionId": "1265", "MisconceptionName": "When describing a translation, goes from the image to the original", "prompt": "Misconception:\nWhen describing a translation, goes from the image to the original\n\nQuestion:\n![A coordinate grid with point V marked at (2,2) and point W marked at (-3,-1)]() Describe the movements to get from point \\( \\mathrm{V} \\) to point \\( \\mathrm{W} \\).\n\nOptions:\nA. Left \\( 4 \\) squares, down \\( 3 \\) squares\nB. Left \\( 5 \\) squares, down \\( 3 \\) squares\nC. Right \\( 5 \\) squares, up \\( 3 \\) squares\nD. Left \\( 5 \\) squares, up \\( 3 \\) squares\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1168:D", "QuestionText": "![A coordinate grid with point V marked at (2,2) and point W marked at (-3,-1)]() Describe the movements to get from point \\( \\mathrm{V} \\) to point \\( \\mathrm{W} \\).", "AnswerAText": "Left \\( 4 \\) squares, down \\( 3 \\) squares", "AnswerBText": "Left \\( 5 \\) squares, down \\( 3 \\) squares", "AnswerCText": "Right \\( 5 \\) squares, up \\( 3 \\) squares", "AnswerDText": "Left \\( 5 \\) squares, up \\( 3 \\) squares", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Left \\( 5 \\) squares, up \\( 3 \\) squares", "MisconceptionId": "2354", "MisconceptionName": "When describing a translation, identifies the correct number of jumps but mixes up the directions .", "prompt": "Misconception:\nWhen describing a translation, identifies the correct number of jumps but mixes up the directions .\n\nQuestion:\n![A coordinate grid with point V marked at (2,2) and point W marked at (-3,-1)]() Describe the movements to get from point \\( \\mathrm{V} \\) to point \\( \\mathrm{W} \\).\n\nOptions:\nA. Left \\( 4 \\) squares, down \\( 3 \\) squares\nB. Left \\( 5 \\) squares, down \\( 3 \\) squares\nC. Right \\( 5 \\) squares, up \\( 3 \\) squares\nD. Left \\( 5 \\) squares, up \\( 3 \\) squares\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1169:A", "QuestionText": "What number is \\( 100 \\) more than \\( 28902 ? \\)", "AnswerAText": "\\( 2,890,200 \\)", "AnswerBText": "\\( 29,902 \\)", "AnswerCText": "\\( 28,002 \\)", "AnswerDText": "\\( 29,002 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2,890,200 \\)", "MisconceptionId": "126", "MisconceptionName": "Multiplies rather than adds when given the command word 'more'", "prompt": "Misconception:\nMultiplies rather than adds when given the command word 'more'\n\nQuestion:\nWhat number is \\( 100 \\) more than \\( 28902 ? \\)\n\nOptions:\nA. \\( 2,890,200 \\)\nB. \\( 29,902 \\)\nC. \\( 28,002 \\)\nD. \\( 29,002 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1169:B", "QuestionText": "What number is \\( 100 \\) more than \\( 28902 ? \\)", "AnswerAText": "\\( 2,890,200 \\)", "AnswerBText": "\\( 29,902 \\)", "AnswerCText": "\\( 28,002 \\)", "AnswerDText": "\\( 29,002 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 29,902 \\)", "MisconceptionId": "1533", "MisconceptionName": "When adding powers of 10 adds onto the wrong column", "prompt": "Misconception:\nWhen adding powers of 10 adds onto the wrong column\n\nQuestion:\nWhat number is \\( 100 \\) more than \\( 28902 ? \\)\n\nOptions:\nA. \\( 2,890,200 \\)\nB. \\( 29,902 \\)\nC. \\( 28,002 \\)\nD. \\( 29,002 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1169:C", "QuestionText": "What number is \\( 100 \\) more than \\( 28902 ? \\)", "AnswerAText": "\\( 2,890,200 \\)", "AnswerBText": "\\( 29,902 \\)", "AnswerCText": "\\( 28,002 \\)", "AnswerDText": "\\( 29,002 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 28,002 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat number is \\( 100 \\) more than \\( 28902 ? \\)\n\nOptions:\nA. \\( 2,890,200 \\)\nB. \\( 29,902 \\)\nC. \\( 28,002 \\)\nD. \\( 29,002 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1170:A", "QuestionText": "A right-angled tringle has sides a, b, and \\( c \\) as shown.\n\nChoose the formula for finding side a. ![Right-angled triangle with height a, base b and hypotenuse c.]()", "AnswerAText": "\\( a=c-b \\)", "AnswerBText": "\\( a^{2}=b^{2}+c^{2} \\)", "AnswerCText": "\\( a^{2}=b^{2}-c^{2} \\)", "AnswerDText": "\\( a^{2}=c^{2}-b^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( a=c-b \\)", "MisconceptionId": "483", "MisconceptionName": "Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression", "prompt": "Misconception:\nThinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression\n\nQuestion:\nA right-angled tringle has sides a, b, and \\( c \\) as shown.\n\nChoose the formula for finding side a. ![Right-angled triangle with height a, base b and hypotenuse c.]()\n\nOptions:\nA. \\( a=c-b \\)\nB. \\( a^{2}=b^{2}+c^{2} \\)\nC. \\( a^{2}=b^{2}-c^{2} \\)\nD. \\( a^{2}=c^{2}-b^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1171:A", "QuestionText": "Write \\( \\textbf{nineteen fifths} \\) as a mixed number fraction.", "AnswerAText": "\\( 4 \\frac{1}{5} \\)", "AnswerBText": "\\( 19 \\frac{1}{5} \\)", "AnswerCText": "\\( \\frac{19}{5} \\)", "AnswerDText": "\\( 3 \\frac{4}{5} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4 \\frac{1}{5} \\)", "MisconceptionId": "1142", "MisconceptionName": "When converting from an improper fraction to a mixed number, adds on the part left to make the whole, rather than subtracting it", "prompt": "Misconception:\nWhen converting from an improper fraction to a mixed number, adds on the part left to make the whole, rather than subtracting it\n\nQuestion:\nWrite \\( \\textbf{nineteen fifths} \\) as a mixed number fraction.\n\nOptions:\nA. \\( 4 \\frac{1}{5} \\)\nB. \\( 19 \\frac{1}{5} \\)\nC. \\( \\frac{19}{5} \\)\nD. \\( 3 \\frac{4}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1171:B", "QuestionText": "Write \\( \\textbf{nineteen fifths} \\) as a mixed number fraction.", "AnswerAText": "\\( 4 \\frac{1}{5} \\)", "AnswerBText": "\\( 19 \\frac{1}{5} \\)", "AnswerCText": "\\( \\frac{19}{5} \\)", "AnswerDText": "\\( 3 \\frac{4}{5} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 19 \\frac{1}{5} \\)", "MisconceptionId": "984", "MisconceptionName": "Writes the numerator of an improper fraction as the number of wholes when converting to a mixed number", "prompt": "Misconception:\nWrites the numerator of an improper fraction as the number of wholes when converting to a mixed number\n\nQuestion:\nWrite \\( \\textbf{nineteen fifths} \\) as a mixed number fraction.\n\nOptions:\nA. \\( 4 \\frac{1}{5} \\)\nB. \\( 19 \\frac{1}{5} \\)\nC. \\( \\frac{19}{5} \\)\nD. \\( 3 \\frac{4}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1171:C", "QuestionText": "Write \\( \\textbf{nineteen fifths} \\) as a mixed number fraction.", "AnswerAText": "\\( 4 \\frac{1}{5} \\)", "AnswerBText": "\\( 19 \\frac{1}{5} \\)", "AnswerCText": "\\( \\frac{19}{5} \\)", "AnswerDText": "\\( 3 \\frac{4}{5} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{19}{5} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\nWrite \\( \\textbf{nineteen fifths} \\) as a mixed number fraction.\n\nOptions:\nA. \\( 4 \\frac{1}{5} \\)\nB. \\( 19 \\frac{1}{5} \\)\nC. \\( \\frac{19}{5} \\)\nD. \\( 3 \\frac{4}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1172:A", "QuestionText": "What is \\( \\frac{4}{5} \\) as a decimal?", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.8 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 0.45 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.5 \\)", "MisconceptionId": "760", "MisconceptionName": "Converts a fraction to a decimal by using the denominator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using the denominator after the decimal point\n\nQuestion:\nWhat is \\( \\frac{4}{5} \\) as a decimal?\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.8 \\)\nC. \\( 0.4 \\)\nD. \\( 0.45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1172:C", "QuestionText": "What is \\( \\frac{4}{5} \\) as a decimal?", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.8 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 0.45 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nWhat is \\( \\frac{4}{5} \\) as a decimal?\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.8 \\)\nC. \\( 0.4 \\)\nD. \\( 0.45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1172:D", "QuestionText": "What is \\( \\frac{4}{5} \\) as a decimal?", "AnswerAText": "\\( 0.5 \\)", "AnswerBText": "\\( 0.8 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 0.45 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.45 \\)", "MisconceptionId": "2073", "MisconceptionName": "Converts a fraction to a decimal by placing all values of the fraction after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by placing all values of the fraction after the decimal point\n\nQuestion:\nWhat is \\( \\frac{4}{5} \\) as a decimal?\n\nOptions:\nA. \\( 0.5 \\)\nB. \\( 0.8 \\)\nC. \\( 0.4 \\)\nD. \\( 0.45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1173:A", "QuestionText": "Which of these statements show that \\( \\mathrm{t} \\) is greater than \\( 9 \\) ?", "AnswerAText": "\\( t<9 \\)", "AnswerBText": "\\( t=9 \\)", "AnswerCText": "\\( \\mathrm{t} \\leq 9 \\)", "AnswerDText": "\\( t>9 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( t<9 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of these statements show that \\( \\mathrm{t} \\) is greater than \\( 9 \\) ?\n\nOptions:\nA. \\( t<9 \\)\nB. \\( t=9 \\)\nC. \\( \\mathrm{t} \\leq 9 \\)\nD. \\( t>9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1173:B", "QuestionText": "Which of these statements show that \\( \\mathrm{t} \\) is greater than \\( 9 \\) ?", "AnswerAText": "\\( t<9 \\)", "AnswerBText": "\\( t=9 \\)", "AnswerCText": "\\( \\mathrm{t} \\leq 9 \\)", "AnswerDText": "\\( t>9 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( t=9 \\)", "MisconceptionId": "1682", "MisconceptionName": "Confuses inequality symbols with equality", "prompt": "Misconception:\nConfuses inequality symbols with equality\n\nQuestion:\nWhich of these statements show that \\( \\mathrm{t} \\) is greater than \\( 9 \\) ?\n\nOptions:\nA. \\( t<9 \\)\nB. \\( t=9 \\)\nC. \\( \\mathrm{t} \\leq 9 \\)\nD. \\( t>9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1174:A", "QuestionText": "What percentage is represented by:\n\\(\n\\frac{3}{10}+ \\frac{7}{1000}\n\\)", "AnswerAText": "\\( 307 \\% \\)", "AnswerBText": "\\( 3.7 \\% \\)", "AnswerCText": "\\( 37 \\% \\)", "AnswerDText": "\\( 30.7 \\% \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 307 \\% \\)", "MisconceptionId": "1033", "MisconceptionName": "Does not know that you can have a decimal percentage", "prompt": "Misconception:\nDoes not know that you can have a decimal percentage\n\nQuestion:\nWhat percentage is represented by:\n\\(\n\\frac{3}{10}+ \\frac{7}{1000}\n\\)\n\nOptions:\nA. \\( 307 \\% \\)\nB. \\( 3.7 \\% \\)\nC. \\( 37 \\% \\)\nD. \\( 30.7 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1174:B", "QuestionText": "What percentage is represented by:\n\\(\n\\frac{3}{10}+ \\frac{7}{1000}\n\\)", "AnswerAText": "\\( 307 \\% \\)", "AnswerBText": "\\( 3.7 \\% \\)", "AnswerCText": "\\( 37 \\% \\)", "AnswerDText": "\\( 30.7 \\% \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3.7 \\% \\)", "MisconceptionId": "800", "MisconceptionName": "Thinks you just add a % sign to the numerator to make a fraction into a percentage", "prompt": "Misconception:\nThinks you just add a % sign to the numerator to make a fraction into a percentage\n\nQuestion:\nWhat percentage is represented by:\n\\(\n\\frac{3}{10}+ \\frac{7}{1000}\n\\)\n\nOptions:\nA. \\( 307 \\% \\)\nB. \\( 3.7 \\% \\)\nC. \\( 37 \\% \\)\nD. \\( 30.7 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1175:B", "QuestionText": "Hannah's journey to camp is \\( 3 \\) hours and \\( 26 \\) minutes.\nTori's journey to camp is \\( 204 \\) minutes.\nWhat is the difference in their journeys in minutes?", "AnswerAText": "\\( 206 \\) minutes", "AnswerBText": "\\( 122 \\) minutes", "AnswerCText": "\\( 2 \\) minutes", "AnswerDText": "\\( 410 \\) minutes", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 122 \\) minutes", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\nHannah's journey to camp is \\( 3 \\) hours and \\( 26 \\) minutes.\nTori's journey to camp is \\( 204 \\) minutes.\nWhat is the difference in their journeys in minutes?\n\nOptions:\nA. \\( 206 \\) minutes\nB. \\( 122 \\) minutes\nC. \\( 2 \\) minutes\nD. \\( 410 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1175:D", "QuestionText": "Hannah's journey to camp is \\( 3 \\) hours and \\( 26 \\) minutes.\nTori's journey to camp is \\( 204 \\) minutes.\nWhat is the difference in their journeys in minutes?", "AnswerAText": "\\( 206 \\) minutes", "AnswerBText": "\\( 122 \\) minutes", "AnswerCText": "\\( 2 \\) minutes", "AnswerDText": "\\( 410 \\) minutes", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 410 \\) minutes", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\nHannah's journey to camp is \\( 3 \\) hours and \\( 26 \\) minutes.\nTori's journey to camp is \\( 204 \\) minutes.\nWhat is the difference in their journeys in minutes?\n\nOptions:\nA. \\( 206 \\) minutes\nB. \\( 122 \\) minutes\nC. \\( 2 \\) minutes\nD. \\( 410 \\) minutes\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1176:A", "QuestionText": "![A rectangle drawn on a coordinate grid. Three of the vertices are labelled (3,12) (10,12) and (10,7). There is a red arrow between (3,12) and (10,12) indicating the width.]() What is the width of this rectangle as indicated by the arrow?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 13 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\n![A rectangle drawn on a coordinate grid. Three of the vertices are labelled (3,12) (10,12) and (10,7). There is a red arrow between (3,12) and (10,12) indicating the width.]() What is the width of this rectangle as indicated by the arrow?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 7 \\)\nC. \\( 5 \\)\nD. \\( 13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1176:C", "QuestionText": "![A rectangle drawn on a coordinate grid. Three of the vertices are labelled (3,12) (10,12) and (10,7). There is a red arrow between (3,12) and (10,12) indicating the width.]() What is the width of this rectangle as indicated by the arrow?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 13 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1968", "MisconceptionName": "Mixes up width and height of a rectangle", "prompt": "Misconception:\nMixes up width and height of a rectangle\n\nQuestion:\n![A rectangle drawn on a coordinate grid. Three of the vertices are labelled (3,12) (10,12) and (10,7). There is a red arrow between (3,12) and (10,12) indicating the width.]() What is the width of this rectangle as indicated by the arrow?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 7 \\)\nC. \\( 5 \\)\nD. \\( 13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1176:D", "QuestionText": "![A rectangle drawn on a coordinate grid. Three of the vertices are labelled (3,12) (10,12) and (10,7). There is a red arrow between (3,12) and (10,12) indicating the width.]() What is the width of this rectangle as indicated by the arrow?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 13 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 13 \\)", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\n![A rectangle drawn on a coordinate grid. Three of the vertices are labelled (3,12) (10,12) and (10,7). There is a red arrow between (3,12) and (10,12) indicating the width.]() What is the width of this rectangle as indicated by the arrow?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 7 \\)\nC. \\( 5 \\)\nD. \\( 13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1177:D", "QuestionText": "\\begin{tabular}{|l|l|l|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( 4 \\) &  \\( \\ \\) & \\(\\color{gold}\\bigstar\\)\n\\end{tabular}\n\nThis is a table of values for \\( x+2 y=8 \\) What should replace the star?", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\n\\begin{tabular}{|l|l|l|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( 4 \\) &  \\( \\ \\) & \\(\\color{gold}\\bigstar\\)\n\\end{tabular}\n\nThis is a table of values for \\( x+2 y=8 \\) What should replace the star?\n\nOptions:\nA. \\( 16 \\)\nB. \\( 3 \\)\nC. \\( 2 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1178:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+5 p+4\n\\)", "AnswerAText": "\\( (p+2)(p+3) \\)", "AnswerBText": "\\( (p+1)(p+5) \\)", "AnswerCText": "\\( (p+1)(p+4) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (p+2)(p+3) \\)", "MisconceptionId": "418", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+5 p+4\n\\)\n\nOptions:\nA. \\( (p+2)(p+3) \\)\nB. \\( (p+1)(p+5) \\)\nC. \\( (p+1)(p+4) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1178:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+5 p+4\n\\)", "AnswerAText": "\\( (p+2)(p+3) \\)", "AnswerBText": "\\( (p+1)(p+5) \\)", "AnswerCText": "\\( (p+1)(p+4) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (p+1)(p+5) \\)", "MisconceptionId": "1606", "MisconceptionName": "Believes the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets", "prompt": "Misconception:\nBelieves the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+5 p+4\n\\)\n\nOptions:\nA. \\( (p+2)(p+3) \\)\nB. \\( (p+1)(p+5) \\)\nC. \\( (p+1)(p+4) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1179:A", "QuestionText": "![A coordinate grid with a line segment from (0,2) to (3,1)]() The line segment is one side of a square.\n\nTom says a vertex of the square could be \\( (2,-2) \\).\n\nKatie says a vertex of the square could be \\( (1,5) \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1989", "MisconceptionName": "Believes a coordinate cannot be placed beyond the bounds of the grid shown", "prompt": "Misconception:\nBelieves a coordinate cannot be placed beyond the bounds of the grid shown\n\nQuestion:\n![A coordinate grid with a line segment from (0,2) to (3,1)]() The line segment is one side of a square.\n\nTom says a vertex of the square could be \\( (2,-2) \\).\n\nKatie says a vertex of the square could be \\( (1,5) \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1179:D", "QuestionText": "![A coordinate grid with a line segment from (0,2) to (3,1)]() The line segment is one side of a square.\n\nTom says a vertex of the square could be \\( (2,-2) \\).\n\nKatie says a vertex of the square could be \\( (1,5) \\).\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "972", "MisconceptionName": "Does not realise that if the horizontal and vertical measurements of a diagonal line segment switch it remains the same size", "prompt": "Misconception:\nDoes not realise that if the horizontal and vertical measurements of a diagonal line segment switch it remains the same size\n\nQuestion:\n![A coordinate grid with a line segment from (0,2) to (3,1)]() The line segment is one side of a square.\n\nTom says a vertex of the square could be \\( (2,-2) \\).\n\nKatie says a vertex of the square could be \\( (1,5) \\).\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1180:A", "QuestionText": "The graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\[t=8\\]? ![A graph showing time in seconds on the x axis and velocity in metres per second on the y axis. A curve is shown with a tangent to the curve drawn in at (8,51). The tangent also passes through the point (0,40)]()", "AnswerAText": "\\( 51 \\)", "AnswerBText": "\\( 0.72... \\)", "AnswerCText": "\\( 1.375 \\)", "AnswerDText": "\\( 6.375 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 51 \\)", "MisconceptionId": "179", "MisconceptionName": "Does not understand the difference between a value on a graph and the gradient of a graph", "prompt": "Misconception:\nDoes not understand the difference between a value on a graph and the gradient of a graph\n\nQuestion:\nThe graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\[t=8\\]? ![A graph showing time in seconds on the x axis and velocity in metres per second on the y axis. A curve is shown with a tangent to the curve drawn in at (8,51). The tangent also passes through the point (0,40)]()\n\nOptions:\nA. \\( 51 \\)\nB. \\( 0.72... \\)\nC. \\( 1.375 \\)\nD. \\( 6.375 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1180:B", "QuestionText": "The graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\[t=8\\]? ![A graph showing time in seconds on the x axis and velocity in metres per second on the y axis. A curve is shown with a tangent to the curve drawn in at (8,51). The tangent also passes through the point (0,40)]()", "AnswerAText": "\\( 51 \\)", "AnswerBText": "\\( 0.72... \\)", "AnswerCText": "\\( 1.375 \\)", "AnswerDText": "\\( 6.375 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.72... \\)", "MisconceptionId": "1704", "MisconceptionName": "Believes gradient = change in x/change in y", "prompt": "Misconception:\nBelieves gradient = change in x/change in y\n\nQuestion:\nThe graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\[t=8\\]? ![A graph showing time in seconds on the x axis and velocity in metres per second on the y axis. A curve is shown with a tangent to the curve drawn in at (8,51). The tangent also passes through the point (0,40)]()\n\nOptions:\nA. \\( 51 \\)\nB. \\( 0.72... \\)\nC. \\( 1.375 \\)\nD. \\( 6.375 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1180:D", "QuestionText": "The graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\[t=8\\]? ![A graph showing time in seconds on the x axis and velocity in metres per second on the y axis. A curve is shown with a tangent to the curve drawn in at (8,51). The tangent also passes through the point (0,40)]()", "AnswerAText": "\\( 51 \\)", "AnswerBText": "\\( 0.72... \\)", "AnswerCText": "\\( 1.375 \\)", "AnswerDText": "\\( 6.375 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 6.375 \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\nThe graph shows information about the velocity, \\( v \\mathrm{~m} / \\mathrm{s} \\), of a parachutist \\( t \\) seconds after leaving a plane.\n\nWhich of the following is the best estimate for the gradient of the curve when \\[t=8\\]? ![A graph showing time in seconds on the x axis and velocity in metres per second on the y axis. A curve is shown with a tangent to the curve drawn in at (8,51). The tangent also passes through the point (0,40)]()\n\nOptions:\nA. \\( 51 \\)\nB. \\( 0.72... \\)\nC. \\( 1.375 \\)\nD. \\( 6.375 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1181:B", "QuestionText": "Which is the correct net for this shape? ![Net of a cuboid]()", "AnswerAText": "![Correct net of a cuboid]()", "AnswerBText": "![Net of a triangular prism]()", "AnswerCText": "![Net of a cube]()", "AnswerDText": "![None of the above]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![Net of a triangular prism]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich is the correct net for this shape? ![Net of a cuboid]()\n\nOptions:\nA. ![Correct net of a cuboid]()\nB. ![Net of a triangular prism]()\nC. ![Net of a cube]()\nD. ![None of the above]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1181:C", "QuestionText": "Which is the correct net for this shape? ![Net of a cuboid]()", "AnswerAText": "![Correct net of a cuboid]()", "AnswerBText": "![Net of a triangular prism]()", "AnswerCText": "![Net of a cube]()", "AnswerDText": "![None of the above]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![Net of a cube]()", "MisconceptionId": "1043", "MisconceptionName": "Mixes up cubes and cuboids", "prompt": "Misconception:\nMixes up cubes and cuboids\n\nQuestion:\nWhich is the correct net for this shape? ![Net of a cuboid]()\n\nOptions:\nA. ![Correct net of a cuboid]()\nB. ![Net of a triangular prism]()\nC. ![Net of a cube]()\nD. ![None of the above]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1181:D", "QuestionText": "Which is the correct net for this shape? ![Net of a cuboid]()", "AnswerAText": "![Correct net of a cuboid]()", "AnswerBText": "![Net of a triangular prism]()", "AnswerCText": "![Net of a cube]()", "AnswerDText": "![None of the above]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![None of the above]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich is the correct net for this shape? ![Net of a cuboid]()\n\nOptions:\nA. ![Correct net of a cuboid]()\nB. ![Net of a triangular prism]()\nC. ![Net of a cube]()\nD. ![None of the above]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1182:A", "QuestionText": "Which of the following would give you the correct value of \\( \\frac{1}{7} \\) on your calculator? ![A scientific calculator]()", "AnswerAText": "![The number 1, then a calculator button labelled \\(-\\), then the number 7]()", "AnswerBText": "![The number 7, then a calculator button labelled \\(x^{-1} \\)]()", "AnswerCText": "![The number 1, then a calculator button labelled \\(x^{\\square} \\), then the number 7]()", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![The number 1, then a calculator button labelled \\(-\\), then the number 7]()", "MisconceptionId": "1208", "MisconceptionName": "Believes the subtraction button writes a fraction", "prompt": "Misconception:\nBelieves the subtraction button writes a fraction\n\nQuestion:\nWhich of the following would give you the correct value of \\( \\frac{1}{7} \\) on your calculator? ![A scientific calculator]()\n\nOptions:\nA. ![The number 1, then a calculator button labelled \\(-\\), then the number 7]()\nB. ![The number 7, then a calculator button labelled \\(x^{-1} \\)]()\nC. ![The number 1, then a calculator button labelled \\(x^{\\square} \\), then the number 7]()\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1182:C", "QuestionText": "Which of the following would give you the correct value of \\( \\frac{1}{7} \\) on your calculator? ![A scientific calculator]()", "AnswerAText": "![The number 1, then a calculator button labelled \\(-\\), then the number 7]()", "AnswerBText": "![The number 7, then a calculator button labelled \\(x^{-1} \\)]()", "AnswerCText": "![The number 1, then a calculator button labelled \\(x^{\\square} \\), then the number 7]()", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![The number 1, then a calculator button labelled \\(x^{\\square} \\), then the number 7]()", "MisconceptionId": "1467", "MisconceptionName": "Believes the power button writes a fraction", "prompt": "Misconception:\nBelieves the power button writes a fraction\n\nQuestion:\nWhich of the following would give you the correct value of \\( \\frac{1}{7} \\) on your calculator? ![A scientific calculator]()\n\nOptions:\nA. ![The number 1, then a calculator button labelled \\(-\\), then the number 7]()\nB. ![The number 7, then a calculator button labelled \\(x^{-1} \\)]()\nC. ![The number 1, then a calculator button labelled \\(x^{\\square} \\), then the number 7]()\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1183:C", "QuestionText": "\\( 5 \\times(-4)= \\)", "AnswerAText": "\\( -9 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( -20 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\n\\( 5 \\times(-4)= \\)\n\nOptions:\nA. \\( -9 \\)\nB. \\( 9 \\)\nC. \\( 20 \\)\nD. \\( -20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1184:D", "QuestionText": "![Six groups of three dots]() Jo says the diagram above represents\n\\[\n3 \\div 18=6\n\\]\nPaul says the diagram represents \\( 6 \\times 3=18 \\)\nWho is correct?", "AnswerAText": "Neither is correct", "AnswerBText": "Only\nPaul", "AnswerCText": "Only\nJo", "AnswerDText": "Both Jo and Paul", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n![Six groups of three dots]() Jo says the diagram above represents\n\\[\n3 \\div 18=6\n\\]\nPaul says the diagram represents \\( 6 \\times 3=18 \\)\nWho is correct?\n\nOptions:\nA. Neither is correct\nB. Only\nPaul\nC. Only\nJo\nD. Both Jo and Paul\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1185:B", "QuestionText": "\\(y= x^{2}+8x+2 \\)\n\nWrite in the form\n\\( (x+a)^{2}+b \\)", "AnswerAText": "\\( (x+4)^{2}-14 \\)", "AnswerBText": "\\( (x+4)^{2}+2 \\)", "AnswerCText": "\\( (x+8)^{2}+2 \\)", "AnswerDText": "\\( (x+4)^{2}-16 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (x+4)^{2}+2 \\)", "MisconceptionId": "1987", "MisconceptionName": "When completing the square in the form (x - a)^2 + b, believes b = the original constant", "prompt": "Misconception:\nWhen completing the square in the form (x - a)^2 + b, believes b = the original constant\n\nQuestion:\n\\(y= x^{2}+8x+2 \\)\n\nWrite in the form\n\\( (x+a)^{2}+b \\)\n\nOptions:\nA. \\( (x+4)^{2}-14 \\)\nB. \\( (x+4)^{2}+2 \\)\nC. \\( (x+8)^{2}+2 \\)\nD. \\( (x+4)^{2}-16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1185:C", "QuestionText": "\\(y= x^{2}+8x+2 \\)\n\nWrite in the form\n\\( (x+a)^{2}+b \\)", "AnswerAText": "\\( (x+4)^{2}-14 \\)", "AnswerBText": "\\( (x+4)^{2}+2 \\)", "AnswerCText": "\\( (x+8)^{2}+2 \\)", "AnswerDText": "\\( (x+4)^{2}-16 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (x+8)^{2}+2 \\)", "MisconceptionId": "978", "MisconceptionName": "When completing the square, believes the constant in the bracket is the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is the coefficient of x\n\nQuestion:\n\\(y= x^{2}+8x+2 \\)\n\nWrite in the form\n\\( (x+a)^{2}+b \\)\n\nOptions:\nA. \\( (x+4)^{2}-14 \\)\nB. \\( (x+4)^{2}+2 \\)\nC. \\( (x+8)^{2}+2 \\)\nD. \\( (x+4)^{2}-16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1185:D", "QuestionText": "\\(y= x^{2}+8x+2 \\)\n\nWrite in the form\n\\( (x+a)^{2}+b \\)", "AnswerAText": "\\( (x+4)^{2}-14 \\)", "AnswerBText": "\\( (x+4)^{2}+2 \\)", "AnswerCText": "\\( (x+8)^{2}+2 \\)", "AnswerDText": "\\( (x+4)^{2}-16 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (x+4)^{2}-16 \\)", "MisconceptionId": "1994", "MisconceptionName": "When completing the square in the form (x - a)^2 + b, believes b = -a^2 regardless of the original constant", "prompt": "Misconception:\nWhen completing the square in the form (x - a)^2 + b, believes b = -a^2 regardless of the original constant\n\nQuestion:\n\\(y= x^{2}+8x+2 \\)\n\nWrite in the form\n\\( (x+a)^{2}+b \\)\n\nOptions:\nA. \\( (x+4)^{2}-14 \\)\nB. \\( (x+4)^{2}+2 \\)\nC. \\( (x+8)^{2}+2 \\)\nD. \\( (x+4)^{2}-16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1186:A", "QuestionText": "\\( \\frac{6}{25}=? \\)", "AnswerAText": "\\( 0.625 \\)", "AnswerBText": "\\( 0.6 \\)", "AnswerCText": "\\( 6.25 \\)", "AnswerDText": "\\( 0.24 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.625 \\)", "MisconceptionId": "2073", "MisconceptionName": "Converts a fraction to a decimal by placing all values of the fraction after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by placing all values of the fraction after the decimal point\n\nQuestion:\n\\( \\frac{6}{25}=? \\)\n\nOptions:\nA. \\( 0.625 \\)\nB. \\( 0.6 \\)\nC. \\( 6.25 \\)\nD. \\( 0.24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1186:B", "QuestionText": "\\( \\frac{6}{25}=? \\)", "AnswerAText": "\\( 0.625 \\)", "AnswerBText": "\\( 0.6 \\)", "AnswerCText": "\\( 6.25 \\)", "AnswerDText": "\\( 0.24 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.6 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\n\\( \\frac{6}{25}=? \\)\n\nOptions:\nA. \\( 0.625 \\)\nB. \\( 0.6 \\)\nC. \\( 6.25 \\)\nD. \\( 0.24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1186:C", "QuestionText": "\\( \\frac{6}{25}=? \\)", "AnswerAText": "\\( 0.625 \\)", "AnswerBText": "\\( 0.6 \\)", "AnswerCText": "\\( 6.25 \\)", "AnswerDText": "\\( 0.24 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 6.25 \\)", "MisconceptionId": "2308", "MisconceptionName": "Converts a fraction to a decimal by placing a decimal point between the numerator and denominator", "prompt": "Misconception:\nConverts a fraction to a decimal by placing a decimal point between the numerator and denominator\n\nQuestion:\n\\( \\frac{6}{25}=? \\)\n\nOptions:\nA. \\( 0.625 \\)\nB. \\( 0.6 \\)\nC. \\( 6.25 \\)\nD. \\( 0.24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1187:C", "QuestionText": "Which number is the greatest?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 6.2 \\)", "AnswerCText": "\\( 6.079 \\)", "AnswerDText": "\\( 6.0001 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 6.079 \\)", "MisconceptionId": "1365", "MisconceptionName": "When ordering integers, orders from the digits at the end of the number instead of the digits at the start", "prompt": "Misconception:\nWhen ordering integers, orders from the digits at the end of the number instead of the digits at the start\n\nQuestion:\nWhich number is the greatest?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 6.2 \\)\nC. \\( 6.079 \\)\nD. \\( 6.0001 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1188:C", "QuestionText": "\\(x_{n+1}=\\sqrt{\\frac{1}{x_{n}+1}}\\)\n\nUsing a starting value of \\( x_{1}=0.5 \\), what is the value of \\( x_{2} \\) ?", "AnswerAText": "\\( 0.8164 \\ldots \\)", "AnswerBText": "\\( 0.6666 \\ldots \\)", "AnswerCText": "\\( 0.7419 \\ldots \\)", "AnswerDText": "Another answer", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.7419 \\ldots \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n\\(x_{n+1}=\\sqrt{\\frac{1}{x_{n}+1}}\\)\n\nUsing a starting value of \\( x_{1}=0.5 \\), what is the value of \\( x_{2} \\) ?\n\nOptions:\nA. \\( 0.8164 \\ldots \\)\nB. \\( 0.6666 \\ldots \\)\nC. \\( 0.7419 \\ldots \\)\nD. Another answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1189:C", "QuestionText": "Find the value of \\( \\mathrm{M} \\). ![Horizontal blue bar divided into 5 equal sections. Every section is labelled with M. A curly bracket shows that 4 of the sections sum to 420.]()", "AnswerAText": "\\( 105 \\)", "AnswerBText": "\\( 84 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 1680 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1764", "MisconceptionName": "Estimated when not appropriate", "prompt": "Misconception:\nEstimated when not appropriate\n\nQuestion:\nFind the value of \\( \\mathrm{M} \\). ![Horizontal blue bar divided into 5 equal sections. Every section is labelled with M. A curly bracket shows that 4 of the sections sum to 420.]()\n\nOptions:\nA. \\( 105 \\)\nB. \\( 84 \\)\nC. \\( 100 \\)\nD. \\( 1680 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1189:D", "QuestionText": "Find the value of \\( \\mathrm{M} \\). ![Horizontal blue bar divided into 5 equal sections. Every section is labelled with M. A curly bracket shows that 4 of the sections sum to 420.]()", "AnswerAText": "\\( 105 \\)", "AnswerBText": "\\( 84 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 1680 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1680 \\)", "MisconceptionId": "1814", "MisconceptionName": "Confusion over whether multiplication or division is the correct way to solve the problem.", "prompt": "Misconception:\nConfusion over whether multiplication or division is the correct way to solve the problem.\n\nQuestion:\nFind the value of \\( \\mathrm{M} \\). ![Horizontal blue bar divided into 5 equal sections. Every section is labelled with M. A curly bracket shows that 4 of the sections sum to 420.]()\n\nOptions:\nA. \\( 105 \\)\nB. \\( 84 \\)\nC. \\( 100 \\)\nD. \\( 1680 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1190:A", "QuestionText": "Solve the equation:\n\\(\n-5=p+10\n\\)", "AnswerAText": "\\( p=5 \\)", "AnswerBText": "\\( p=-5 \\)", "AnswerCText": "\\( p=-15 \\)", "AnswerDText": "\\( p=15 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( p=5 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(\n-5=p+10\n\\)\n\nOptions:\nA. \\( p=5 \\)\nB. \\( p=-5 \\)\nC. \\( p=-15 \\)\nD. \\( p=15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1191:A", "QuestionText": "Solve the equation:\n\\(20 t-5=5 t+10\\)", "AnswerAText": "\\( t=0 \\)", "AnswerBText": "\\( t=1 \\)", "AnswerCText": "\\( t=-1 \\)", "AnswerDText": "\\( t=\\frac{1}{5} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( t=0 \\)", "MisconceptionId": "1924", "MisconceptionName": "Believes that a number divided by itself equals 0", "prompt": "Misconception:\nBelieves that a number divided by itself equals 0\n\nQuestion:\nSolve the equation:\n\\(20 t-5=5 t+10\\)\n\nOptions:\nA. \\( t=0 \\)\nB. \\( t=1 \\)\nC. \\( t=-1 \\)\nD. \\( t=\\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1191:C", "QuestionText": "Solve the equation:\n\\(20 t-5=5 t+10\\)", "AnswerAText": "\\( t=0 \\)", "AnswerBText": "\\( t=1 \\)", "AnswerCText": "\\( t=-1 \\)", "AnswerDText": "\\( t=\\frac{1}{5} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( t=-1 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(20 t-5=5 t+10\\)\n\nOptions:\nA. \\( t=0 \\)\nB. \\( t=1 \\)\nC. \\( t=-1 \\)\nD. \\( t=\\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1191:D", "QuestionText": "Solve the equation:\n\\(20 t-5=5 t+10\\)", "AnswerAText": "\\( t=0 \\)", "AnswerBText": "\\( t=1 \\)", "AnswerCText": "\\( t=-1 \\)", "AnswerDText": "\\( t=\\frac{1}{5} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( t=\\frac{1}{5} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(20 t-5=5 t+10\\)\n\nOptions:\nA. \\( t=0 \\)\nB. \\( t=1 \\)\nC. \\( t=-1 \\)\nD. \\( t=\\frac{1}{5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1192:B", "QuestionText": "James and Cameron are watching a film. They pause it with one sixth left to watch.\n\nWhat is the ratio for how much they have watched to how much they have yet to see? ![An image of a television]()", "AnswerAText": "5:1", "AnswerBText": "1:5", "AnswerCText": "\\( 6: 1 \\)", "AnswerDText": "1:6", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "1:5", "MisconceptionId": "2262", "MisconceptionName": "Gets order of ratio wrong", "prompt": "Misconception:\nGets order of ratio wrong\n\nQuestion:\nJames and Cameron are watching a film. They pause it with one sixth left to watch.\n\nWhat is the ratio for how much they have watched to how much they have yet to see? ![An image of a television]()\n\nOptions:\nA. 5:1\nB. 1:5\nC. \\( 6: 1 \\)\nD. 1:6\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1192:C", "QuestionText": "James and Cameron are watching a film. They pause it with one sixth left to watch.\n\nWhat is the ratio for how much they have watched to how much they have yet to see? ![An image of a television]()", "AnswerAText": "5:1", "AnswerBText": "1:5", "AnswerCText": "\\( 6: 1 \\)", "AnswerDText": "1:6", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6: 1 \\)", "MisconceptionId": "1820", "MisconceptionName": "Uses the denominator when converting from fractions to ratio, rather than numerator.", "prompt": "Misconception:\nUses the denominator when converting from fractions to ratio, rather than numerator.\n\nQuestion:\nJames and Cameron are watching a film. They pause it with one sixth left to watch.\n\nWhat is the ratio for how much they have watched to how much they have yet to see? ![An image of a television]()\n\nOptions:\nA. 5:1\nB. 1:5\nC. \\( 6: 1 \\)\nD. 1:6\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1193:B", "QuestionText": "The sum of angle \\( a \\) and \\( b \\) would be... ![A straight line split in to two angles, a and b.]()", "AnswerAText": "\\( 180^{\\circ} \\)", "AnswerBText": "\\( 100^{\\circ} \\)", "AnswerCText": "\\( 360^{\\circ} \\)", "AnswerDText": "\\( 90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 100^{\\circ} \\)", "MisconceptionId": "2121", "MisconceptionName": "Believes angles on a straight line add to 100 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 100 degrees\n\nQuestion:\nThe sum of angle \\( a \\) and \\( b \\) would be... ![A straight line split in to two angles, a and b.]()\n\nOptions:\nA. \\( 180^{\\circ} \\)\nB. \\( 100^{\\circ} \\)\nC. \\( 360^{\\circ} \\)\nD. \\( 90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1193:C", "QuestionText": "The sum of angle \\( a \\) and \\( b \\) would be... ![A straight line split in to two angles, a and b.]()", "AnswerAText": "\\( 180^{\\circ} \\)", "AnswerBText": "\\( 100^{\\circ} \\)", "AnswerCText": "\\( 360^{\\circ} \\)", "AnswerDText": "\\( 90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 360^{\\circ} \\)", "MisconceptionId": "2362", "MisconceptionName": "Believes angles on a straight line add to 360 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 360 degrees\n\nQuestion:\nThe sum of angle \\( a \\) and \\( b \\) would be... ![A straight line split in to two angles, a and b.]()\n\nOptions:\nA. \\( 180^{\\circ} \\)\nB. \\( 100^{\\circ} \\)\nC. \\( 360^{\\circ} \\)\nD. \\( 90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1193:D", "QuestionText": "The sum of angle \\( a \\) and \\( b \\) would be... ![A straight line split in to two angles, a and b.]()", "AnswerAText": "\\( 180^{\\circ} \\)", "AnswerBText": "\\( 100^{\\circ} \\)", "AnswerCText": "\\( 360^{\\circ} \\)", "AnswerDText": "\\( 90^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 90^{\\circ} \\)", "MisconceptionId": "309", "MisconceptionName": "Believes angles on a straight line add to 90 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 90 degrees\n\nQuestion:\nThe sum of angle \\( a \\) and \\( b \\) would be... ![A straight line split in to two angles, a and b.]()\n\nOptions:\nA. \\( 180^{\\circ} \\)\nB. \\( 100^{\\circ} \\)\nC. \\( 360^{\\circ} \\)\nD. \\( 90^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1194:C", "QuestionText": "Here are two points and their midpoint.\nWhat should replace the star? ![A set of axis including all four quadrants. Lilac circle marked and labelled by coordinates (-6, 3). Red circle marked and labelled coordinates (-1,1). Another lilac circle in the fourth quadrant marked and labelled with a set of brackets, x coordinate covered by a yellow star and y coordinate covered by a green triangle. ]()", "AnswerAText": "\\(\\color{gold}\\bigstar\\) = -2.5", "AnswerBText": "\\(\\color{gold}\\bigstar\\) = 4", "AnswerCText": "\\(\\color{gold}\\bigstar\\) = 6", "AnswerDText": "\\(\\color{gold}\\bigstar\\) = -5", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\(\\color{gold}\\bigstar\\) = 6", "MisconceptionId": "118", "MisconceptionName": "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", "prompt": "Misconception:\nGiven a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute value\n\nQuestion:\nHere are two points and their midpoint.\nWhat should replace the star? ![A set of axis including all four quadrants. Lilac circle marked and labelled by coordinates (-6, 3). Red circle marked and labelled coordinates (-1,1). Another lilac circle in the fourth quadrant marked and labelled with a set of brackets, x coordinate covered by a yellow star and y coordinate covered by a green triangle. ]()\n\nOptions:\nA. \\(\\color{gold}\\bigstar\\) = -2.5\nB. \\(\\color{gold}\\bigstar\\) = 4\nC. \\(\\color{gold}\\bigstar\\) = 6\nD. \\(\\color{gold}\\bigstar\\) = -5\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1195:B", "QuestionText": "\\( 2 \\times 3^{2}= \\)", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 2 \\times 3^{2}= \\)\n\nOptions:\nA. \\( 18 \\)\nB. \\( 12 \\)\nC. \\( 36 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1195:C", "QuestionText": "\\( 2 \\times 3^{2}= \\)", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 2 \\times 3^{2}= \\)\n\nOptions:\nA. \\( 18 \\)\nB. \\( 12 \\)\nC. \\( 36 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1195:D", "QuestionText": "\\( 2 \\times 3^{2}= \\)", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( 2 \\times 3^{2}= \\)\n\nOptions:\nA. \\( 18 \\)\nB. \\( 12 \\)\nC. \\( 36 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1196:A", "QuestionText": "Before Zain uses the quadratic formula to solve this equation, what must he do?\n\\(\np^{2}-16=p\n\\)", "AnswerAText": "Square root everything", "AnswerBText": "Add \\( 16 \\) to both sides", "AnswerCText": "Divide everything by \\( p \\)", "AnswerDText": "Subtract \\( p \\) from both sides", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Square root everything", "MisconceptionId": "1735", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to find the values for the quadratic formula", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to find the values for the quadratic formula\n\nQuestion:\nBefore Zain uses the quadratic formula to solve this equation, what must he do?\n\\(\np^{2}-16=p\n\\)\n\nOptions:\nA. Square root everything\nB. Add \\( 16 \\) to both sides\nC. Divide everything by \\( p \\)\nD. Subtract \\( p \\) from both sides\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1196:B", "QuestionText": "Before Zain uses the quadratic formula to solve this equation, what must he do?\n\\(\np^{2}-16=p\n\\)", "AnswerAText": "Square root everything", "AnswerBText": "Add \\( 16 \\) to both sides", "AnswerCText": "Divide everything by \\( p \\)", "AnswerDText": "Subtract \\( p \\) from both sides", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Add \\( 16 \\) to both sides", "MisconceptionId": "1735", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to find the values for the quadratic formula", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to find the values for the quadratic formula\n\nQuestion:\nBefore Zain uses the quadratic formula to solve this equation, what must he do?\n\\(\np^{2}-16=p\n\\)\n\nOptions:\nA. Square root everything\nB. Add \\( 16 \\) to both sides\nC. Divide everything by \\( p \\)\nD. Subtract \\( p \\) from both sides\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1196:C", "QuestionText": "Before Zain uses the quadratic formula to solve this equation, what must he do?\n\\(\np^{2}-16=p\n\\)", "AnswerAText": "Square root everything", "AnswerBText": "Add \\( 16 \\) to both sides", "AnswerCText": "Divide everything by \\( p \\)", "AnswerDText": "Subtract \\( p \\) from both sides", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Divide everything by \\( p \\)", "MisconceptionId": "1735", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to find the values for the quadratic formula", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to find the values for the quadratic formula\n\nQuestion:\nBefore Zain uses the quadratic formula to solve this equation, what must he do?\n\\(\np^{2}-16=p\n\\)\n\nOptions:\nA. Square root everything\nB. Add \\( 16 \\) to both sides\nC. Divide everything by \\( p \\)\nD. Subtract \\( p \\) from both sides\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1197:A", "QuestionText": "When calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,0,2,6,9\n\\]", "AnswerAText": "\\( 0+0+2+6+9 \\div 5 \\)", "AnswerBText": "\\( \\frac{2+6+9}{5} \\)", "AnswerCText": "\\( \\frac{2+6+9}{3} \\)", "AnswerDText": "None of them", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0+0+2+6+9 \\div 5 \\)", "MisconceptionId": "1392", "MisconceptionName": "Does not include brackets when required", "prompt": "Misconception:\nDoes not include brackets when required\n\nQuestion:\nWhen calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,0,2,6,9\n\\]\n\nOptions:\nA. \\( 0+0+2+6+9 \\div 5 \\)\nB. \\( \\frac{2+6+9}{5} \\)\nC. \\( \\frac{2+6+9}{3} \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1197:C", "QuestionText": "When calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,0,2,6,9\n\\]", "AnswerAText": "\\( 0+0+2+6+9 \\div 5 \\)", "AnswerBText": "\\( \\frac{2+6+9}{5} \\)", "AnswerCText": "\\( \\frac{2+6+9}{3} \\)", "AnswerDText": "None of them", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2+6+9}{3} \\)", "MisconceptionId": "1623", "MisconceptionName": "When asked for the mean of a list of data, does not count any zeros in the data when working out what to divide by", "prompt": "Misconception:\nWhen asked for the mean of a list of data, does not count any zeros in the data when working out what to divide by\n\nQuestion:\nWhen calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,0,2,6,9\n\\]\n\nOptions:\nA. \\( 0+0+2+6+9 \\div 5 \\)\nB. \\( \\frac{2+6+9}{5} \\)\nC. \\( \\frac{2+6+9}{3} \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1197:D", "QuestionText": "When calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,0,2,6,9\n\\]", "AnswerAText": "\\( 0+0+2+6+9 \\div 5 \\)", "AnswerBText": "\\( \\frac{2+6+9}{5} \\)", "AnswerCText": "\\( \\frac{2+6+9}{3} \\)", "AnswerDText": "None of them", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "None of them", "MisconceptionId": "491", "MisconceptionName": "Does not know how to calculate the mean", "prompt": "Misconception:\nDoes not know how to calculate the mean\n\nQuestion:\nWhen calculating the mean of the following numbers which calculation will give the correct answer?\n\\[\n0,0,2,6,9\n\\]\n\nOptions:\nA. \\( 0+0+2+6+9 \\div 5 \\)\nB. \\( \\frac{2+6+9}{5} \\)\nC. \\( \\frac{2+6+9}{3} \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1198:A", "QuestionText": "Which of these is a cube number?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 36 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2583", "MisconceptionName": "Does not know what a cube number is", "prompt": "Misconception:\nDoes not know what a cube number is\n\nQuestion:\nWhich of these is a cube number?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 36 \\)\nC. \\( 64 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1198:B", "QuestionText": "Which of these is a cube number?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 36 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhich of these is a cube number?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 36 \\)\nC. \\( 64 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1198:D", "QuestionText": "Which of these is a cube number?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 36 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 21 \\)", "MisconceptionId": "2583", "MisconceptionName": "Does not know what a cube number is", "prompt": "Misconception:\nDoes not know what a cube number is\n\nQuestion:\nWhich of these is a cube number?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 36 \\)\nC. \\( 64 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1199:A", "QuestionText": "Which one of the following calculations would work out the number of hours in \\( 5 \\) weeks?", "AnswerAText": "\\( 5 \\times 24 \\)", "AnswerBText": "\\( 5 \\times 7 \\times 12 \\)", "AnswerCText": "\\( 5 \\times 5 \\times 24 \\)", "AnswerDText": "\\( 5 \\times 7 \\times 24 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\times 24 \\)", "MisconceptionId": "1179", "MisconceptionName": "Forgets to multiply up for the correct time frame in a worded question", "prompt": "Misconception:\nForgets to multiply up for the correct time frame in a worded question\n\nQuestion:\nWhich one of the following calculations would work out the number of hours in \\( 5 \\) weeks?\n\nOptions:\nA. \\( 5 \\times 24 \\)\nB. \\( 5 \\times 7 \\times 12 \\)\nC. \\( 5 \\times 5 \\times 24 \\)\nD. \\( 5 \\times 7 \\times 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1199:B", "QuestionText": "Which one of the following calculations would work out the number of hours in \\( 5 \\) weeks?", "AnswerAText": "\\( 5 \\times 24 \\)", "AnswerBText": "\\( 5 \\times 7 \\times 12 \\)", "AnswerCText": "\\( 5 \\times 5 \\times 24 \\)", "AnswerDText": "\\( 5 \\times 7 \\times 24 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5 \\times 7 \\times 12 \\)", "MisconceptionId": "443", "MisconceptionName": "Thinks there are 12 hours in 1 day", "prompt": "Misconception:\nThinks there are 12 hours in 1 day\n\nQuestion:\nWhich one of the following calculations would work out the number of hours in \\( 5 \\) weeks?\n\nOptions:\nA. \\( 5 \\times 24 \\)\nB. \\( 5 \\times 7 \\times 12 \\)\nC. \\( 5 \\times 5 \\times 24 \\)\nD. \\( 5 \\times 7 \\times 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1199:C", "QuestionText": "Which one of the following calculations would work out the number of hours in \\( 5 \\) weeks?", "AnswerAText": "\\( 5 \\times 24 \\)", "AnswerBText": "\\( 5 \\times 7 \\times 12 \\)", "AnswerCText": "\\( 5 \\times 5 \\times 24 \\)", "AnswerDText": "\\( 5 \\times 7 \\times 24 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5 \\times 5 \\times 24 \\)", "MisconceptionId": "950", "MisconceptionName": "Thinks there are 5 days in a week", "prompt": "Misconception:\nThinks there are 5 days in a week\n\nQuestion:\nWhich one of the following calculations would work out the number of hours in \\( 5 \\) weeks?\n\nOptions:\nA. \\( 5 \\times 24 \\)\nB. \\( 5 \\times 7 \\times 12 \\)\nC. \\( 5 \\times 5 \\times 24 \\)\nD. \\( 5 \\times 7 \\times 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1200:A", "QuestionText": "There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 504 \\)", "AnswerDText": "\\( 729 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "1255", "MisconceptionName": "Adds rather than multiplies for combined probabilities", "prompt": "Misconception:\nAdds rather than multiplies for combined probabilities\n\nQuestion:\nThere are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 9 \\)\nC. \\( 504 \\)\nD. \\( 729 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1200:B", "QuestionText": "There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 504 \\)", "AnswerDText": "\\( 729 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "724", "MisconceptionName": "Thinks the denominator in a combined probablity will be the same as the denominator in the probability of the first event.", "prompt": "Misconception:\nThinks the denominator in a combined probablity will be the same as the denominator in the probability of the first event.\n\nQuestion:\nThere are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 9 \\)\nC. \\( 504 \\)\nD. \\( 729 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1200:D", "QuestionText": "There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 504 \\)", "AnswerDText": "\\( 729 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 729 \\)", "MisconceptionId": "164", "MisconceptionName": "Does not reduce the denominator when an item is not replaced in a probability question", "prompt": "Misconception:\nDoes not reduce the denominator when an item is not replaced in a probability question\n\nQuestion:\nThere are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 9 \\)\nC. \\( 504 \\)\nD. \\( 729 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1201:B", "QuestionText": "What is the size of angle \\( a \\) ? ![Angles on a straight line split into 3 unequal parts labelled with a, 4a and a right angle marker]()", "AnswerAText": "\\( 18^{\\degree} \\)", "AnswerBText": "\\( 36^{\\degree} \\)", "AnswerCText": "\\( 22.5^{\\degree} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 36^{\\degree} \\)", "MisconceptionId": "219", "MisconceptionName": "Does not know that a right angle is 90 degrees", "prompt": "Misconception:\nDoes not know that a right angle is 90 degrees\n\nQuestion:\nWhat is the size of angle \\( a \\) ? ![Angles on a straight line split into 3 unequal parts labelled with a, 4a and a right angle marker]()\n\nOptions:\nA. \\( 18^{\\degree} \\)\nB. \\( 36^{\\degree} \\)\nC. \\( 22.5^{\\degree} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1202:A", "QuestionText": "Nick has almost solved a pair of simultaneous equations.\nHe just needs to find the value of \\( y \\).\nHe writes down:\n\\[\n3-y=5\n\\]\n\nWhat is the correct value of \\( y \\) ?", "AnswerAText": "\\( y=2 \\)", "AnswerBText": "\\( y=-2 \\)", "AnswerCText": "\\( y=8 \\)", "AnswerDText": "\\( y=-8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y=2 \\)", "MisconceptionId": "1196", "MisconceptionName": "When solving an equation where there is a negative sign in front of the variable at the final stage, believes they can ignore it and treat it as if it's positive", "prompt": "Misconception:\nWhen solving an equation where there is a negative sign in front of the variable at the final stage, believes they can ignore it and treat it as if it's positive\n\nQuestion:\nNick has almost solved a pair of simultaneous equations.\nHe just needs to find the value of \\( y \\).\nHe writes down:\n\\[\n3-y=5\n\\]\n\nWhat is the correct value of \\( y \\) ?\n\nOptions:\nA. \\( y=2 \\)\nB. \\( y=-2 \\)\nC. \\( y=8 \\)\nD. \\( y=-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1202:D", "QuestionText": "Nick has almost solved a pair of simultaneous equations.\nHe just needs to find the value of \\( y \\).\nHe writes down:\n\\[\n3-y=5\n\\]\n\nWhat is the correct value of \\( y \\) ?", "AnswerAText": "\\( y=2 \\)", "AnswerBText": "\\( y=-2 \\)", "AnswerCText": "\\( y=8 \\)", "AnswerDText": "\\( y=-8 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( y=-8 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nNick has almost solved a pair of simultaneous equations.\nHe just needs to find the value of \\( y \\).\nHe writes down:\n\\[\n3-y=5\n\\]\n\nWhat is the correct value of \\( y \\) ?\n\nOptions:\nA. \\( y=2 \\)\nB. \\( y=-2 \\)\nC. \\( y=8 \\)\nD. \\( y=-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1203:A", "QuestionText": "If you reflect the rectangle in the horizontal line, where does the marked corner end up? ![Square paper with a red rectangle drawn, a mirror line and then the labels A, B C and D. A is above B which is above C and D is two spaces to the right of C. The red rectangle has its top left vertex highlighted with a blue circle.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nIf you reflect the rectangle in the horizontal line, where does the marked corner end up? ![Square paper with a red rectangle drawn, a mirror line and then the labels A, B C and D. A is above B which is above C and D is two spaces to the right of C. The red rectangle has its top left vertex highlighted with a blue circle.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1203:B", "QuestionText": "If you reflect the rectangle in the horizontal line, where does the marked corner end up? ![Square paper with a red rectangle drawn, a mirror line and then the labels A, B C and D. A is above B which is above C and D is two spaces to the right of C. The red rectangle has its top left vertex highlighted with a blue circle.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nIf you reflect the rectangle in the horizontal line, where does the marked corner end up? ![Square paper with a red rectangle drawn, a mirror line and then the labels A, B C and D. A is above B which is above C and D is two spaces to the right of C. The red rectangle has its top left vertex highlighted with a blue circle.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1204:C", "QuestionText": "If you reflect the rectangle in the horizontal line, where does the marked corner end up? ![A grid of 9 squares across and 7 squares up. A red horizontal line goes across the whole grid, it is 3 squares up from the bottom of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn below the red line.  Horizontally, the rectangle is exactly in the middle of the grid. Vertically, the rectangle is 1 square down from the red line. The bottom left corner of the rectangle is marked with a tiny blue circle.\nA letter \"A\" is marking a point directly above the tiny blue circle, 3 squares above the red line. A letter \"B\" is marking a point directly above the tiny blue circle, 2 squares above the red line. A letter \"C\" is marking a point directly above the tiny blue circle, 1 square above the red line. A letter \"D\" is marking a point 6 squares along from the tiny blue circle and 3 squares above the red line. ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nIf you reflect the rectangle in the horizontal line, where does the marked corner end up? ![A grid of 9 squares across and 7 squares up. A red horizontal line goes across the whole grid, it is 3 squares up from the bottom of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn below the red line.  Horizontally, the rectangle is exactly in the middle of the grid. Vertically, the rectangle is 1 square down from the red line. The bottom left corner of the rectangle is marked with a tiny blue circle.\nA letter \"A\" is marking a point directly above the tiny blue circle, 3 squares above the red line. A letter \"B\" is marking a point directly above the tiny blue circle, 2 squares above the red line. A letter \"C\" is marking a point directly above the tiny blue circle, 1 square above the red line. A letter \"D\" is marking a point 6 squares along from the tiny blue circle and 3 squares above the red line. ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1204:D", "QuestionText": "If you reflect the rectangle in the horizontal line, where does the marked corner end up? ![A grid of 9 squares across and 7 squares up. A red horizontal line goes across the whole grid, it is 3 squares up from the bottom of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn below the red line.  Horizontally, the rectangle is exactly in the middle of the grid. Vertically, the rectangle is 1 square down from the red line. The bottom left corner of the rectangle is marked with a tiny blue circle.\nA letter \"A\" is marking a point directly above the tiny blue circle, 3 squares above the red line. A letter \"B\" is marking a point directly above the tiny blue circle, 2 squares above the red line. A letter \"C\" is marking a point directly above the tiny blue circle, 1 square above the red line. A letter \"D\" is marking a point 6 squares along from the tiny blue circle and 3 squares above the red line. ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "772", "MisconceptionName": "Rotates instead of reflects", "prompt": "Misconception:\nRotates instead of reflects\n\nQuestion:\nIf you reflect the rectangle in the horizontal line, where does the marked corner end up? ![A grid of 9 squares across and 7 squares up. A red horizontal line goes across the whole grid, it is 3 squares up from the bottom of the grid. An orange rectangle (3 squares width and 2 squares height) is drawn below the red line.  Horizontally, the rectangle is exactly in the middle of the grid. Vertically, the rectangle is 1 square down from the red line. The bottom left corner of the rectangle is marked with a tiny blue circle.\nA letter \"A\" is marking a point directly above the tiny blue circle, 3 squares above the red line. A letter \"B\" is marking a point directly above the tiny blue circle, 2 squares above the red line. A letter \"C\" is marking a point directly above the tiny blue circle, 1 square above the red line. A letter \"D\" is marking a point 6 squares along from the tiny blue circle and 3 squares above the red line. ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1205:A", "QuestionText": "Percy is playing a game where all \\( 26 \\) letters of the alphabet at placed into a bag and Percy has to pick one out at random.\nPicking a \\( \\mathrm{P} \\) and a vowel are known as...", "AnswerAText": "Independent events", "AnswerBText": "Mutually exclusive events", "AnswerCText": "Probability events", "AnswerDText": "Dependant events", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Independent events", "MisconceptionId": "1089", "MisconceptionName": "Cannot identify mutually exclusive events", "prompt": "Misconception:\nCannot identify mutually exclusive events\n\nQuestion:\nPercy is playing a game where all \\( 26 \\) letters of the alphabet at placed into a bag and Percy has to pick one out at random.\nPicking a \\( \\mathrm{P} \\) and a vowel are known as...\n\nOptions:\nA. Independent events\nB. Mutually exclusive events\nC. Probability events\nD. Dependant events\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1205:C", "QuestionText": "Percy is playing a game where all \\( 26 \\) letters of the alphabet at placed into a bag and Percy has to pick one out at random.\nPicking a \\( \\mathrm{P} \\) and a vowel are known as...", "AnswerAText": "Independent events", "AnswerBText": "Mutually exclusive events", "AnswerCText": "Probability events", "AnswerDText": "Dependant events", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Probability events", "MisconceptionId": "1089", "MisconceptionName": "Cannot identify mutually exclusive events", "prompt": "Misconception:\nCannot identify mutually exclusive events\n\nQuestion:\nPercy is playing a game where all \\( 26 \\) letters of the alphabet at placed into a bag and Percy has to pick one out at random.\nPicking a \\( \\mathrm{P} \\) and a vowel are known as...\n\nOptions:\nA. Independent events\nB. Mutually exclusive events\nC. Probability events\nD. Dependant events\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1205:D", "QuestionText": "Percy is playing a game where all \\( 26 \\) letters of the alphabet at placed into a bag and Percy has to pick one out at random.\nPicking a \\( \\mathrm{P} \\) and a vowel are known as...", "AnswerAText": "Independent events", "AnswerBText": "Mutually exclusive events", "AnswerCText": "Probability events", "AnswerDText": "Dependant events", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Dependant events", "MisconceptionId": "1089", "MisconceptionName": "Cannot identify mutually exclusive events", "prompt": "Misconception:\nCannot identify mutually exclusive events\n\nQuestion:\nPercy is playing a game where all \\( 26 \\) letters of the alphabet at placed into a bag and Percy has to pick one out at random.\nPicking a \\( \\mathrm{P} \\) and a vowel are known as...\n\nOptions:\nA. Independent events\nB. Mutually exclusive events\nC. Probability events\nD. Dependant events\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1206:A", "QuestionText": "\\(\nP=4^{k}\n\\)\n\nWhat is the value of \\( P \\) when \\( k=-3 \\) ?", "AnswerAText": "\\( -12 \\)", "AnswerBText": "\\( -64 \\)", "AnswerCText": "\\( \\frac{1}{64} \\)", "AnswerDText": "\\( -\\frac{1}{64} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -12 \\)", "MisconceptionId": "1792", "MisconceptionName": "Has multiplied the base number and the power", "prompt": "Misconception:\nHas multiplied the base number and the power\n\nQuestion:\n\\(\nP=4^{k}\n\\)\n\nWhat is the value of \\( P \\) when \\( k=-3 \\) ?\n\nOptions:\nA. \\( -12 \\)\nB. \\( -64 \\)\nC. \\( \\frac{1}{64} \\)\nD. \\( -\\frac{1}{64} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1206:B", "QuestionText": "\\(\nP=4^{k}\n\\)\n\nWhat is the value of \\( P \\) when \\( k=-3 \\) ?", "AnswerAText": "\\( -12 \\)", "AnswerBText": "\\( -64 \\)", "AnswerCText": "\\( \\frac{1}{64} \\)", "AnswerDText": "\\( -\\frac{1}{64} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -64 \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\n\\(\nP=4^{k}\n\\)\n\nWhat is the value of \\( P \\) when \\( k=-3 \\) ?\n\nOptions:\nA. \\( -12 \\)\nB. \\( -64 \\)\nC. \\( \\frac{1}{64} \\)\nD. \\( -\\frac{1}{64} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1206:D", "QuestionText": "\\(\nP=4^{k}\n\\)\n\nWhat is the value of \\( P \\) when \\( k=-3 \\) ?", "AnswerAText": "\\( -12 \\)", "AnswerBText": "\\( -64 \\)", "AnswerCText": "\\( \\frac{1}{64} \\)", "AnswerDText": "\\( -\\frac{1}{64} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -\\frac{1}{64} \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\n\\(\nP=4^{k}\n\\)\n\nWhat is the value of \\( P \\) when \\( k=-3 \\) ?\n\nOptions:\nA. \\( -12 \\)\nB. \\( -64 \\)\nC. \\( \\frac{1}{64} \\)\nD. \\( -\\frac{1}{64} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1207:A", "QuestionText": "Tom and Katie are discussing expressions\nTom says \\( \\frac{p}{q} \\) is equivalent to \\( \\frac{q}{p} \\)\nKatie says \\( p q \\) is equivalent to \\( q p \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nTom and Katie are discussing expressions\nTom says \\( \\frac{p}{q} \\) is equivalent to \\( \\frac{q}{p} \\)\nKatie says \\( p q \\) is equivalent to \\( q p \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1207:C", "QuestionText": "Tom and Katie are discussing expressions\nTom says \\( \\frac{p}{q} \\) is equivalent to \\( \\frac{q}{p} \\)\nKatie says \\( p q \\) is equivalent to \\( q p \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nTom and Katie are discussing expressions\nTom says \\( \\frac{p}{q} \\) is equivalent to \\( \\frac{q}{p} \\)\nKatie says \\( p q \\) is equivalent to \\( q p \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1207:D", "QuestionText": "Tom and Katie are discussing expressions\nTom says \\( \\frac{p}{q} \\) is equivalent to \\( \\frac{q}{p} \\)\nKatie says \\( p q \\) is equivalent to \\( q p \\)\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "638", "MisconceptionName": "Believes multiplication is not commutative", "prompt": "Misconception:\nBelieves multiplication is not commutative\n\nQuestion:\nTom and Katie are discussing expressions\nTom says \\( \\frac{p}{q} \\) is equivalent to \\( \\frac{q}{p} \\)\nKatie says \\( p q \\) is equivalent to \\( q p \\)\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1208:A", "QuestionText": "This graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the positive sloping section represent? ![A distance time graph formed by three line segments in the shape of a trapezium. The first line segment is upward sloping and starts at 0. The end of this line segment is connected to a horizontal line that is extending to the right. The third line connects this line to the x axis and has a relatively steep negative gradient.]()", "AnswerAText": "Jodie is accelerating", "AnswerBText": "Jodie is walking away from home", "AnswerCText": "Jodie is walking towards home", "AnswerDText": "Jodie has stopped walking", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Jodie is accelerating", "MisconceptionId": "2032", "MisconceptionName": "Believes the gradient of a distance-time graph is the acceleration", "prompt": "Misconception:\nBelieves the gradient of a distance-time graph is the acceleration\n\nQuestion:\nThis graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the positive sloping section represent? ![A distance time graph formed by three line segments in the shape of a trapezium. The first line segment is upward sloping and starts at 0. The end of this line segment is connected to a horizontal line that is extending to the right. The third line connects this line to the x axis and has a relatively steep negative gradient.]()\n\nOptions:\nA. Jodie is accelerating\nB. Jodie is walking away from home\nC. Jodie is walking towards home\nD. Jodie has stopped walking\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1208:C", "QuestionText": "This graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the positive sloping section represent? ![A distance time graph formed by three line segments in the shape of a trapezium. The first line segment is upward sloping and starts at 0. The end of this line segment is connected to a horizontal line that is extending to the right. The third line connects this line to the x axis and has a relatively steep negative gradient.]()", "AnswerAText": "Jodie is accelerating", "AnswerBText": "Jodie is walking away from home", "AnswerCText": "Jodie is walking towards home", "AnswerDText": "Jodie has stopped walking", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Jodie is walking towards home", "MisconceptionId": "2145", "MisconceptionName": "Believes an upward slope on a distance-time graph means travelling back towards the starting point.", "prompt": "Misconception:\nBelieves an upward slope on a distance-time graph means travelling back towards the starting point.\n\nQuestion:\nThis graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the positive sloping section represent? ![A distance time graph formed by three line segments in the shape of a trapezium. The first line segment is upward sloping and starts at 0. The end of this line segment is connected to a horizontal line that is extending to the right. The third line connects this line to the x axis and has a relatively steep negative gradient.]()\n\nOptions:\nA. Jodie is accelerating\nB. Jodie is walking away from home\nC. Jodie is walking towards home\nD. Jodie has stopped walking\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1208:D", "QuestionText": "This graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the positive sloping section represent? ![A distance time graph formed by three line segments in the shape of a trapezium. The first line segment is upward sloping and starts at 0. The end of this line segment is connected to a horizontal line that is extending to the right. The third line connects this line to the x axis and has a relatively steep negative gradient.]()", "AnswerAText": "Jodie is accelerating", "AnswerBText": "Jodie is walking away from home", "AnswerCText": "Jodie is walking towards home", "AnswerDText": "Jodie has stopped walking", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Jodie has stopped walking", "MisconceptionId": "1945", "MisconceptionName": "Believes an upward slope on a distance-time graph means the movement has stopped", "prompt": "Misconception:\nBelieves an upward slope on a distance-time graph means the movement has stopped\n\nQuestion:\nThis graph shows how far Jodie is from home whilst she is out on a walk.\nWhat might the positive sloping section represent? ![A distance time graph formed by three line segments in the shape of a trapezium. The first line segment is upward sloping and starts at 0. The end of this line segment is connected to a horizontal line that is extending to the right. The third line connects this line to the x axis and has a relatively steep negative gradient.]()\n\nOptions:\nA. Jodie is accelerating\nB. Jodie is walking away from home\nC. Jodie is walking towards home\nD. Jodie has stopped walking\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1209:A", "QuestionText": "\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?", "AnswerAText": "The square numbers", "AnswerBText": "The triangle numbers", "AnswerCText": "The cube numbers", "AnswerDText": "The Fibonacci numbers", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "The square numbers", "MisconceptionId": "1882", "MisconceptionName": "Believes square numbers are triangle numbers", "prompt": "Misconception:\nBelieves square numbers are triangle numbers\n\nQuestion:\n\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\n\nOptions:\nA. The square numbers\nB. The triangle numbers\nC. The cube numbers\nD. The Fibonacci numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1209:C", "QuestionText": "\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?", "AnswerAText": "The square numbers", "AnswerBText": "The triangle numbers", "AnswerCText": "The cube numbers", "AnswerDText": "The Fibonacci numbers", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "The cube numbers", "MisconceptionId": "2489", "MisconceptionName": "Thinks cube numbers are triangular numbers", "prompt": "Misconception:\nThinks cube numbers are triangular numbers\n\nQuestion:\n\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\n\nOptions:\nA. The square numbers\nB. The triangle numbers\nC. The cube numbers\nD. The Fibonacci numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1209:D", "QuestionText": "\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?", "AnswerAText": "The square numbers", "AnswerBText": "The triangle numbers", "AnswerCText": "The cube numbers", "AnswerDText": "The Fibonacci numbers", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "The Fibonacci numbers", "MisconceptionId": "2296", "MisconceptionName": "Believes Fibonacci numbers are triangle numbers", "prompt": "Misconception:\nBelieves Fibonacci numbers are triangle numbers\n\nQuestion:\n\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\n\nOptions:\nA. The square numbers\nB. The triangle numbers\nC. The cube numbers\nD. The Fibonacci numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1210:C", "QuestionText": "![A coordinate grid with a line segment labelled K from (-1,2) to (4,3) and a line segment marked L from (-3,-4) to (-2,0)]() What can you say about line segments \\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) ?", "AnswerAText": "\\( \\mathrm{K} \\) is longer than \\( \\mathrm{L} \\)", "AnswerBText": "\\( \\mathrm{K} \\) is shorter than \\( \\mathrm{L} \\)", "AnswerCText": "\\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) are the same length", "AnswerDText": "We don't have enough information without measuring them", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) are the same length", "MisconceptionId": "1813", "MisconceptionName": "Estimates the length of diagonal lines rather than working out based on horizontal and vertical measurements", "prompt": "Misconception:\nEstimates the length of diagonal lines rather than working out based on horizontal and vertical measurements\n\nQuestion:\n![A coordinate grid with a line segment labelled K from (-1,2) to (4,3) and a line segment marked L from (-3,-4) to (-2,0)]() What can you say about line segments \\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) ?\n\nOptions:\nA. \\( \\mathrm{K} \\) is longer than \\( \\mathrm{L} \\)\nB. \\( \\mathrm{K} \\) is shorter than \\( \\mathrm{L} \\)\nC. \\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) are the same length\nD. We don't have enough information without measuring them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1210:D", "QuestionText": "![A coordinate grid with a line segment labelled K from (-1,2) to (4,3) and a line segment marked L from (-3,-4) to (-2,0)]() What can you say about line segments \\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) ?", "AnswerAText": "\\( \\mathrm{K} \\) is longer than \\( \\mathrm{L} \\)", "AnswerBText": "\\( \\mathrm{K} \\) is shorter than \\( \\mathrm{L} \\)", "AnswerCText": "\\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) are the same length", "AnswerDText": "We don't have enough information without measuring them", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "We don't have enough information without measuring them", "MisconceptionId": "591", "MisconceptionName": "Does not believe the length of a diagonal line can be worked out based on horizontal and vertical measurements", "prompt": "Misconception:\nDoes not believe the length of a diagonal line can be worked out based on horizontal and vertical measurements\n\nQuestion:\n![A coordinate grid with a line segment labelled K from (-1,2) to (4,3) and a line segment marked L from (-3,-4) to (-2,0)]() What can you say about line segments \\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) ?\n\nOptions:\nA. \\( \\mathrm{K} \\) is longer than \\( \\mathrm{L} \\)\nB. \\( \\mathrm{K} \\) is shorter than \\( \\mathrm{L} \\)\nC. \\( \\mathrm{K} \\) and \\( \\mathrm{L} \\) are the same length\nD. We don't have enough information without measuring them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1211:A", "QuestionText": "Which calculation would give you the area of the face of this cuboid labelled \\( \\boldsymbol{Q} \\) ('the base')? ![An image of a cuboid, with the height marked as 7cm, the width as 4cm and the depth as 2cm. The bottom face is shaded red and marked Q. ]()", "AnswerAText": "\\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4 \\mathrm{~cm} \\times 2 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "MisconceptionId": "648", "MisconceptionName": "Finds volume when asked for surface area", "prompt": "Misconception:\nFinds volume when asked for surface area\n\nQuestion:\nWhich calculation would give you the area of the face of this cuboid labelled \\( \\boldsymbol{Q} \\) ('the base')? ![An image of a cuboid, with the height marked as 7cm, the width as 4cm and the depth as 2cm. The bottom face is shaded red and marked Q. ]()\n\nOptions:\nA. \\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\nC. \\( 4 \\mathrm{~cm} \\times 2 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1211:B", "QuestionText": "Which calculation would give you the area of the face of this cuboid labelled \\( \\boldsymbol{Q} \\) ('the base')? ![An image of a cuboid, with the height marked as 7cm, the width as 4cm and the depth as 2cm. The bottom face is shaded red and marked Q. ]()", "AnswerAText": "\\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4 \\mathrm{~cm} \\times 2 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "MisconceptionId": "910", "MisconceptionName": "Cannot identify the correct side lengths to use when asked to find the area of a face", "prompt": "Misconception:\nCannot identify the correct side lengths to use when asked to find the area of a face\n\nQuestion:\nWhich calculation would give you the area of the face of this cuboid labelled \\( \\boldsymbol{Q} \\) ('the base')? ![An image of a cuboid, with the height marked as 7cm, the width as 4cm and the depth as 2cm. The bottom face is shaded red and marked Q. ]()\n\nOptions:\nA. \\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\nC. \\( 4 \\mathrm{~cm} \\times 2 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1211:D", "QuestionText": "Which calculation would give you the area of the face of this cuboid labelled \\( \\boldsymbol{Q} \\) ('the base')? ![An image of a cuboid, with the height marked as 7cm, the width as 4cm and the depth as 2cm. The bottom face is shaded red and marked Q. ]()", "AnswerAText": "\\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "AnswerBText": "\\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4 \\mathrm{~cm} \\times 2 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)", "MisconceptionId": "910", "MisconceptionName": "Cannot identify the correct side lengths to use when asked to find the area of a face", "prompt": "Misconception:\nCannot identify the correct side lengths to use when asked to find the area of a face\n\nQuestion:\nWhich calculation would give you the area of the face of this cuboid labelled \\( \\boldsymbol{Q} \\) ('the base')? ![An image of a cuboid, with the height marked as 7cm, the width as 4cm and the depth as 2cm. The bottom face is shaded red and marked Q. ]()\n\nOptions:\nA. \\( 2 \\mathrm{~cm} \\times 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\nB. \\( 4 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\nC. \\( 4 \\mathrm{~cm} \\times 2 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\times 7 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1212:A", "QuestionText": "Tom and Katie are discussing this shape\nTom says it is a rectangle\nKatie says it is a parallelogram\nWho do you agree with? ![Purple parallelogram with parallel sides labelled]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1348", "MisconceptionName": "Does not recognise a parallelogram", "prompt": "Misconception:\nDoes not recognise a parallelogram\n\nQuestion:\nTom and Katie are discussing this shape\nTom says it is a rectangle\nKatie says it is a parallelogram\nWho do you agree with? ![Purple parallelogram with parallel sides labelled]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1212:C", "QuestionText": "Tom and Katie are discussing this shape\nTom says it is a rectangle\nKatie says it is a parallelogram\nWho do you agree with? ![Purple parallelogram with parallel sides labelled]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1180", "MisconceptionName": "Does not know the properties of a rectangle", "prompt": "Misconception:\nDoes not know the properties of a rectangle\n\nQuestion:\nTom and Katie are discussing this shape\nTom says it is a rectangle\nKatie says it is a parallelogram\nWho do you agree with? ![Purple parallelogram with parallel sides labelled]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1212:D", "QuestionText": "Tom and Katie are discussing this shape\nTom says it is a rectangle\nKatie says it is a parallelogram\nWho do you agree with? ![Purple parallelogram with parallel sides labelled]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1348", "MisconceptionName": "Does not recognise a parallelogram", "prompt": "Misconception:\nDoes not recognise a parallelogram\n\nQuestion:\nTom and Katie are discussing this shape\nTom says it is a rectangle\nKatie says it is a parallelogram\nWho do you agree with? ![Purple parallelogram with parallel sides labelled]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1213:A", "QuestionText": "Calculate\n\\(\n\\frac{2}{5} \\div 3\n\\)", "AnswerAText": "\\( \\frac{6}{5} \\)", "AnswerBText": "\\( \\frac{15}{2} \\)", "AnswerCText": "\\( \\frac{2}{15} \\)", "AnswerDText": "\\( \\frac{6}{15} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{6}{5} \\)", "MisconceptionId": "609", "MisconceptionName": "when dividing a fraction by an integer, multiplies the numerator by the integer", "prompt": "Misconception:\nwhen dividing a fraction by an integer, multiplies the numerator by the integer\n\nQuestion:\nCalculate\n\\(\n\\frac{2}{5} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{6}{5} \\)\nB. \\( \\frac{15}{2} \\)\nC. \\( \\frac{2}{15} \\)\nD. \\( \\frac{6}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1213:B", "QuestionText": "Calculate\n\\(\n\\frac{2}{5} \\div 3\n\\)", "AnswerAText": "\\( \\frac{6}{5} \\)", "AnswerBText": "\\( \\frac{15}{2} \\)", "AnswerCText": "\\( \\frac{2}{15} \\)", "AnswerDText": "\\( \\frac{6}{15} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{15}{2} \\)", "MisconceptionId": "1152", "MisconceptionName": "When dividing fractions, does the reciprocal of the first fraction instead of the second", "prompt": "Misconception:\nWhen dividing fractions, does the reciprocal of the first fraction instead of the second\n\nQuestion:\nCalculate\n\\(\n\\frac{2}{5} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{6}{5} \\)\nB. \\( \\frac{15}{2} \\)\nC. \\( \\frac{2}{15} \\)\nD. \\( \\frac{6}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1213:D", "QuestionText": "Calculate\n\\(\n\\frac{2}{5} \\div 3\n\\)", "AnswerAText": "\\( \\frac{6}{5} \\)", "AnswerBText": "\\( \\frac{15}{2} \\)", "AnswerCText": "\\( \\frac{2}{15} \\)", "AnswerDText": "\\( \\frac{6}{15} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{6}{15} \\)", "MisconceptionId": "1621", "MisconceptionName": "When dividing a fraction by an integer, multiplies both the numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, multiplies both the numerator and denominator by the integer\n\nQuestion:\nCalculate\n\\(\n\\frac{2}{5} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{6}{5} \\)\nB. \\( \\frac{15}{2} \\)\nC. \\( \\frac{2}{15} \\)\nD. \\( \\frac{6}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1214:A", "QuestionText": "What would be the most useful first step if we wanted to solve the following quadratic equation?\n\n\\(\nx^{2}-5 x=6\n\\)", "AnswerAText": "Add \\( 5 x \\) to both sides of the equation", "AnswerBText": "Subtract \\( 6 \\) from both sides of the equation", "AnswerCText": "Divide by \\( x \\)", "AnswerDText": "Square root both sides of the equation", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Add \\( 5 x \\) to both sides of the equation", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nWhat would be the most useful first step if we wanted to solve the following quadratic equation?\n\n\\(\nx^{2}-5 x=6\n\\)\n\nOptions:\nA. Add \\( 5 x \\) to both sides of the equation\nB. Subtract \\( 6 \\) from both sides of the equation\nC. Divide by \\( x \\)\nD. Square root both sides of the equation\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1214:C", "QuestionText": "What would be the most useful first step if we wanted to solve the following quadratic equation?\n\n\\(\nx^{2}-5 x=6\n\\)", "AnswerAText": "Add \\( 5 x \\) to both sides of the equation", "AnswerBText": "Subtract \\( 6 \\) from both sides of the equation", "AnswerCText": "Divide by \\( x \\)", "AnswerDText": "Square root both sides of the equation", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Divide by \\( x \\)", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nWhat would be the most useful first step if we wanted to solve the following quadratic equation?\n\n\\(\nx^{2}-5 x=6\n\\)\n\nOptions:\nA. Add \\( 5 x \\) to both sides of the equation\nB. Subtract \\( 6 \\) from both sides of the equation\nC. Divide by \\( x \\)\nD. Square root both sides of the equation\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1214:D", "QuestionText": "What would be the most useful first step if we wanted to solve the following quadratic equation?\n\n\\(\nx^{2}-5 x=6\n\\)", "AnswerAText": "Add \\( 5 x \\) to both sides of the equation", "AnswerBText": "Subtract \\( 6 \\) from both sides of the equation", "AnswerCText": "Divide by \\( x \\)", "AnswerDText": "Square root both sides of the equation", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Square root both sides of the equation", "MisconceptionId": "265", "MisconceptionName": "Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised", "prompt": "Misconception:\nDoes not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised\n\nQuestion:\nWhat would be the most useful first step if we wanted to solve the following quadratic equation?\n\n\\(\nx^{2}-5 x=6\n\\)\n\nOptions:\nA. Add \\( 5 x \\) to both sides of the equation\nB. Subtract \\( 6 \\) from both sides of the equation\nC. Divide by \\( x \\)\nD. Square root both sides of the equation\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1215:C", "QuestionText": "\\( 609 \\div 1000= \\)", "AnswerAText": "\\( 0.609 \\)", "AnswerBText": "\\( 0.69 \\)", "AnswerCText": "\\( 6.09 \\)", "AnswerDText": "\\( 609.000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6.09 \\)", "MisconceptionId": "1398", "MisconceptionName": "Divided by 100 rather than 1000", "prompt": "Misconception:\nDivided by 100 rather than 1000\n\nQuestion:\n\\( 609 \\div 1000= \\)\n\nOptions:\nA. \\( 0.609 \\)\nB. \\( 0.69 \\)\nC. \\( 6.09 \\)\nD. \\( 609.000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1215:D", "QuestionText": "\\( 609 \\div 1000= \\)", "AnswerAText": "\\( 0.609 \\)", "AnswerBText": "\\( 0.69 \\)", "AnswerCText": "\\( 6.09 \\)", "AnswerDText": "\\( 609.000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 609.000 \\)", "MisconceptionId": "424", "MisconceptionName": "Adds 3 decimal places rather than moving 3 places", "prompt": "Misconception:\nAdds 3 decimal places rather than moving 3 places\n\nQuestion:\n\\( 609 \\div 1000= \\)\n\nOptions:\nA. \\( 0.609 \\)\nB. \\( 0.69 \\)\nC. \\( 6.09 \\)\nD. \\( 609.000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1216:A", "QuestionText": "\\(\nx(2 x-1)+3(4 x-2) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\n\\(\nx(2 x-1)+3(4 x-2) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?\n\nOptions:\nA. \\( -2 \\)\nB. \\( -3 \\)\nC. \\( -7 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1216:B", "QuestionText": "\\(\nx(2 x-1)+3(4 x-2) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "373", "MisconceptionName": "Believes you can add or subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can add or subtract from inside brackets without expanding when solving an equation\n\nQuestion:\n\\(\nx(2 x-1)+3(4 x-2) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?\n\nOptions:\nA. \\( -2 \\)\nB. \\( -3 \\)\nC. \\( -7 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1216:C", "QuestionText": "\\(\nx(2 x-1)+3(4 x-2) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "373", "MisconceptionName": "Believes you can add or subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can add or subtract from inside brackets without expanding when solving an equation\n\nQuestion:\n\\(\nx(2 x-1)+3(4 x-2) \\equiv P x^{2}+Q x+R\n\\)\n\nWhat is the value of \\( R \\) ?\n\nOptions:\nA. \\( -2 \\)\nB. \\( -3 \\)\nC. \\( -7 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1217:B", "QuestionText": "\\(\n\\frac{7}{10}-\\frac{2}{5}=\\frac{\\bigstar}{10}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 11 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\(\n\\frac{7}{10}-\\frac{2}{5}=\\frac{\\bigstar}{10}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 11 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1217:D", "QuestionText": "\\(\n\\frac{7}{10}-\\frac{2}{5}=\\frac{\\bigstar}{10}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 11 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{7}{10}-\\frac{2}{5}=\\frac{\\bigstar}{10}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 11 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1218:B", "QuestionText": "Name the polyhedron that can be made from this net ![Net showing four rectangles and two squares]()", "AnswerAText": "Rectangular prism", "AnswerBText": "Cylinder", "AnswerCText": "Rectangular pyramid", "AnswerDText": "Cube", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Cylinder", "MisconceptionId": "1831", "MisconceptionName": "Does not know the properties of a cylinder", "prompt": "Misconception:\nDoes not know the properties of a cylinder\n\nQuestion:\nName the polyhedron that can be made from this net ![Net showing four rectangles and two squares]()\n\nOptions:\nA. Rectangular prism\nB. Cylinder\nC. Rectangular pyramid\nD. Cube\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1218:C", "QuestionText": "Name the polyhedron that can be made from this net ![Net showing four rectangles and two squares]()", "AnswerAText": "Rectangular prism", "AnswerBText": "Cylinder", "AnswerCText": "Rectangular pyramid", "AnswerDText": "Cube", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Rectangular pyramid", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nName the polyhedron that can be made from this net ![Net showing four rectangles and two squares]()\n\nOptions:\nA. Rectangular prism\nB. Cylinder\nC. Rectangular pyramid\nD. Cube\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1218:D", "QuestionText": "Name the polyhedron that can be made from this net ![Net showing four rectangles and two squares]()", "AnswerAText": "Rectangular prism", "AnswerBText": "Cylinder", "AnswerCText": "Rectangular pyramid", "AnswerDText": "Cube", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Cube", "MisconceptionId": "1043", "MisconceptionName": "Mixes up cubes and cuboids", "prompt": "Misconception:\nMixes up cubes and cuboids\n\nQuestion:\nName the polyhedron that can be made from this net ![Net showing four rectangles and two squares]()\n\nOptions:\nA. Rectangular prism\nB. Cylinder\nC. Rectangular pyramid\nD. Cube\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1219:D", "QuestionText": "This is a part of the table of values for the equation \\( y=3-x \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 9 \\) \\\\\n\\hline\n\\end{tabular}]() What should replace the star?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( -9 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=3-x \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 9 \\) \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\n\nOptions:\nA. \\( 6 \\)\nB. \\( -6 \\)\nC. \\( -9 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1220:A", "QuestionText": "A line has a gradient of \\( 4 \\) and passes through the point \\( (1,9) \\). What is it's equation?", "AnswerAText": "\\( y=4 x+8 \\)", "AnswerBText": "\\( y=4 x+5 \\)", "AnswerCText": "\\( y=4 x+9 \\)", "AnswerDText": "\\( y=9 x+4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y=4 x+8 \\)", "MisconceptionId": "1893", "MisconceptionName": "Believes the y intercept is given by the difference between the x and y coordinates of any point on the line, not just the point (0, c)", "prompt": "Misconception:\nBelieves the y intercept is given by the difference between the x and y coordinates of any point on the line, not just the point (0, c)\n\nQuestion:\nA line has a gradient of \\( 4 \\) and passes through the point \\( (1,9) \\). What is it's equation?\n\nOptions:\nA. \\( y=4 x+8 \\)\nB. \\( y=4 x+5 \\)\nC. \\( y=4 x+9 \\)\nD. \\( y=9 x+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1220:C", "QuestionText": "A line has a gradient of \\( 4 \\) and passes through the point \\( (1,9) \\). What is it's equation?", "AnswerAText": "\\( y=4 x+8 \\)", "AnswerBText": "\\( y=4 x+5 \\)", "AnswerCText": "\\( y=4 x+9 \\)", "AnswerDText": "\\( y=9 x+4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( y=4 x+9 \\)", "MisconceptionId": "1108", "MisconceptionName": "Believes  c, in y=mx+c, will be the y value of the coordinate given despite the x coordinate not being 0.", "prompt": "Misconception:\nBelieves  c, in y=mx+c, will be the y value of the coordinate given despite the x coordinate not being 0.\n\nQuestion:\nA line has a gradient of \\( 4 \\) and passes through the point \\( (1,9) \\). What is it's equation?\n\nOptions:\nA. \\( y=4 x+8 \\)\nB. \\( y=4 x+5 \\)\nC. \\( y=4 x+9 \\)\nD. \\( y=9 x+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1221:A", "QuestionText": "\\[\n27,64,125, \\ldots\n\\]\n\nThis is the \\( 3^{\\text {rd }}, 4^{\\text {th }} \\) and \\( 5^{\\text {th }} \\) term from what sequence of numbers?", "AnswerAText": "The odd numbers", "AnswerBText": "The square numbers", "AnswerCText": "The triangular numbers", "AnswerDText": "The cube numbers", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "The odd numbers", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\n\\[\n27,64,125, \\ldots\n\\]\n\nThis is the \\( 3^{\\text {rd }}, 4^{\\text {th }} \\) and \\( 5^{\\text {th }} \\) term from what sequence of numbers?\n\nOptions:\nA. The odd numbers\nB. The square numbers\nC. The triangular numbers\nD. The cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1221:B", "QuestionText": "\\[\n27,64,125, \\ldots\n\\]\n\nThis is the \\( 3^{\\text {rd }}, 4^{\\text {th }} \\) and \\( 5^{\\text {th }} \\) term from what sequence of numbers?", "AnswerAText": "The odd numbers", "AnswerBText": "The square numbers", "AnswerCText": "The triangular numbers", "AnswerDText": "The cube numbers", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "The square numbers", "MisconceptionId": "478", "MisconceptionName": "Does not know what a square number is", "prompt": "Misconception:\nDoes not know what a square number is\n\nQuestion:\n\\[\n27,64,125, \\ldots\n\\]\n\nThis is the \\( 3^{\\text {rd }}, 4^{\\text {th }} \\) and \\( 5^{\\text {th }} \\) term from what sequence of numbers?\n\nOptions:\nA. The odd numbers\nB. The square numbers\nC. The triangular numbers\nD. The cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1221:C", "QuestionText": "\\[\n27,64,125, \\ldots\n\\]\n\nThis is the \\( 3^{\\text {rd }}, 4^{\\text {th }} \\) and \\( 5^{\\text {th }} \\) term from what sequence of numbers?", "AnswerAText": "The odd numbers", "AnswerBText": "The square numbers", "AnswerCText": "The triangular numbers", "AnswerDText": "The cube numbers", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "The triangular numbers", "MisconceptionId": "2489", "MisconceptionName": "Thinks cube numbers are triangular numbers", "prompt": "Misconception:\nThinks cube numbers are triangular numbers\n\nQuestion:\n\\[\n27,64,125, \\ldots\n\\]\n\nThis is the \\( 3^{\\text {rd }}, 4^{\\text {th }} \\) and \\( 5^{\\text {th }} \\) term from what sequence of numbers?\n\nOptions:\nA. The odd numbers\nB. The square numbers\nC. The triangular numbers\nD. The cube numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1222:A", "QuestionText": "\\( 70.04 \\div 0.1= \\)", "AnswerAText": "\\( 70.004 \\)", "AnswerBText": "\\( 700.04 \\)", "AnswerCText": "\\( 700.4 \\)", "AnswerDText": "\\( 7.004 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 70.004 \\)", "MisconceptionId": "151", "MisconceptionName": "When dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.", "prompt": "Misconception:\nWhen dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.\n\nQuestion:\n\\( 70.04 \\div 0.1= \\)\n\nOptions:\nA. \\( 70.004 \\)\nB. \\( 700.04 \\)\nC. \\( 700.4 \\)\nD. \\( 7.004 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1222:B", "QuestionText": "\\( 70.04 \\div 0.1= \\)", "AnswerAText": "\\( 70.004 \\)", "AnswerBText": "\\( 700.04 \\)", "AnswerCText": "\\( 700.4 \\)", "AnswerDText": "\\( 7.004 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 700.04 \\)", "MisconceptionId": "151", "MisconceptionName": "When dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.", "prompt": "Misconception:\nWhen dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.\n\nQuestion:\n\\( 70.04 \\div 0.1= \\)\n\nOptions:\nA. \\( 70.004 \\)\nB. \\( 700.04 \\)\nC. \\( 700.4 \\)\nD. \\( 7.004 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1222:D", "QuestionText": "\\( 70.04 \\div 0.1= \\)", "AnswerAText": "\\( 70.004 \\)", "AnswerBText": "\\( 700.04 \\)", "AnswerCText": "\\( 700.4 \\)", "AnswerDText": "\\( 7.004 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 7.004 \\)", "MisconceptionId": "2525", "MisconceptionName": "When dividing decimals, divides rather than multiplies when reinserting the decimal.", "prompt": "Misconception:\nWhen dividing decimals, divides rather than multiplies when reinserting the decimal.\n\nQuestion:\n\\( 70.04 \\div 0.1= \\)\n\nOptions:\nA. \\( 70.004 \\)\nB. \\( 700.04 \\)\nC. \\( 700.4 \\)\nD. \\( 7.004 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1223:A", "QuestionText": "Which of the following is the most appropriate word to describe \\( y^{2} \\) in this: \\( y^{2}-9 \\)", "AnswerAText": "Equation", "AnswerBText": "Term", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Equation", "MisconceptionId": "68", "MisconceptionName": "Confuses a term with an equation", "prompt": "Misconception:\nConfuses a term with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( y^{2} \\) in this: \\( y^{2}-9 \\)\n\nOptions:\nA. Equation\nB. Term\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1223:C", "QuestionText": "Which of the following is the most appropriate word to describe \\( y^{2} \\) in this: \\( y^{2}-9 \\)", "AnswerAText": "Equation", "AnswerBText": "Term", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Variable", "MisconceptionId": "2519", "MisconceptionName": "Confuses a term with a variable", "prompt": "Misconception:\nConfuses a term with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( y^{2} \\) in this: \\( y^{2}-9 \\)\n\nOptions:\nA. Equation\nB. Term\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1223:D", "QuestionText": "Which of the following is the most appropriate word to describe \\( y^{2} \\) in this: \\( y^{2}-9 \\)", "AnswerAText": "Equation", "AnswerBText": "Term", "AnswerCText": "Variable", "AnswerDText": "Expression", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Expression", "MisconceptionId": "661", "MisconceptionName": "Confuses an expression with a term", "prompt": "Misconception:\nConfuses an expression with a term\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( y^{2} \\) in this: \\( y^{2}-9 \\)\n\nOptions:\nA. Equation\nB. Term\nC. Variable\nD. Expression\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1224:A", "QuestionText": "Tom and Katie are arguing about angle relationships on parallel lines.\nTom says allied (co-interior) angles are equal.\nKatie says corresponding angles are equal.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1505", "MisconceptionName": "Thinks co-interior angles are equal", "prompt": "Misconception:\nThinks co-interior angles are equal\n\nQuestion:\nTom and Katie are arguing about angle relationships on parallel lines.\nTom says allied (co-interior) angles are equal.\nKatie says corresponding angles are equal.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1224:C", "QuestionText": "Tom and Katie are arguing about angle relationships on parallel lines.\nTom says allied (co-interior) angles are equal.\nKatie says corresponding angles are equal.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1505", "MisconceptionName": "Thinks co-interior angles are equal", "prompt": "Misconception:\nThinks co-interior angles are equal\n\nQuestion:\nTom and Katie are arguing about angle relationships on parallel lines.\nTom says allied (co-interior) angles are equal.\nKatie says corresponding angles are equal.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1224:D", "QuestionText": "Tom and Katie are arguing about angle relationships on parallel lines.\nTom says allied (co-interior) angles are equal.\nKatie says corresponding angles are equal.\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "236", "MisconceptionName": "Thinks corresponding angles sum to 180 degrees", "prompt": "Misconception:\nThinks corresponding angles sum to 180 degrees\n\nQuestion:\nTom and Katie are arguing about angle relationships on parallel lines.\nTom says allied (co-interior) angles are equal.\nKatie says corresponding angles are equal.\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1225:A", "QuestionText": "If we want to write \n\"\\( \\boldsymbol{m} \\) multiplied by \\( \\boldsymbol{m} \\)\" \nusing algebra, this would be:", "AnswerAText": "\\( 2 m \\)", "AnswerBText": "\\( \\mathrm{mm} \\)", "AnswerCText": "\\( m^{m} \\)", "AnswerDText": "\\( m^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 m \\)", "MisconceptionId": "2045", "MisconceptionName": "Writes a variable to the power of n as nx", "prompt": "Misconception:\nWrites a variable to the power of n as nx\n\nQuestion:\nIf we want to write \n\"\\( \\boldsymbol{m} \\) multiplied by \\( \\boldsymbol{m} \\)\" \nusing algebra, this would be:\n\nOptions:\nA. \\( 2 m \\)\nB. \\( \\mathrm{mm} \\)\nC. \\( m^{m} \\)\nD. \\( m^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1225:B", "QuestionText": "If we want to write \n\"\\( \\boldsymbol{m} \\) multiplied by \\( \\boldsymbol{m} \\)\" \nusing algebra, this would be:", "AnswerAText": "\\( 2 m \\)", "AnswerBText": "\\( \\mathrm{mm} \\)", "AnswerCText": "\\( m^{m} \\)", "AnswerDText": "\\( m^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\mathrm{mm} \\)", "MisconceptionId": "1630", "MisconceptionName": "Does not realize we can simplify a term that involves powers", "prompt": "Misconception:\nDoes not realize we can simplify a term that involves powers\n\nQuestion:\nIf we want to write \n\"\\( \\boldsymbol{m} \\) multiplied by \\( \\boldsymbol{m} \\)\" \nusing algebra, this would be:\n\nOptions:\nA. \\( 2 m \\)\nB. \\( \\mathrm{mm} \\)\nC. \\( m^{m} \\)\nD. \\( m^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1225:C", "QuestionText": "If we want to write \n\"\\( \\boldsymbol{m} \\) multiplied by \\( \\boldsymbol{m} \\)\" \nusing algebra, this would be:", "AnswerAText": "\\( 2 m \\)", "AnswerBText": "\\( \\mathrm{mm} \\)", "AnswerCText": "\\( m^{m} \\)", "AnswerDText": "\\( m^{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( m^{m} \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nIf we want to write \n\"\\( \\boldsymbol{m} \\) multiplied by \\( \\boldsymbol{m} \\)\" \nusing algebra, this would be:\n\nOptions:\nA. \\( 2 m \\)\nB. \\( \\mathrm{mm} \\)\nC. \\( m^{m} \\)\nD. \\( m^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1226:A", "QuestionText": "Which shape has the highest order of rotational symmetry?", "AnswerAText": "![Equilateral triangle]()", "AnswerBText": "![Circle]()", "AnswerCText": "![Square]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![Equilateral triangle]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has the highest order of rotational symmetry?\n\nOptions:\nA. ![Equilateral triangle]()\nB. ![Circle]()\nC. ![Square]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1226:C", "QuestionText": "Which shape has the highest order of rotational symmetry?", "AnswerAText": "![Equilateral triangle]()", "AnswerBText": "![Circle]()", "AnswerCText": "![Square]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![Square]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has the highest order of rotational symmetry?\n\nOptions:\nA. ![Equilateral triangle]()\nB. ![Circle]()\nC. ![Square]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1226:D", "QuestionText": "Which shape has the highest order of rotational symmetry?", "AnswerAText": "![Equilateral triangle]()", "AnswerBText": "![Circle]()", "AnswerCText": "![Square]()", "AnswerDText": "![Hexagon]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![Hexagon]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has the highest order of rotational symmetry?\n\nOptions:\nA. ![Equilateral triangle]()\nB. ![Circle]()\nC. ![Square]()\nD. ![Hexagon]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1227:C", "QuestionText": "Step 1: Factorise the following expression\n\\(\n2 x^{2}+7 x+3\n\\)", "AnswerAText": "\\( (2 x+1)(x+3) \\)", "AnswerBText": "\\( (2 x+3)(x+1) \\)", "AnswerCText": "\\( (2 x+1)(2 x+3) \\)", "AnswerDText": "Cannot be factorised", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (2 x+1)(2 x+3) \\)", "MisconceptionId": "2240", "MisconceptionName": "When factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form", "prompt": "Misconception:\nWhen factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form\n\nQuestion:\nStep 1: Factorise the following expression\n\\(\n2 x^{2}+7 x+3\n\\)\n\nOptions:\nA. \\( (2 x+1)(x+3) \\)\nB. \\( (2 x+3)(x+1) \\)\nC. \\( (2 x+1)(2 x+3) \\)\nD. Cannot be factorised\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1228:A", "QuestionText": "This is a part of the table of values for the equation\n\\[y=x^{2}-x\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -7 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 42 \\)", "AnswerBText": "\\( -56 \\)", "AnswerCText": "\\( -42 \\)", "AnswerDText": "\\( 56 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 42 \\)", "MisconceptionId": "55", "MisconceptionName": "When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored", "prompt": "Misconception:\nWhen subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[y=x^{2}-x\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -7 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 42 \\)\nB. \\( -56 \\)\nC. \\( -42 \\)\nD. \\( 56 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1228:C", "QuestionText": "This is a part of the table of values for the equation\n\\[y=x^{2}-x\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -7 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 42 \\)", "AnswerBText": "\\( -56 \\)", "AnswerCText": "\\( -42 \\)", "AnswerDText": "\\( 56 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -42 \\)", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[y=x^{2}-x\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -7 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 42 \\)\nB. \\( -56 \\)\nC. \\( -42 \\)\nD. \\( 56 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1229:A", "QuestionText": "What answer would your calculator give if you typed in\n\\(\n-6^{2}\n\\) ![A scientific calculator]()", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( -12 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( -36 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1792", "MisconceptionName": "Has multiplied the base number and the power", "prompt": "Misconception:\nHas multiplied the base number and the power\n\nQuestion:\nWhat answer would your calculator give if you typed in\n\\(\n-6^{2}\n\\) ![A scientific calculator]()\n\nOptions:\nA. \\( 12 \\)\nB. \\( -12 \\)\nC. \\( 36 \\)\nD. \\( -36 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1229:B", "QuestionText": "What answer would your calculator give if you typed in\n\\(\n-6^{2}\n\\) ![A scientific calculator]()", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( -12 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( -36 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -12 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nWhat answer would your calculator give if you typed in\n\\(\n-6^{2}\n\\) ![A scientific calculator]()\n\nOptions:\nA. \\( 12 \\)\nB. \\( -12 \\)\nC. \\( 36 \\)\nD. \\( -36 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1229:C", "QuestionText": "What answer would your calculator give if you typed in\n\\(\n-6^{2}\n\\) ![A scientific calculator]()", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( -12 \\)", "AnswerCText": "\\( 36 \\)", "AnswerDText": "\\( -36 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhat answer would your calculator give if you typed in\n\\(\n-6^{2}\n\\) ![A scientific calculator]()\n\nOptions:\nA. \\( 12 \\)\nB. \\( -12 \\)\nC. \\( 36 \\)\nD. \\( -36 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1230:A", "QuestionText": "What is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p cm, 10 cm, 7 cm, 3 cm and 4 cm. One side is unlabelled.]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.5 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\mathrm{~cm} \\)", "MisconceptionId": "1953", "MisconceptionName": "Makes an assumption about line segments being equal within a shape", "prompt": "Misconception:\nMakes an assumption about line segments being equal within a shape\n\nQuestion:\nWhat is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p cm, 10 cm, 7 cm, 3 cm and 4 cm. One side is unlabelled.]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 3 \\mathrm{~cm} \\)\nC. \\( 3.5 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1230:C", "QuestionText": "What is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p cm, 10 cm, 7 cm, 3 cm and 4 cm. One side is unlabelled.]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.5 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3.5 \\mathrm{~cm} \\)", "MisconceptionId": "1953", "MisconceptionName": "Makes an assumption about line segments being equal within a shape", "prompt": "Misconception:\nMakes an assumption about line segments being equal within a shape\n\nQuestion:\nWhat is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p cm, 10 cm, 7 cm, 3 cm and 4 cm. One side is unlabelled.]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 3 \\mathrm{~cm} \\)\nC. \\( 3.5 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1230:D", "QuestionText": "What is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p cm, 10 cm, 7 cm, 3 cm and 4 cm. One side is unlabelled.]()", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3.5 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "398", "MisconceptionName": "Does not know that we can use the conservation of perimeter to find missing lengths", "prompt": "Misconception:\nDoes not know that we can use the conservation of perimeter to find missing lengths\n\nQuestion:\nWhat is value of \\( p \\) in this compound shape made with rectangles? ![Compound shape made of two rectangles with the sides labelled p cm, 10 cm, 7 cm, 3 cm and 4 cm. One side is unlabelled.]()\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 3 \\mathrm{~cm} \\)\nC. \\( 3.5 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1231:A", "QuestionText": "These pie charts show how people travel to work in two towns. The populations of the towns are given. In which town do more people travel to work by train? ![A diagram showing two pie charts and a key. The key consists of car, bike, walk and train. The pie chart for town A (population 2000) has 1/2 a pie chart for bike, 1/4 for car and two smaller sections for walk and train. The pie chart for town B (population 10 000) has a proportion just under 1/2 for bike, a section just over 1/4 for walk, and just under a 1/4 for train. The section for car is very small.]()", "AnswerAText": "Town A", "AnswerBText": "Town B", "AnswerCText": "Both the same", "AnswerDText": "Impossible to say", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Town A", "MisconceptionId": "2543", "MisconceptionName": "Believes the frequency represented by a pie chart sector can be judged visually, without considering the total it represents", "prompt": "Misconception:\nBelieves the frequency represented by a pie chart sector can be judged visually, without considering the total it represents\n\nQuestion:\nThese pie charts show how people travel to work in two towns. The populations of the towns are given. In which town do more people travel to work by train? ![A diagram showing two pie charts and a key. The key consists of car, bike, walk and train. The pie chart for town A (population 2000) has 1/2 a pie chart for bike, 1/4 for car and two smaller sections for walk and train. The pie chart for town B (population 10 000) has a proportion just under 1/2 for bike, a section just over 1/4 for walk, and just under a 1/4 for train. The section for car is very small.]()\n\nOptions:\nA. Town A\nB. Town B\nC. Both the same\nD. Impossible to say\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1232:A", "QuestionText": "\\( 0.009753 \\)\n\nWhat is this number rounded to \\( 2 \\) significant figures?", "AnswerAText": "\\( 0.0 \\)", "AnswerBText": "\\( 0.0098 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.0097 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.0 \\)", "MisconceptionId": "1876", "MisconceptionName": "Counts leading zero as a significant figure", "prompt": "Misconception:\nCounts leading zero as a significant figure\n\nQuestion:\n\\( 0.009753 \\)\n\nWhat is this number rounded to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 0.0 \\)\nB. \\( 0.0098 \\)\nC. \\( 0.01 \\)\nD. \\( 0.0097 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1232:C", "QuestionText": "\\( 0.009753 \\)\n\nWhat is this number rounded to \\( 2 \\) significant figures?", "AnswerAText": "\\( 0.0 \\)", "AnswerBText": "\\( 0.0098 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.0097 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.01 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\n\\( 0.009753 \\)\n\nWhat is this number rounded to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 0.0 \\)\nB. \\( 0.0098 \\)\nC. \\( 0.01 \\)\nD. \\( 0.0097 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1232:D", "QuestionText": "\\( 0.009753 \\)\n\nWhat is this number rounded to \\( 2 \\) significant figures?", "AnswerAText": "\\( 0.0 \\)", "AnswerBText": "\\( 0.0098 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.0097 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.0097 \\)", "MisconceptionId": "1402", "MisconceptionName": "Rounds down instead of up when next digit is 5", "prompt": "Misconception:\nRounds down instead of up when next digit is 5\n\nQuestion:\n\\( 0.009753 \\)\n\nWhat is this number rounded to \\( 2 \\) significant figures?\n\nOptions:\nA. \\( 0.0 \\)\nB. \\( 0.0098 \\)\nC. \\( 0.01 \\)\nD. \\( 0.0097 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1233:B", "QuestionText": "What number belongs in the box?\n\\(\n(-8)+3=\n\\square\\)", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( -11 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -11 \\)", "MisconceptionId": "815", "MisconceptionName": "Counts in the wrong direction on a number line", "prompt": "Misconception:\nCounts in the wrong direction on a number line\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-8)+3=\n\\square\\)\n\nOptions:\nA. \\( -5 \\)\nB. \\( -11 \\)\nC. \\( 11 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1233:D", "QuestionText": "What number belongs in the box?\n\\(\n(-8)+3=\n\\square\\)", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( -11 \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -6 \\)", "MisconceptionId": "670", "MisconceptionName": "Counts the starting number when counting on", "prompt": "Misconception:\nCounts the starting number when counting on\n\nQuestion:\nWhat number belongs in the box?\n\\(\n(-8)+3=\n\\square\\)\n\nOptions:\nA. \\( -5 \\)\nB. \\( -11 \\)\nC. \\( 11 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1234:A", "QuestionText": "![A pair of axes: x-axis is from -3 to 4; y-axis is from -4 to 4. A quadrilateral, labelled \"P\", is made by joining the following points, in order, with straight lines: (-3, 1), (-1, 1), (-1, 3), (-3, 4) and back to (-3, 1). The point (-1, 3) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (3, 1); B (1, -1); C (3, -1); D (1, -3).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "A", "MisconceptionId": "1633", "MisconceptionName": "When asked to rotate by 180 degrees rotates by 90 degrees", "prompt": "Misconception:\nWhen asked to rotate by 180 degrees rotates by 90 degrees\n\nQuestion:\n![A pair of axes: x-axis is from -3 to 4; y-axis is from -4 to 4. A quadrilateral, labelled \"P\", is made by joining the following points, in order, with straight lines: (-3, 1), (-1, 1), (-1, 3), (-3, 4) and back to (-3, 1). The point (-1, 3) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (3, 1); B (1, -1); C (3, -1); D (1, -3).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1234:B", "QuestionText": "![A pair of axes: x-axis is from -3 to 4; y-axis is from -4 to 4. A quadrilateral, labelled \"P\", is made by joining the following points, in order, with straight lines: (-3, 1), (-1, 1), (-1, 3), (-3, 4) and back to (-3, 1). The point (-1, 3) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (3, 1); B (1, -1); C (3, -1); D (1, -3).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "2572", "MisconceptionName": "Rotates by the wrong center of rotation (not including the origin)", "prompt": "Misconception:\nRotates by the wrong center of rotation (not including the origin)\n\nQuestion:\n![A pair of axes: x-axis is from -3 to 4; y-axis is from -4 to 4. A quadrilateral, labelled \"P\", is made by joining the following points, in order, with straight lines: (-3, 1), (-1, 1), (-1, 3), (-3, 4) and back to (-3, 1). The point (-1, 3) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (3, 1); B (1, -1); C (3, -1); D (1, -3).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1234:C", "QuestionText": "![A pair of axes: x-axis is from -3 to 4; y-axis is from -4 to 4. A quadrilateral, labelled \"P\", is made by joining the following points, in order, with straight lines: (-3, 1), (-1, 1), (-1, 3), (-3, 4) and back to (-3, 1). The point (-1, 3) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (3, 1); B (1, -1); C (3, -1); D (1, -3).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "2026", "MisconceptionName": "Reflects instead of rotates", "prompt": "Misconception:\nReflects instead of rotates\n\nQuestion:\n![A pair of axes: x-axis is from -3 to 4; y-axis is from -4 to 4. A quadrilateral, labelled \"P\", is made by joining the following points, in order, with straight lines: (-3, 1), (-1, 1), (-1, 3), (-3, 4) and back to (-3, 1). The point (-1, 3) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (3, 1); B (1, -1); C (3, -1); D (1, -3).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1235:A", "QuestionText": "What is the equation of this line? ![A coordinate grid from 0 to 10 in the y direction and -5 to 10 in the x direction. There is a line drawn passing through the coordinates: (-5,7) (0,7) (5,7) (10,7)]()", "AnswerAText": "\\( y=7 x \\)", "AnswerBText": "\\( x=7 y \\)", "AnswerCText": "\\( y=7 \\)", "AnswerDText": "\\( x=7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( y=7 x \\)", "MisconceptionId": "1568", "MisconceptionName": "Includes the x variable when giving the equation of a horizontal line", "prompt": "Misconception:\nIncludes the x variable when giving the equation of a horizontal line\n\nQuestion:\nWhat is the equation of this line? ![A coordinate grid from 0 to 10 in the y direction and -5 to 10 in the x direction. There is a line drawn passing through the coordinates: (-5,7) (0,7) (5,7) (10,7)]()\n\nOptions:\nA. \\( y=7 x \\)\nB. \\( x=7 y \\)\nC. \\( y=7 \\)\nD. \\( x=7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1235:D", "QuestionText": "What is the equation of this line? ![A coordinate grid from 0 to 10 in the y direction and -5 to 10 in the x direction. There is a line drawn passing through the coordinates: (-5,7) (0,7) (5,7) (10,7)]()", "AnswerAText": "\\( y=7 x \\)", "AnswerBText": "\\( x=7 y \\)", "AnswerCText": "\\( y=7 \\)", "AnswerDText": "\\( x=7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( x=7 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of this line? ![A coordinate grid from 0 to 10 in the y direction and -5 to 10 in the x direction. There is a line drawn passing through the coordinates: (-5,7) (0,7) (5,7) (10,7)]()\n\nOptions:\nA. \\( y=7 x \\)\nB. \\( x=7 y \\)\nC. \\( y=7 \\)\nD. \\( x=7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1236:A", "QuestionText": "\\( 0.2 \\div 0.4= \\)", "AnswerAText": "\\( 0.08 \\)", "AnswerBText": "\\( 0.5 \\)", "AnswerCText": "\\( 0.8 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.08 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 0.2 \\div 0.4= \\)\n\nOptions:\nA. \\( 0.08 \\)\nB. \\( 0.5 \\)\nC. \\( 0.8 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1236:C", "QuestionText": "\\( 0.2 \\div 0.4= \\)", "AnswerAText": "\\( 0.08 \\)", "AnswerBText": "\\( 0.5 \\)", "AnswerCText": "\\( 0.8 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.8 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 0.2 \\div 0.4= \\)\n\nOptions:\nA. \\( 0.08 \\)\nB. \\( 0.5 \\)\nC. \\( 0.8 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1236:D", "QuestionText": "\\( 0.2 \\div 0.4= \\)", "AnswerAText": "\\( 0.08 \\)", "AnswerBText": "\\( 0.5 \\)", "AnswerCText": "\\( 0.8 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n\\( 0.2 \\div 0.4= \\)\n\nOptions:\nA. \\( 0.08 \\)\nB. \\( 0.5 \\)\nC. \\( 0.8 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1237:B", "QuestionText": "If the diameter of a circle is \\( 5.4 \\mathrm{~cm} \\), the radius is...", "AnswerAText": "\\( 2.2 \\mathrm{~cm} \\)", "AnswerBText": "\\( 10.8 \\mathrm{~cm} \\)", "AnswerCText": "\\( 2.7 \\mathrm{~cm} \\)", "AnswerDText": "\\( 5.4 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 10.8 \\mathrm{~cm} \\)", "MisconceptionId": "1657", "MisconceptionName": "Doubles the diameter when finding the radius", "prompt": "Misconception:\nDoubles the diameter when finding the radius\n\nQuestion:\nIf the diameter of a circle is \\( 5.4 \\mathrm{~cm} \\), the radius is...\n\nOptions:\nA. \\( 2.2 \\mathrm{~cm} \\)\nB. \\( 10.8 \\mathrm{~cm} \\)\nC. \\( 2.7 \\mathrm{~cm} \\)\nD. \\( 5.4 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1237:D", "QuestionText": "If the diameter of a circle is \\( 5.4 \\mathrm{~cm} \\), the radius is...", "AnswerAText": "\\( 2.2 \\mathrm{~cm} \\)", "AnswerBText": "\\( 10.8 \\mathrm{~cm} \\)", "AnswerCText": "\\( 2.7 \\mathrm{~cm} \\)", "AnswerDText": "\\( 5.4 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5.4 \\mathrm{~cm} \\)", "MisconceptionId": "1686", "MisconceptionName": "Confuses diameter and radius", "prompt": "Misconception:\nConfuses diameter and radius\n\nQuestion:\nIf the diameter of a circle is \\( 5.4 \\mathrm{~cm} \\), the radius is...\n\nOptions:\nA. \\( 2.2 \\mathrm{~cm} \\)\nB. \\( 10.8 \\mathrm{~cm} \\)\nC. \\( 2.7 \\mathrm{~cm} \\)\nD. \\( 5.4 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1238:A", "QuestionText": "A taxi driver charges an initial \\( £ 2.50 \\) plus \\( £ 1.20 \\) per mile travelled. Which of the following expressions is correct for the total cost, \\( T \\), of a journey of \\( \\boldsymbol{m} \\) miles?", "AnswerAText": "\\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)", "AnswerBText": "\\( \\mathrm{T}=1.20 \\mathrm{~m}+2.50 \\)", "AnswerCText": "\\( \\mathrm{T}=1.20(2.50+m) \\)", "AnswerDText": "\\( \\mathrm{T}=3.70 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)", "MisconceptionId": "727", "MisconceptionName": "Gets their constants and coefficients the wrong way around when writing a formula from a given situation", "prompt": "Misconception:\nGets their constants and coefficients the wrong way around when writing a formula from a given situation\n\nQuestion:\nA taxi driver charges an initial \\( £ 2.50 \\) plus \\( £ 1.20 \\) per mile travelled. Which of the following expressions is correct for the total cost, \\( T \\), of a journey of \\( \\boldsymbol{m} \\) miles?\n\nOptions:\nA. \\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)\nB. \\( \\mathrm{T}=1.20 \\mathrm{~m}+2.50 \\)\nC. \\( \\mathrm{T}=1.20(2.50+m) \\)\nD. \\( \\mathrm{T}=3.70 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1238:C", "QuestionText": "A taxi driver charges an initial \\( £ 2.50 \\) plus \\( £ 1.20 \\) per mile travelled. Which of the following expressions is correct for the total cost, \\( T \\), of a journey of \\( \\boldsymbol{m} \\) miles?", "AnswerAText": "\\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)", "AnswerBText": "\\( \\mathrm{T}=1.20 \\mathrm{~m}+2.50 \\)", "AnswerCText": "\\( \\mathrm{T}=1.20(2.50+m) \\)", "AnswerDText": "\\( \\mathrm{T}=3.70 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\mathrm{T}=1.20(2.50+m) \\)", "MisconceptionId": "2221", "MisconceptionName": "Has made an order of operations mistake when writing a formula from a given situation", "prompt": "Misconception:\nHas made an order of operations mistake when writing a formula from a given situation\n\nQuestion:\nA taxi driver charges an initial \\( £ 2.50 \\) plus \\( £ 1.20 \\) per mile travelled. Which of the following expressions is correct for the total cost, \\( T \\), of a journey of \\( \\boldsymbol{m} \\) miles?\n\nOptions:\nA. \\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)\nB. \\( \\mathrm{T}=1.20 \\mathrm{~m}+2.50 \\)\nC. \\( \\mathrm{T}=1.20(2.50+m) \\)\nD. \\( \\mathrm{T}=3.70 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1238:D", "QuestionText": "A taxi driver charges an initial \\( £ 2.50 \\) plus \\( £ 1.20 \\) per mile travelled. Which of the following expressions is correct for the total cost, \\( T \\), of a journey of \\( \\boldsymbol{m} \\) miles?", "AnswerAText": "\\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)", "AnswerBText": "\\( \\mathrm{T}=1.20 \\mathrm{~m}+2.50 \\)", "AnswerCText": "\\( \\mathrm{T}=1.20(2.50+m) \\)", "AnswerDText": "\\( \\mathrm{T}=3.70 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\mathrm{T}=3.70 \\mathrm{~m} \\)", "MisconceptionId": "389", "MisconceptionName": "Combines variables with constants when writing a formula from a given situation", "prompt": "Misconception:\nCombines variables with constants when writing a formula from a given situation\n\nQuestion:\nA taxi driver charges an initial \\( £ 2.50 \\) plus \\( £ 1.20 \\) per mile travelled. Which of the following expressions is correct for the total cost, \\( T \\), of a journey of \\( \\boldsymbol{m} \\) miles?\n\nOptions:\nA. \\( \\mathrm{T}=2.50 \\mathrm{~m}+1.20 \\)\nB. \\( \\mathrm{T}=1.20 \\mathrm{~m}+2.50 \\)\nC. \\( \\mathrm{T}=1.20(2.50+m) \\)\nD. \\( \\mathrm{T}=3.70 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1239:B", "QuestionText": "What is the area of this shape? ![Right angled triangle on square grid with area of 3 square units]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 3.5 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3.5 \\)", "MisconceptionId": "1292", "MisconceptionName": "Does not realise that the area of a triangle is half the area of the contatining rectangle", "prompt": "Misconception:\nDoes not realise that the area of a triangle is half the area of the contatining rectangle\n\nQuestion:\nWhat is the area of this shape? ![Right angled triangle on square grid with area of 3 square units]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 3.5 \\)\nC. \\( 4 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1239:C", "QuestionText": "What is the area of this shape? ![Right angled triangle on square grid with area of 3 square units]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 3.5 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1292", "MisconceptionName": "Does not realise that the area of a triangle is half the area of the contatining rectangle", "prompt": "Misconception:\nDoes not realise that the area of a triangle is half the area of the contatining rectangle\n\nQuestion:\nWhat is the area of this shape? ![Right angled triangle on square grid with area of 3 square units]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 3.5 \\)\nC. \\( 4 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1239:D", "QuestionText": "What is the area of this shape? ![Right angled triangle on square grid with area of 3 square units]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 3.5 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1292", "MisconceptionName": "Does not realise that the area of a triangle is half the area of the contatining rectangle", "prompt": "Misconception:\nDoes not realise that the area of a triangle is half the area of the contatining rectangle\n\nQuestion:\nWhat is the area of this shape? ![Right angled triangle on square grid with area of 3 square units]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 3.5 \\)\nC. \\( 4 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1240:A", "QuestionText": "What is \\( 637 \\) rounded to the nearest \\( 1000 \\) ?", "AnswerAText": "\\( 500 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 6000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 500 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( 637 \\) rounded to the nearest \\( 1000 \\) ?\n\nOptions:\nA. \\( 500 \\)\nB. \\( 1000 \\)\nC. \\( 0 \\)\nD. \\( 6000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1240:C", "QuestionText": "What is \\( 637 \\) rounded to the nearest \\( 1000 \\) ?", "AnswerAText": "\\( 500 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 6000 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( 637 \\) rounded to the nearest \\( 1000 \\) ?\n\nOptions:\nA. \\( 500 \\)\nB. \\( 1000 \\)\nC. \\( 0 \\)\nD. \\( 6000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1241:C", "QuestionText": "Tom and Katie are arguing about how to solve this equation: \n\n\\(\nx^{2}+4 x=0\n\\)\n\nTom says one solution is \\( x=2 \\)\n\nKatie says one solution is \\( x=0 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1766", "MisconceptionName": "Thinks x^2 - a^2x is a valid form of difference of two squares", "prompt": "Misconception:\nThinks x^2 - a^2x is a valid form of difference of two squares\n\nQuestion:\nTom and Katie are arguing about how to solve this equation: \n\n\\(\nx^{2}+4 x=0\n\\)\n\nTom says one solution is \\( x=2 \\)\n\nKatie says one solution is \\( x=0 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1242:A", "QuestionText": "James has answered a question on volume. His answer is 8.5.\nBehind the star he has written the units that he used.\n\n\\(\n8.5 \\,\\bigstar\n\\)\n\nWhich of the following units is definitely wrong?", "AnswerAText": "\\( \\mathrm{cm}^{3} \\)", "AnswerBText": "\\( \\mathrm{mm}^{2} \\)", "AnswerCText": "\\( m^{3} \\)", "AnswerDText": "\\( l \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\mathrm{cm}^{3} \\)", "MisconceptionId": "996", "MisconceptionName": "Does not know that units of volume are usually cubed", "prompt": "Misconception:\nDoes not know that units of volume are usually cubed\n\nQuestion:\nJames has answered a question on volume. His answer is 8.5.\nBehind the star he has written the units that he used.\n\n\\(\n8.5 \\,\\bigstar\n\\)\n\nWhich of the following units is definitely wrong?\n\nOptions:\nA. \\( \\mathrm{cm}^{3} \\)\nB. \\( \\mathrm{mm}^{2} \\)\nC. \\( m^{3} \\)\nD. \\( l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1242:C", "QuestionText": "James has answered a question on volume. His answer is 8.5.\nBehind the star he has written the units that he used.\n\n\\(\n8.5 \\,\\bigstar\n\\)\n\nWhich of the following units is definitely wrong?", "AnswerAText": "\\( \\mathrm{cm}^{3} \\)", "AnswerBText": "\\( \\mathrm{mm}^{2} \\)", "AnswerCText": "\\( m^{3} \\)", "AnswerDText": "\\( l \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( m^{3} \\)", "MisconceptionId": "996", "MisconceptionName": "Does not know that units of volume are usually cubed", "prompt": "Misconception:\nDoes not know that units of volume are usually cubed\n\nQuestion:\nJames has answered a question on volume. His answer is 8.5.\nBehind the star he has written the units that he used.\n\n\\(\n8.5 \\,\\bigstar\n\\)\n\nWhich of the following units is definitely wrong?\n\nOptions:\nA. \\( \\mathrm{cm}^{3} \\)\nB. \\( \\mathrm{mm}^{2} \\)\nC. \\( m^{3} \\)\nD. \\( l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1242:D", "QuestionText": "James has answered a question on volume. His answer is 8.5.\nBehind the star he has written the units that he used.\n\n\\(\n8.5 \\,\\bigstar\n\\)\n\nWhich of the following units is definitely wrong?", "AnswerAText": "\\( \\mathrm{cm}^{3} \\)", "AnswerBText": "\\( \\mathrm{mm}^{2} \\)", "AnswerCText": "\\( m^{3} \\)", "AnswerDText": "\\( l \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( l \\)", "MisconceptionId": "1520", "MisconceptionName": "Does not recognise litres as a unit of volume", "prompt": "Misconception:\nDoes not recognise litres as a unit of volume\n\nQuestion:\nJames has answered a question on volume. His answer is 8.5.\nBehind the star he has written the units that he used.\n\n\\(\n8.5 \\,\\bigstar\n\\)\n\nWhich of the following units is definitely wrong?\n\nOptions:\nA. \\( \\mathrm{cm}^{3} \\)\nB. \\( \\mathrm{mm}^{2} \\)\nC. \\( m^{3} \\)\nD. \\( l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1243:A", "QuestionText": "Which image completes a symmetric figure using the red line of symmetry? ![A shape composed of coloured squares is drawn on the left side of a vertical line of symmetry]()", "AnswerAText": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "AnswerBText": "![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()", "AnswerCText": "![The shape has been reflected in the line of symmetry, The coloured squares have been shaded in their corresponding places]()", "AnswerDText": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nWhich image completes a symmetric figure using the red line of symmetry? ![A shape composed of coloured squares is drawn on the left side of a vertical line of symmetry]()\n\nOptions:\nA. ![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()\nB. ![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()\nC. ![The shape has been reflected in the line of symmetry, The coloured squares have been shaded in their corresponding places]()\nD. ![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1243:B", "QuestionText": "Which image completes a symmetric figure using the red line of symmetry? ![A shape composed of coloured squares is drawn on the left side of a vertical line of symmetry]()", "AnswerAText": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "AnswerBText": "![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()", "AnswerCText": "![The shape has been reflected in the line of symmetry, The coloured squares have been shaded in their corresponding places]()", "AnswerDText": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()", "MisconceptionId": "1572", "MisconceptionName": "Translates rather than reflects across a line of symmetry", "prompt": "Misconception:\nTranslates rather than reflects across a line of symmetry\n\nQuestion:\nWhich image completes a symmetric figure using the red line of symmetry? ![A shape composed of coloured squares is drawn on the left side of a vertical line of symmetry]()\n\nOptions:\nA. ![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()\nB. ![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()\nC. ![The shape has been reflected in the line of symmetry, The coloured squares have been shaded in their corresponding places]()\nD. ![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1243:D", "QuestionText": "Which image completes a symmetric figure using the red line of symmetry? ![A shape composed of coloured squares is drawn on the left side of a vertical line of symmetry]()", "AnswerAText": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "AnswerBText": "![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()", "AnswerCText": "![The shape has been reflected in the line of symmetry, The coloured squares have been shaded in their corresponding places]()", "AnswerDText": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nWhich image completes a symmetric figure using the red line of symmetry? ![A shape composed of coloured squares is drawn on the left side of a vertical line of symmetry]()\n\nOptions:\nA. ![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()\nB. ![The shape has been translated right by 4 squares so that it is now on the right hand side of the line of symmetry, but has not changed orientation]()\nC. ![The shape has been reflected in the line of symmetry, The coloured squares have been shaded in their corresponding places]()\nD. ![The shape has been reflected in the line of symmetry, but the coloured squares are not in the corresponding places]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1244:B", "QuestionText": "This is an incomplete net for a triangular prism.\n\nWhat shapes do you add to complete this net? ![An incomplete net of a triangular prism comprising a rectangle (landscape) and an equilateral triangle. These 2 shapes are attached to each other along one side (the righthand shorter side of the rectangle, which is the same length as the sides of the triangle). ]()", "AnswerAText": "\\( 1 \\) triangle and \\( 2 \\) rectangles", "AnswerBText": "\\( 3 \\) triangles", "AnswerCText": "\\( 3 \\) rectangles", "AnswerDText": "\\( 1 \\) triangle and \\( 3 \\) rectangles", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\) triangles", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nThis is an incomplete net for a triangular prism.\n\nWhat shapes do you add to complete this net? ![An incomplete net of a triangular prism comprising a rectangle (landscape) and an equilateral triangle. These 2 shapes are attached to each other along one side (the righthand shorter side of the rectangle, which is the same length as the sides of the triangle). ]()\n\nOptions:\nA. \\( 1 \\) triangle and \\( 2 \\) rectangles\nB. \\( 3 \\) triangles\nC. \\( 3 \\) rectangles\nD. \\( 1 \\) triangle and \\( 3 \\) rectangles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1244:C", "QuestionText": "This is an incomplete net for a triangular prism.\n\nWhat shapes do you add to complete this net? ![An incomplete net of a triangular prism comprising a rectangle (landscape) and an equilateral triangle. These 2 shapes are attached to each other along one side (the righthand shorter side of the rectangle, which is the same length as the sides of the triangle). ]()", "AnswerAText": "\\( 1 \\) triangle and \\( 2 \\) rectangles", "AnswerBText": "\\( 3 \\) triangles", "AnswerCText": "\\( 3 \\) rectangles", "AnswerDText": "\\( 1 \\) triangle and \\( 3 \\) rectangles", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\) rectangles", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nThis is an incomplete net for a triangular prism.\n\nWhat shapes do you add to complete this net? ![An incomplete net of a triangular prism comprising a rectangle (landscape) and an equilateral triangle. These 2 shapes are attached to each other along one side (the righthand shorter side of the rectangle, which is the same length as the sides of the triangle). ]()\n\nOptions:\nA. \\( 1 \\) triangle and \\( 2 \\) rectangles\nB. \\( 3 \\) triangles\nC. \\( 3 \\) rectangles\nD. \\( 1 \\) triangle and \\( 3 \\) rectangles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1244:D", "QuestionText": "This is an incomplete net for a triangular prism.\n\nWhat shapes do you add to complete this net? ![An incomplete net of a triangular prism comprising a rectangle (landscape) and an equilateral triangle. These 2 shapes are attached to each other along one side (the righthand shorter side of the rectangle, which is the same length as the sides of the triangle). ]()", "AnswerAText": "\\( 1 \\) triangle and \\( 2 \\) rectangles", "AnswerBText": "\\( 3 \\) triangles", "AnswerCText": "\\( 3 \\) rectangles", "AnswerDText": "\\( 1 \\) triangle and \\( 3 \\) rectangles", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1 \\) triangle and \\( 3 \\) rectangles", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nThis is an incomplete net for a triangular prism.\n\nWhat shapes do you add to complete this net? ![An incomplete net of a triangular prism comprising a rectangle (landscape) and an equilateral triangle. These 2 shapes are attached to each other along one side (the righthand shorter side of the rectangle, which is the same length as the sides of the triangle). ]()\n\nOptions:\nA. \\( 1 \\) triangle and \\( 2 \\) rectangles\nB. \\( 3 \\) triangles\nC. \\( 3 \\) rectangles\nD. \\( 1 \\) triangle and \\( 3 \\) rectangles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1245:A", "QuestionText": "The area of the trapezium on the right is \\( 12 \\mathrm{~cm}^{2} \\). ![A trapezium with the parallel sides a and b labelled x -1 and x + 3 and the perpendicular height as x.]() Based on the information given, Adam writes this formula:\n\\(x^{2}+x=12\\)\n\nWhat are the two solutions to this equation?", "AnswerAText": "\\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)", "MisconceptionId": "1701", "MisconceptionName": "Believes the solutions of a quadratic equation are the absolute values of the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the absolute values of the constants in the factorised form\n\nQuestion:\nThe area of the trapezium on the right is \\( 12 \\mathrm{~cm}^{2} \\). ![A trapezium with the parallel sides a and b labelled x -1 and x + 3 and the perpendicular height as x.]() Based on the information given, Adam writes this formula:\n\\(x^{2}+x=12\\)\n\nWhat are the two solutions to this equation?\n\nOptions:\nA. \\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)\nB. \\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)\nC. \\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)\nD. \\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1245:C", "QuestionText": "The area of the trapezium on the right is \\( 12 \\mathrm{~cm}^{2} \\). ![A trapezium with the parallel sides a and b labelled x -1 and x + 3 and the perpendicular height as x.]() Based on the information given, Adam writes this formula:\n\\(x^{2}+x=12\\)\n\nWhat are the two solutions to this equation?", "AnswerAText": "\\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)", "MisconceptionId": "2436", "MisconceptionName": "Believes the solutions of a quadratic equation are the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the constants in the factorised form\n\nQuestion:\nThe area of the trapezium on the right is \\( 12 \\mathrm{~cm}^{2} \\). ![A trapezium with the parallel sides a and b labelled x -1 and x + 3 and the perpendicular height as x.]() Based on the information given, Adam writes this formula:\n\\(x^{2}+x=12\\)\n\nWhat are the two solutions to this equation?\n\nOptions:\nA. \\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)\nB. \\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)\nC. \\( \\begin{array}{c}x=4 \\\\ \\text { and } \\\\ x=-3\\end{array} \\)\nD. \\( \\begin{array}{c}x=-4 \\\\ \\text { and } \\\\ x=3\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1246:A", "QuestionText": "What is the equation of this line? ![A set of axes with a line drawn on. The lines passes through the points: (0,2) (1,2) (2,2) (3,2) and (4,2)]()", "AnswerAText": "\\( x=2 \\)", "AnswerBText": "\\( x=2 y \\)", "AnswerCText": "\\( y=2 x \\)", "AnswerDText": "\\( y=2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x=2 \\)", "MisconceptionId": "642", "MisconceptionName": "Thinks x = ? is a horizontal line through ?", "prompt": "Misconception:\nThinks x = ? is a horizontal line through ?\n\nQuestion:\nWhat is the equation of this line? ![A set of axes with a line drawn on. The lines passes through the points: (0,2) (1,2) (2,2) (3,2) and (4,2)]()\n\nOptions:\nA. \\( x=2 \\)\nB. \\( x=2 y \\)\nC. \\( y=2 x \\)\nD. \\( y=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1246:B", "QuestionText": "What is the equation of this line? ![A set of axes with a line drawn on. The lines passes through the points: (0,2) (1,2) (2,2) (3,2) and (4,2)]()", "AnswerAText": "\\( x=2 \\)", "AnswerBText": "\\( x=2 y \\)", "AnswerCText": "\\( y=2 x \\)", "AnswerDText": "\\( y=2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x=2 y \\)", "MisconceptionId": "2301", "MisconceptionName": "Believes the equation of a horizontal line is in the form x = ay, where a is the y intercept", "prompt": "Misconception:\nBelieves the equation of a horizontal line is in the form x = ay, where a is the y intercept\n\nQuestion:\nWhat is the equation of this line? ![A set of axes with a line drawn on. The lines passes through the points: (0,2) (1,2) (2,2) (3,2) and (4,2)]()\n\nOptions:\nA. \\( x=2 \\)\nB. \\( x=2 y \\)\nC. \\( y=2 x \\)\nD. \\( y=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1246:C", "QuestionText": "What is the equation of this line? ![A set of axes with a line drawn on. The lines passes through the points: (0,2) (1,2) (2,2) (3,2) and (4,2)]()", "AnswerAText": "\\( x=2 \\)", "AnswerBText": "\\( x=2 y \\)", "AnswerCText": "\\( y=2 x \\)", "AnswerDText": "\\( y=2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( y=2 x \\)", "MisconceptionId": "1568", "MisconceptionName": "Includes the x variable when giving the equation of a horizontal line", "prompt": "Misconception:\nIncludes the x variable when giving the equation of a horizontal line\n\nQuestion:\nWhat is the equation of this line? ![A set of axes with a line drawn on. The lines passes through the points: (0,2) (1,2) (2,2) (3,2) and (4,2)]()\n\nOptions:\nA. \\( x=2 \\)\nB. \\( x=2 y \\)\nC. \\( y=2 x \\)\nD. \\( y=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1247:B", "QuestionText": "What is the correct name for the line marked on the circle? ![A circle with a line from the centre of the circle to the circumference.]()", "AnswerAText": "Radius", "AnswerBText": "Chord", "AnswerCText": "Tangent", "AnswerDText": "Diameter", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Chord", "MisconceptionId": "1271", "MisconceptionName": "Confuses chord and radius", "prompt": "Misconception:\nConfuses chord and radius\n\nQuestion:\nWhat is the correct name for the line marked on the circle? ![A circle with a line from the centre of the circle to the circumference.]()\n\nOptions:\nA. Radius\nB. Chord\nC. Tangent\nD. Diameter\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1247:C", "QuestionText": "What is the correct name for the line marked on the circle? ![A circle with a line from the centre of the circle to the circumference.]()", "AnswerAText": "Radius", "AnswerBText": "Chord", "AnswerCText": "Tangent", "AnswerDText": "Diameter", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Tangent", "MisconceptionId": "1854", "MisconceptionName": "Confuses tangent and radius", "prompt": "Misconception:\nConfuses tangent and radius\n\nQuestion:\nWhat is the correct name for the line marked on the circle? ![A circle with a line from the centre of the circle to the circumference.]()\n\nOptions:\nA. Radius\nB. Chord\nC. Tangent\nD. Diameter\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1247:D", "QuestionText": "What is the correct name for the line marked on the circle? ![A circle with a line from the centre of the circle to the circumference.]()", "AnswerAText": "Radius", "AnswerBText": "Chord", "AnswerCText": "Tangent", "AnswerDText": "Diameter", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Diameter", "MisconceptionId": "1686", "MisconceptionName": "Confuses diameter and radius", "prompt": "Misconception:\nConfuses diameter and radius\n\nQuestion:\nWhat is the correct name for the line marked on the circle? ![A circle with a line from the centre of the circle to the circumference.]()\n\nOptions:\nA. Radius\nB. Chord\nC. Tangent\nD. Diameter\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1248:B", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The top rectangle is shaded.]()", "AnswerAText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 20 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 60 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 20 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The top rectangle is shaded.]()\n\nOptions:\nA. \\( 40 \\mathrm{~cm}^{2} \\)\nB. \\( 20 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 60 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1248:C", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The top rectangle is shaded.]()", "AnswerAText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 20 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 60 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 30 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The top rectangle is shaded.]()\n\nOptions:\nA. \\( 40 \\mathrm{~cm}^{2} \\)\nB. \\( 20 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 60 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1248:D", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The top rectangle is shaded.]()", "AnswerAText": "\\( 40 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 20 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 30 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 60 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 60 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "649", "MisconceptionName": "Beileves you can use the full length when finding an area of part of a composite shape, when part of the length is needed", "prompt": "Misconception:\nBeileves you can use the full length when finding an area of part of a composite shape, when part of the length is needed\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The top rectangle is shaded.]()\n\nOptions:\nA. \\( 40 \\mathrm{~cm}^{2} \\)\nB. \\( 20 \\mathrm{~cm}^{2} \\)\nC. \\( 30 \\mathrm{~cm}^{2} \\)\nD. \\( 60 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1249:B", "QuestionText": "If\n\\(\nm^{2}+3 m-28 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( -28 \\)", "AnswerDText": "\\( 28 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1606", "MisconceptionName": "Believes the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets", "prompt": "Misconception:\nBelieves the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets\n\nQuestion:\nIf\n\\(\nm^{2}+3 m-28 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)\n\nOptions:\nA. \\( -3 \\)\nB. \\( 3 \\)\nC. \\( -28 \\)\nD. \\( 28 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1249:D", "QuestionText": "If\n\\(\nm^{2}+3 m-28 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( -28 \\)", "AnswerDText": "\\( 28 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 28 \\)", "MisconceptionId": "2479", "MisconceptionName": "When factorising into double brackets, believes the product of the constants in the brackets is of the opposite sign to the constant in the expanded equation.", "prompt": "Misconception:\nWhen factorising into double brackets, believes the product of the constants in the brackets is of the opposite sign to the constant in the expanded equation.\n\nQuestion:\nIf\n\\(\nm^{2}+3 m-28 \\equiv(m+a)(m+b)\n\\)\nthen \\( a \\times b= \\)\n\nOptions:\nA. \\( -3 \\)\nB. \\( 3 \\)\nC. \\( -28 \\)\nD. \\( 28 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1250:B", "QuestionText": "Use the graph to approximate the solution to \\( x^{2}+2 x-3<-3 \\) ![A set of axes with the quadratic graph y=x^2+2x-3 drawn on.]()", "AnswerAText": "\\( -2<x<0 \\)", "AnswerBText": "\\( x<-2, x>0 \\)", "AnswerCText": "\\( x=-2 \\)", "AnswerDText": "\\( -3<x<1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x<-2, x>0 \\)", "MisconceptionId": "2043", "MisconceptionName": "Selects y>a solutions instead of y<a solutions for a quadratic inequality", "prompt": "Misconception:\nSelects y>a solutions instead of y<a solutions for a quadratic inequality\n\nQuestion:\nUse the graph to approximate the solution to \\( x^{2}+2 x-3<-3 \\) ![A set of axes with the quadratic graph y=x^2+2x-3 drawn on.]()\n\nOptions:\nA. \\( -2<x<0 \\)\nB. \\( x<-2, x>0 \\)\nC. \\( x=-2 \\)\nD. \\( -3<x<1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1251:A", "QuestionText": "Simplify the following by collecting like terms.\n\\[\n4 x+6 x-3 x\n\\]", "AnswerAText": "\\( 10 x-3 x \\)", "AnswerBText": "\\( 13 x \\)", "AnswerCText": "\\( 7 x \\)", "AnswerDText": "\\( x \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 x-3 x \\)", "MisconceptionId": "1641", "MisconceptionName": "When collecting like terms, only simplifies when there is an addition", "prompt": "Misconception:\nWhen collecting like terms, only simplifies when there is an addition\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\n4 x+6 x-3 x\n\\]\n\nOptions:\nA. \\( 10 x-3 x \\)\nB. \\( 13 x \\)\nC. \\( 7 x \\)\nD. \\( x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1251:B", "QuestionText": "Simplify the following by collecting like terms.\n\\[\n4 x+6 x-3 x\n\\]", "AnswerAText": "\\( 10 x-3 x \\)", "AnswerBText": "\\( 13 x \\)", "AnswerCText": "\\( 7 x \\)", "AnswerDText": "\\( x \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 13 x \\)", "MisconceptionId": "2046", "MisconceptionName": "When collecting like terms, treats subtractions as if they are additions", "prompt": "Misconception:\nWhen collecting like terms, treats subtractions as if they are additions\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\n4 x+6 x-3 x\n\\]\n\nOptions:\nA. \\( 10 x-3 x \\)\nB. \\( 13 x \\)\nC. \\( 7 x \\)\nD. \\( x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1252:A", "QuestionText": "Tom and Katie are discussing related calculations\nTom says if you know that \\( 4122+426=4548 \\), then \\( 4122+428 \\) must equal \\( \\mathbf{4 5 5 0} \\)\n\nKatie says if you know that \\( 4122-426=3696 \\), then \\( 4122-428 \\) must equal \\( \\mathbf{3 6 9 4} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2408", "MisconceptionName": "Does not realise that subtracting a larger number will give a smaller answer", "prompt": "Misconception:\nDoes not realise that subtracting a larger number will give a smaller answer\n\nQuestion:\nTom and Katie are discussing related calculations\nTom says if you know that \\( 4122+426=4548 \\), then \\( 4122+428 \\) must equal \\( \\mathbf{4 5 5 0} \\)\n\nKatie says if you know that \\( 4122-426=3696 \\), then \\( 4122-428 \\) must equal \\( \\mathbf{3 6 9 4} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1252:B", "QuestionText": "Tom and Katie are discussing related calculations\nTom says if you know that \\( 4122+426=4548 \\), then \\( 4122+428 \\) must equal \\( \\mathbf{4 5 5 0} \\)\n\nKatie says if you know that \\( 4122-426=3696 \\), then \\( 4122-428 \\) must equal \\( \\mathbf{3 6 9 4} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1408", "MisconceptionName": "Does not realise that adding a larger number gives a larger answer", "prompt": "Misconception:\nDoes not realise that adding a larger number gives a larger answer\n\nQuestion:\nTom and Katie are discussing related calculations\nTom says if you know that \\( 4122+426=4548 \\), then \\( 4122+428 \\) must equal \\( \\mathbf{4 5 5 0} \\)\n\nKatie says if you know that \\( 4122-426=3696 \\), then \\( 4122-428 \\) must equal \\( \\mathbf{3 6 9 4} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1253:A", "QuestionText": "What should replace the question mark? ![A bar split into 5 equal parts. Four parts are shaded pink. The total length of the shaded parts is labelled 4/5. One shaded part is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{5}{4} \\)", "AnswerBText": "\\( \\frac{1}{5} \\)", "AnswerCText": "\\( \\frac{1}{4} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{5}{4} \\)", "MisconceptionId": "1761", "MisconceptionName": "Does not understand what each part of a bar model represents as a fraction", "prompt": "Misconception:\nDoes not understand what each part of a bar model represents as a fraction\n\nQuestion:\nWhat should replace the question mark? ![A bar split into 5 equal parts. Four parts are shaded pink. The total length of the shaded parts is labelled 4/5. One shaded part is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{5}{4} \\)\nB. \\( \\frac{1}{5} \\)\nC. \\( \\frac{1}{4} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1253:C", "QuestionText": "What should replace the question mark? ![A bar split into 5 equal parts. Four parts are shaded pink. The total length of the shaded parts is labelled 4/5. One shaded part is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{5}{4} \\)", "AnswerBText": "\\( \\frac{1}{5} \\)", "AnswerCText": "\\( \\frac{1}{4} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "1761", "MisconceptionName": "Does not understand what each part of a bar model represents as a fraction", "prompt": "Misconception:\nDoes not understand what each part of a bar model represents as a fraction\n\nQuestion:\nWhat should replace the question mark? ![A bar split into 5 equal parts. Four parts are shaded pink. The total length of the shaded parts is labelled 4/5. One shaded part is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{5}{4} \\)\nB. \\( \\frac{1}{5} \\)\nC. \\( \\frac{1}{4} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1253:D", "QuestionText": "What should replace the question mark? ![A bar split into 5 equal parts. Four parts are shaded pink. The total length of the shaded parts is labelled 4/5. One shaded part is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{5}{4} \\)", "AnswerBText": "\\( \\frac{1}{5} \\)", "AnswerCText": "\\( \\frac{1}{4} \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1761", "MisconceptionName": "Does not understand what each part of a bar model represents as a fraction", "prompt": "Misconception:\nDoes not understand what each part of a bar model represents as a fraction\n\nQuestion:\nWhat should replace the question mark? ![A bar split into 5 equal parts. Four parts are shaded pink. The total length of the shaded parts is labelled 4/5. One shaded part is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{5}{4} \\)\nB. \\( \\frac{1}{5} \\)\nC. \\( \\frac{1}{4} \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1254:A", "QuestionText": "Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 6cm and 2cm, the slant height labelled 7cm and the perpendicular height labelled 5cm.]() What is the values of \\( h \\) ?", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\)", "MisconceptionId": "396", "MisconceptionName": "Does not recognise the height of a trapezium as the perpendicular length between the parallel sides", "prompt": "Misconception:\nDoes not recognise the height of a trapezium as the perpendicular length between the parallel sides\n\nQuestion:\nSally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 6cm and 2cm, the slant height labelled 7cm and the perpendicular height labelled 5cm.]() What is the values of \\( h \\) ?\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1254:C", "QuestionText": "Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 6cm and 2cm, the slant height labelled 7cm and the perpendicular height labelled 5cm.]() What is the values of \\( h \\) ?", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 7 \\mathrm{~cm} \\)", "MisconceptionId": "2332", "MisconceptionName": "Uses slant height instead of perpendicular height to find area of a trapezium", "prompt": "Misconception:\nUses slant height instead of perpendicular height to find area of a trapezium\n\nQuestion:\nSally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 6cm and 2cm, the slant height labelled 7cm and the perpendicular height labelled 5cm.]() What is the values of \\( h \\) ?\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1254:D", "QuestionText": "Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 6cm and 2cm, the slant height labelled 7cm and the perpendicular height labelled 5cm.]() What is the values of \\( h \\) ?", "AnswerAText": "\\( 6 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 7 \\mathrm{~cm} \\)", "AnswerDText": "\\( 2 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\mathrm{~cm} \\)", "MisconceptionId": "396", "MisconceptionName": "Does not recognise the height of a trapezium as the perpendicular length between the parallel sides", "prompt": "Misconception:\nDoes not recognise the height of a trapezium as the perpendicular length between the parallel sides\n\nQuestion:\nSally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 6cm and 2cm, the slant height labelled 7cm and the perpendicular height labelled 5cm.]() What is the values of \\( h \\) ?\n\nOptions:\nA. \\( 6 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 7 \\mathrm{~cm} \\)\nD. \\( 2 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1255:A", "QuestionText": "Nick wants to subtract \\( 98 \\) from a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +100 \\) then \\( +2 \\)", "AnswerBText": "\\( -100 \\) then \\( -2 \\)", "AnswerCText": "\\( -100 \\) then \\( +2 \\)", "AnswerDText": "\\( +100 \\) then \\( -2 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( +100 \\) then \\( +2 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nNick wants to subtract \\( 98 \\) from a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +100 \\) then \\( +2 \\)\nB. \\( -100 \\) then \\( -2 \\)\nC. \\( -100 \\) then \\( +2 \\)\nD. \\( +100 \\) then \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1255:B", "QuestionText": "Nick wants to subtract \\( 98 \\) from a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +100 \\) then \\( +2 \\)", "AnswerBText": "\\( -100 \\) then \\( -2 \\)", "AnswerCText": "\\( -100 \\) then \\( +2 \\)", "AnswerDText": "\\( +100 \\) then \\( -2 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -100 \\) then \\( -2 \\)", "MisconceptionId": "1387", "MisconceptionName": "Does not understand the effect of consecutive subtractions", "prompt": "Misconception:\nDoes not understand the effect of consecutive subtractions\n\nQuestion:\nNick wants to subtract \\( 98 \\) from a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +100 \\) then \\( +2 \\)\nB. \\( -100 \\) then \\( -2 \\)\nC. \\( -100 \\) then \\( +2 \\)\nD. \\( +100 \\) then \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1255:D", "QuestionText": "Nick wants to subtract \\( 98 \\) from a number.\nWhich one of the following methods would give him the correct answer?", "AnswerAText": "\\( +100 \\) then \\( +2 \\)", "AnswerBText": "\\( -100 \\) then \\( -2 \\)", "AnswerCText": "\\( -100 \\) then \\( +2 \\)", "AnswerDText": "\\( +100 \\) then \\( -2 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( +100 \\) then \\( -2 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nNick wants to subtract \\( 98 \\) from a number.\nWhich one of the following methods would give him the correct answer?\n\nOptions:\nA. \\( +100 \\) then \\( +2 \\)\nB. \\( -100 \\) then \\( -2 \\)\nC. \\( -100 \\) then \\( +2 \\)\nD. \\( +100 \\) then \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1256:A", "QuestionText": "The arrows tell us that these two sides are... ![Parallelogram PQRS with sides QR and PS labelled with arrows]()", "AnswerAText": "The same length", "AnswerBText": "Opposite", "AnswerCText": "Parallel", "AnswerDText": "Equilateral", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "The same length", "MisconceptionId": "1752", "MisconceptionName": "Believes the arrows for parallel lines mean equal length", "prompt": "Misconception:\nBelieves the arrows for parallel lines mean equal length\n\nQuestion:\nThe arrows tell us that these two sides are... ![Parallelogram PQRS with sides QR and PS labelled with arrows]()\n\nOptions:\nA. The same length\nB. Opposite\nC. Parallel\nD. Equilateral\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1256:B", "QuestionText": "The arrows tell us that these two sides are... ![Parallelogram PQRS with sides QR and PS labelled with arrows]()", "AnswerAText": "The same length", "AnswerBText": "Opposite", "AnswerCText": "Parallel", "AnswerDText": "Equilateral", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Opposite", "MisconceptionId": "2357", "MisconceptionName": "Thinks sign for parallel lines just means opposite", "prompt": "Misconception:\nThinks sign for parallel lines just means opposite\n\nQuestion:\nThe arrows tell us that these two sides are... ![Parallelogram PQRS with sides QR and PS labelled with arrows]()\n\nOptions:\nA. The same length\nB. Opposite\nC. Parallel\nD. Equilateral\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1256:D", "QuestionText": "The arrows tell us that these two sides are... ![Parallelogram PQRS with sides QR and PS labelled with arrows]()", "AnswerAText": "The same length", "AnswerBText": "Opposite", "AnswerCText": "Parallel", "AnswerDText": "Equilateral", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Equilateral", "MisconceptionId": "423", "MisconceptionName": "Does not know the meaning of equilateral", "prompt": "Misconception:\nDoes not know the meaning of equilateral\n\nQuestion:\nThe arrows tell us that these two sides are... ![Parallelogram PQRS with sides QR and PS labelled with arrows]()\n\nOptions:\nA. The same length\nB. Opposite\nC. Parallel\nD. Equilateral\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1257:A", "QuestionText": "Problem 1: What is the product of \\( 17 \\) and \\(32\\)?\nProblem 2: Each person in a group of \\( 17 \\) people owns \\( 32 \\) pieces of art. How many pieces of art does the group own in total?\nWhich of these problems needs multiplication to solve it?", "AnswerAText": "Only\nProblem \\( 1 \\)", "AnswerBText": "Only Problem \\( 2 \\)", "AnswerCText": "Both problems", "AnswerDText": "Neither problem", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nProblem \\( 1 \\)", "MisconceptionId": "2340", "MisconceptionName": "Does not recognise when to find a multiple from a worded question", "prompt": "Misconception:\nDoes not recognise when to find a multiple from a worded question\n\nQuestion:\nProblem 1: What is the product of \\( 17 \\) and \\(32\\)?\nProblem 2: Each person in a group of \\( 17 \\) people owns \\( 32 \\) pieces of art. How many pieces of art does the group own in total?\nWhich of these problems needs multiplication to solve it?\n\nOptions:\nA. Only\nProblem \\( 1 \\)\nB. Only Problem \\( 2 \\)\nC. Both problems\nD. Neither problem\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1257:B", "QuestionText": "Problem 1: What is the product of \\( 17 \\) and \\(32\\)?\nProblem 2: Each person in a group of \\( 17 \\) people owns \\( 32 \\) pieces of art. How many pieces of art does the group own in total?\nWhich of these problems needs multiplication to solve it?", "AnswerAText": "Only\nProblem \\( 1 \\)", "AnswerBText": "Only Problem \\( 2 \\)", "AnswerCText": "Both problems", "AnswerDText": "Neither problem", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Problem \\( 2 \\)", "MisconceptionId": "191", "MisconceptionName": "Believes that product means add rather than multiply", "prompt": "Misconception:\nBelieves that product means add rather than multiply\n\nQuestion:\nProblem 1: What is the product of \\( 17 \\) and \\(32\\)?\nProblem 2: Each person in a group of \\( 17 \\) people owns \\( 32 \\) pieces of art. How many pieces of art does the group own in total?\nWhich of these problems needs multiplication to solve it?\n\nOptions:\nA. Only\nProblem \\( 1 \\)\nB. Only Problem \\( 2 \\)\nC. Both problems\nD. Neither problem\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1258:A", "QuestionText": "\\( \\frac{7}{6}, \\frac{4}{3}, \\frac{3}{2}, \\frac{5}{3}, \\ldots \\) When calculating the nth-term rule of this sequence, what should replace the star? ![Text: \"nth-term rule:\" followed by a star, n and a purple rectangle. ]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( \\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\( \\frac{7}{6}, \\frac{4}{3}, \\frac{3}{2}, \\frac{5}{3}, \\ldots \\) When calculating the nth-term rule of this sequence, what should replace the star? ![Text: \"nth-term rule:\" followed by a star, n and a purple rectangle. ]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 1 \\)\nC. \\( \\frac{4}{3} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1259:A", "QuestionText": "\\( input\\Rightarrow(+1) \\Rightarrow(\\times2) \\Rightarrow9\\) What is the input of this function machine?", "AnswerAText": "\\( 19 \\)", "AnswerBText": "\\( 3.5 \\)", "AnswerCText": "\\( 19 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 19 \\)", "MisconceptionId": "656", "MisconceptionName": "Reverses the order of operations but does not apply the inverse operations when finding the input of a function machine", "prompt": "Misconception:\nReverses the order of operations but does not apply the inverse operations when finding the input of a function machine\n\nQuestion:\n\\( input\\Rightarrow(+1) \\Rightarrow(\\times2) \\Rightarrow9\\) What is the input of this function machine?\n\nOptions:\nA. \\( 19 \\)\nB. \\( 3.5 \\)\nC. \\( 19 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1259:C", "QuestionText": "\\( input\\Rightarrow(+1) \\Rightarrow(\\times2) \\Rightarrow9\\) What is the input of this function machine?", "AnswerAText": "\\( 19 \\)", "AnswerBText": "\\( 3.5 \\)", "AnswerCText": "\\( 19 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 19 \\)", "MisconceptionId": "656", "MisconceptionName": "Reverses the order of operations but does not apply the inverse operations when finding the input of a function machine", "prompt": "Misconception:\nReverses the order of operations but does not apply the inverse operations when finding the input of a function machine\n\nQuestion:\n\\( input\\Rightarrow(+1) \\Rightarrow(\\times2) \\Rightarrow9\\) What is the input of this function machine?\n\nOptions:\nA. \\( 19 \\)\nB. \\( 3.5 \\)\nC. \\( 19 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1259:D", "QuestionText": "\\( input\\Rightarrow(+1) \\Rightarrow(\\times2) \\Rightarrow9\\) What is the input of this function machine?", "AnswerAText": "\\( 19 \\)", "AnswerBText": "\\( 3.5 \\)", "AnswerCText": "\\( 19 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1026", "MisconceptionName": "Does not reverse the order of operations when finding the input of a function machine", "prompt": "Misconception:\nDoes not reverse the order of operations when finding the input of a function machine\n\nQuestion:\n\\( input\\Rightarrow(+1) \\Rightarrow(\\times2) \\Rightarrow9\\) What is the input of this function machine?\n\nOptions:\nA. \\( 19 \\)\nB. \\( 3.5 \\)\nC. \\( 19 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1260:A", "QuestionText": "Convert this decimal to a percentage\n\\(\n0.07\n\\)", "AnswerAText": "\\( 0.07 \\% \\)", "AnswerBText": "\\( 0.7 \\% \\)", "AnswerCText": "\\( 7 \\% \\)", "AnswerDText": "\\( 70 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.07 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nConvert this decimal to a percentage\n\\(\n0.07\n\\)\n\nOptions:\nA. \\( 0.07 \\% \\)\nB. \\( 0.7 \\% \\)\nC. \\( 7 \\% \\)\nD. \\( 70 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1260:B", "QuestionText": "Convert this decimal to a percentage\n\\(\n0.07\n\\)", "AnswerAText": "\\( 0.07 \\% \\)", "AnswerBText": "\\( 0.7 \\% \\)", "AnswerCText": "\\( 7 \\% \\)", "AnswerDText": "\\( 70 \\% \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.7 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\nConvert this decimal to a percentage\n\\(\n0.07\n\\)\n\nOptions:\nA. \\( 0.07 \\% \\)\nB. \\( 0.7 \\% \\)\nC. \\( 7 \\% \\)\nD. \\( 70 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1260:D", "QuestionText": "Convert this decimal to a percentage\n\\(\n0.07\n\\)", "AnswerAText": "\\( 0.07 \\% \\)", "AnswerBText": "\\( 0.7 \\% \\)", "AnswerCText": "\\( 7 \\% \\)", "AnswerDText": "\\( 70 \\% \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 70 \\% \\)", "MisconceptionId": "39", "MisconceptionName": "Multiplies by 1000 instead of 100 when converting a decimal to a percentage", "prompt": "Misconception:\nMultiplies by 1000 instead of 100 when converting a decimal to a percentage\n\nQuestion:\nConvert this decimal to a percentage\n\\(\n0.07\n\\)\n\nOptions:\nA. \\( 0.07 \\% \\)\nB. \\( 0.7 \\% \\)\nC. \\( 7 \\% \\)\nD. \\( 70 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1261:C", "QuestionText": "In which region would \\( x-y=2 \\) belong? ![A Venn diagram with two overlapping sets. The set on the left is 'Crosses the y-axis at (0,-2)' and the set on the right is 'Has a positive gradient'. A is in only 'Crosses the y-axis at (0,-2)' set, B is in the intersection, C is in only  'Has a positive gradient' set and D is outside both sets.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "900", "MisconceptionName": "Believes the constant gives the y-intercept even when a line is not written in the form y = mx + c", "prompt": "Misconception:\nBelieves the constant gives the y-intercept even when a line is not written in the form y = mx + c\n\nQuestion:\nIn which region would \\( x-y=2 \\) belong? ![A Venn diagram with two overlapping sets. The set on the left is 'Crosses the y-axis at (0,-2)' and the set on the right is 'Has a positive gradient'. A is in only 'Crosses the y-axis at (0,-2)' set, B is in the intersection, C is in only  'Has a positive gradient' set and D is outside both sets.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1262:A", "QuestionText": "What is the mean of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01 \\)", "AnswerAText": "\\( 0.333 \\)", "AnswerBText": "\\( 0.33 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 0.37 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.333 \\)", "MisconceptionId": "392", "MisconceptionName": "Believes you divide 1 by the number of values, rather than the total, when finding the mean", "prompt": "Misconception:\nBelieves you divide 1 by the number of values, rather than the total, when finding the mean\n\nQuestion:\nWhat is the mean of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01 \\)\n\nOptions:\nA. \\( 0.333 \\)\nB. \\( 0.33 \\)\nC. \\( 0.1 \\)\nD. \\( 0.37 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1262:B", "QuestionText": "What is the mean of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01 \\)", "AnswerAText": "\\( 0.333 \\)", "AnswerBText": "\\( 0.33 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 0.37 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.33 \\)", "MisconceptionId": "392", "MisconceptionName": "Believes you divide 1 by the number of values, rather than the total, when finding the mean", "prompt": "Misconception:\nBelieves you divide 1 by the number of values, rather than the total, when finding the mean\n\nQuestion:\nWhat is the mean of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01 \\)\n\nOptions:\nA. \\( 0.333 \\)\nB. \\( 0.33 \\)\nC. \\( 0.1 \\)\nD. \\( 0.37 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1262:C", "QuestionText": "What is the mean of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01 \\)", "AnswerAText": "\\( 0.333 \\)", "AnswerBText": "\\( 0.33 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 0.37 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.1 \\)", "MisconceptionId": "1966", "MisconceptionName": "Finds the median instead of the mean", "prompt": "Misconception:\nFinds the median instead of the mean\n\nQuestion:\nWhat is the mean of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01 \\)\n\nOptions:\nA. \\( 0.333 \\)\nB. \\( 0.33 \\)\nC. \\( 0.1 \\)\nD. \\( 0.37 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1263:B", "QuestionText": "Which of the following is the most appropriate word to describe \\( t \\) in this: \\( 9-3 t \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Expression", "MisconceptionId": "2209", "MisconceptionName": "Confuses an expression with a variable", "prompt": "Misconception:\nConfuses an expression with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( t \\) in this: \\( 9-3 t \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1263:C", "QuestionText": "Which of the following is the most appropriate word to describe \\( t \\) in this: \\( 9-3 t \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Equation", "MisconceptionId": "196", "MisconceptionName": "Confuses a variable with an equation", "prompt": "Misconception:\nConfuses a variable with an equation\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( t \\) in this: \\( 9-3 t \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1263:D", "QuestionText": "Which of the following is the most appropriate word to describe \\( t \\) in this: \\( 9-3 t \\)", "AnswerAText": "Variable", "AnswerBText": "Expression", "AnswerCText": "Equation", "AnswerDText": "Term", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Term", "MisconceptionId": "2519", "MisconceptionName": "Confuses a term with a variable", "prompt": "Misconception:\nConfuses a term with a variable\n\nQuestion:\nWhich of the following is the most appropriate word to describe \\( t \\) in this: \\( 9-3 t \\)\n\nOptions:\nA. Variable\nB. Expression\nC. Equation\nD. Term\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1264:C", "QuestionText": "Sara has \\( £ 2.79 \\).\nRhys has \\( 3 \\) times as much as Sara.\nHow much do they have altogether?\nWhich calculation would not find the answer?", "AnswerAText": "\\( £ 2.79 \\times 4 \\)", "AnswerBText": "\\( (£ 2.79 \\times 3)+£ 2.79 \\)", "AnswerCText": "\\( £ 2.80 \\times 4-£ 0.04 \\)", "AnswerDText": "\\( £ 2.79 \\times 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 2.80 \\times 4-£ 0.04 \\)", "MisconceptionId": "1066", "MisconceptionName": "Does not think that the compensation strategy for the multiplication of 2 numbers is valid.", "prompt": "Misconception:\nDoes not think that the compensation strategy for the multiplication of 2 numbers is valid.\n\nQuestion:\nSara has \\( £ 2.79 \\).\nRhys has \\( 3 \\) times as much as Sara.\nHow much do they have altogether?\nWhich calculation would not find the answer?\n\nOptions:\nA. \\( £ 2.79 \\times 4 \\)\nB. \\( (£ 2.79 \\times 3)+£ 2.79 \\)\nC. \\( £ 2.80 \\times 4-£ 0.04 \\)\nD. \\( £ 2.79 \\times 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1265:C", "QuestionText": "\\( \\frac{4}{9} \\) of a litre of paint can cover \\( 1 \\mathrm{~m}^{2} \\).\nWhat area can \\( 4 \\) litres of paint cover?", "AnswerAText": "\\( 4 m^{2} \\)", "AnswerBText": "\\( 9 \\mathrm{~m}^{2} \\)", "AnswerCText": "\\( \\frac{16}{9} \\mathrm{~m}^{2} \\)", "AnswerDText": "\\( \\frac{36}{16} \\mathrm{~m}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{16}{9} \\mathrm{~m}^{2} \\)", "MisconceptionId": "1028", "MisconceptionName": "Multiplies up without finding unit price in proportion question", "prompt": "Misconception:\nMultiplies up without finding unit price in proportion question\n\nQuestion:\n\\( \\frac{4}{9} \\) of a litre of paint can cover \\( 1 \\mathrm{~m}^{2} \\).\nWhat area can \\( 4 \\) litres of paint cover?\n\nOptions:\nA. \\( 4 m^{2} \\)\nB. \\( 9 \\mathrm{~m}^{2} \\)\nC. \\( \\frac{16}{9} \\mathrm{~m}^{2} \\)\nD. \\( \\frac{36}{16} \\mathrm{~m}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1266:B", "QuestionText": "What is the lowest common multiple of \\( 8 \\) and \\( 4 \\) ?", "AnswerAText": "\\( 32 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nWhat is the lowest common multiple of \\( 8 \\) and \\( 4 \\) ?\n\nOptions:\nA. \\( 32 \\)\nB. \\( 4 \\)\nC. \\( 8 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1267:B", "QuestionText": "Calculate the unknown angle, \\( x \\). ![\\( A \\)]()", "AnswerAText": "\\( 56^{\\circ} \\)", "AnswerBText": "\\( 146^{\\circ} \\)", "AnswerCText": "\\( 124^{\\circ} \\)", "AnswerDText": "\\( 236^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 146^{\\circ} \\)", "MisconceptionId": "639", "MisconceptionName": "Believes unrelated acute/obtuse angles in a diagram are supplementary", "prompt": "Misconception:\nBelieves unrelated acute/obtuse angles in a diagram are supplementary\n\nQuestion:\nCalculate the unknown angle, \\( x \\). ![\\( A \\)]()\n\nOptions:\nA. \\( 56^{\\circ} \\)\nB. \\( 146^{\\circ} \\)\nC. \\( 124^{\\circ} \\)\nD. \\( 236^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1268:A", "QuestionText": "![A bar chart with blue vertical bars. The x-axis is titled \"Fruits\" and the y-axis is titled \"Number of Children\" and its scale is from 0 to 50 in steps of 10. The bars represent the following numbers of children: Banana, 30; Apple, 20; Kiwi, 30; Orange, 35; Pineapple, 10.]() \\begin{tabular}{|c|c|}\n\\hline Type of Fruit & Number of Children\\\\\n\\hline Banana & \\( 30 \\) \\\\\n\\hline Apple & \\\\\n\\hline Kiwi & \\( 30 \\) \\\\\n\\hline Orange & \\\\\n\\hline Pineapple & \\( 10 \\) \\\\\n\\hline\n\\end{tabular} Using the bar chart, what two numbers are missing from the table?", "AnswerAText": "\\( 20 \\) and \\( 30 \\)", "AnswerBText": "\\( 30 \\) and \\( 35 \\)", "AnswerCText": "Orange, Apple", "AnswerDText": "\\( 20 \\) and \\( 35 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 20 \\) and \\( 30 \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\n![A bar chart with blue vertical bars. The x-axis is titled \"Fruits\" and the y-axis is titled \"Number of Children\" and its scale is from 0 to 50 in steps of 10. The bars represent the following numbers of children: Banana, 30; Apple, 20; Kiwi, 30; Orange, 35; Pineapple, 10.]() \\begin{tabular}{|c|c|}\n\\hline Type of Fruit & Number of Children\\\\\n\\hline Banana & \\( 30 \\) \\\\\n\\hline Apple & \\\\\n\\hline Kiwi & \\( 30 \\) \\\\\n\\hline Orange & \\\\\n\\hline Pineapple & \\( 10 \\) \\\\\n\\hline\n\\end{tabular} Using the bar chart, what two numbers are missing from the table?\n\nOptions:\nA. \\( 20 \\) and \\( 30 \\)\nB. \\( 30 \\) and \\( 35 \\)\nC. Orange, Apple\nD. \\( 20 \\) and \\( 35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1269:A", "QuestionText": "Expand:\n\\[\n6(p-2)\n\\]", "AnswerAText": "\\( 6 p-2 \\)", "AnswerBText": "\\( 6 p-12 \\)", "AnswerCText": "\\( p-12 \\)", "AnswerDText": "\\( 6 p-4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 6 p-2 \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n6(p-2)\n\\]\n\nOptions:\nA. \\( 6 p-2 \\)\nB. \\( 6 p-12 \\)\nC. \\( p-12 \\)\nD. \\( 6 p-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1269:C", "QuestionText": "Expand:\n\\[\n6(p-2)\n\\]", "AnswerAText": "\\( 6 p-2 \\)", "AnswerBText": "\\( 6 p-12 \\)", "AnswerCText": "\\( p-12 \\)", "AnswerDText": "\\( 6 p-4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( p-12 \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n6(p-2)\n\\]\n\nOptions:\nA. \\( 6 p-2 \\)\nB. \\( 6 p-12 \\)\nC. \\( p-12 \\)\nD. \\( 6 p-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1269:D", "QuestionText": "Expand:\n\\[\n6(p-2)\n\\]", "AnswerAText": "\\( 6 p-2 \\)", "AnswerBText": "\\( 6 p-12 \\)", "AnswerCText": "\\( p-12 \\)", "AnswerDText": "\\( 6 p-4 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6 p-4 \\)", "MisconceptionId": "107", "MisconceptionName": "When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.", "prompt": "Misconception:\nWhen expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.\n\nQuestion:\nExpand:\n\\[\n6(p-2)\n\\]\n\nOptions:\nA. \\( 6 p-2 \\)\nB. \\( 6 p-12 \\)\nC. \\( p-12 \\)\nD. \\( 6 p-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1270:A", "QuestionText": "If \\( x=2.5 \\) and \\( z=2 \\) what is the value of \\( y \\) when \\( \\mathrm{z}=4 x-2 y \\) ?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\nIf \\( x=2.5 \\) and \\( z=2 \\) what is the value of \\( y \\) when \\( \\mathrm{z}=4 x-2 y \\) ?\n\nOptions:\nA. \\( 8 \\)\nB. \\( -8 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1270:B", "QuestionText": "If \\( x=2.5 \\) and \\( z=2 \\) what is the value of \\( y \\) when \\( \\mathrm{z}=4 x-2 y \\) ?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -8 \\)", "MisconceptionId": "1417", "MisconceptionName": "When solving an equation forgets to eliminate the coefficient in front of the variable in the last step", "prompt": "Misconception:\nWhen solving an equation forgets to eliminate the coefficient in front of the variable in the last step\n\nQuestion:\nIf \\( x=2.5 \\) and \\( z=2 \\) what is the value of \\( y \\) when \\( \\mathrm{z}=4 x-2 y \\) ?\n\nOptions:\nA. \\( 8 \\)\nB. \\( -8 \\)\nC. \\( 6 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1271:A", "QuestionText": "Jo and Paul are arguing about the solution to this inequality:\n\\(t+3>-0.3\\)\n\nJo says \\( t \\) could be \\( -3.4 \\)\n\nPaul says \\( t \\) could be \\( 3.4 \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nJo and Paul are arguing about the solution to this inequality:\n\\(t+3>-0.3\\)\n\nJo says \\( t \\) could be \\( -3.4 \\)\n\nPaul says \\( t \\) could be \\( 3.4 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1271:C", "QuestionText": "Jo and Paul are arguing about the solution to this inequality:\n\\(t+3>-0.3\\)\n\nJo says \\( t \\) could be \\( -3.4 \\)\n\nPaul says \\( t \\) could be \\( 3.4 \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "2185", "MisconceptionName": "Believes negative numbers with a larger absolute value are greater", "prompt": "Misconception:\nBelieves negative numbers with a larger absolute value are greater\n\nQuestion:\nJo and Paul are arguing about the solution to this inequality:\n\\(t+3>-0.3\\)\n\nJo says \\( t \\) could be \\( -3.4 \\)\n\nPaul says \\( t \\) could be \\( 3.4 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1272:B", "QuestionText": "These two shapes are similar.\n\nWhat is the value of \\( y \\) ? ![The diagram is of two trapeziums. The base of each trapezium is parallel with its top side.\nThe smaller trapezium has base 60cm and top labelled y.\nThe larger trapezium has base 150cm and top 70cm.]()", "AnswerAText": "\\( 28 \\mathrm{~cm} \\)", "AnswerBText": "\\( 20 \\mathrm{~cm} \\)", "AnswerCText": "\\( 25 \\mathrm{~cm} \\)", "AnswerDText": "\\( 30 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 20 \\mathrm{~cm} \\)", "MisconceptionId": "1764", "MisconceptionName": "Estimated when not appropriate", "prompt": "Misconception:\nEstimated when not appropriate\n\nQuestion:\nThese two shapes are similar.\n\nWhat is the value of \\( y \\) ? ![The diagram is of two trapeziums. The base of each trapezium is parallel with its top side.\nThe smaller trapezium has base 60cm and top labelled y.\nThe larger trapezium has base 150cm and top 70cm.]()\n\nOptions:\nA. \\( 28 \\mathrm{~cm} \\)\nB. \\( 20 \\mathrm{~cm} \\)\nC. \\( 25 \\mathrm{~cm} \\)\nD. \\( 30 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1272:C", "QuestionText": "These two shapes are similar.\n\nWhat is the value of \\( y \\) ? ![The diagram is of two trapeziums. The base of each trapezium is parallel with its top side.\nThe smaller trapezium has base 60cm and top labelled y.\nThe larger trapezium has base 150cm and top 70cm.]()", "AnswerAText": "\\( 28 \\mathrm{~cm} \\)", "AnswerBText": "\\( 20 \\mathrm{~cm} \\)", "AnswerCText": "\\( 25 \\mathrm{~cm} \\)", "AnswerDText": "\\( 30 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 25 \\mathrm{~cm} \\)", "MisconceptionId": "1764", "MisconceptionName": "Estimated when not appropriate", "prompt": "Misconception:\nEstimated when not appropriate\n\nQuestion:\nThese two shapes are similar.\n\nWhat is the value of \\( y \\) ? ![The diagram is of two trapeziums. The base of each trapezium is parallel with its top side.\nThe smaller trapezium has base 60cm and top labelled y.\nThe larger trapezium has base 150cm and top 70cm.]()\n\nOptions:\nA. \\( 28 \\mathrm{~cm} \\)\nB. \\( 20 \\mathrm{~cm} \\)\nC. \\( 25 \\mathrm{~cm} \\)\nD. \\( 30 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1272:D", "QuestionText": "These two shapes are similar.\n\nWhat is the value of \\( y \\) ? ![The diagram is of two trapeziums. The base of each trapezium is parallel with its top side.\nThe smaller trapezium has base 60cm and top labelled y.\nThe larger trapezium has base 150cm and top 70cm.]()", "AnswerAText": "\\( 28 \\mathrm{~cm} \\)", "AnswerBText": "\\( 20 \\mathrm{~cm} \\)", "AnswerCText": "\\( 25 \\mathrm{~cm} \\)", "AnswerDText": "\\( 30 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 30 \\mathrm{~cm} \\)", "MisconceptionId": "1764", "MisconceptionName": "Estimated when not appropriate", "prompt": "Misconception:\nEstimated when not appropriate\n\nQuestion:\nThese two shapes are similar.\n\nWhat is the value of \\( y \\) ? ![The diagram is of two trapeziums. The base of each trapezium is parallel with its top side.\nThe smaller trapezium has base 60cm and top labelled y.\nThe larger trapezium has base 150cm and top 70cm.]()\n\nOptions:\nA. \\( 28 \\mathrm{~cm} \\)\nB. \\( 20 \\mathrm{~cm} \\)\nC. \\( 25 \\mathrm{~cm} \\)\nD. \\( 30 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1273:B", "QuestionText": "What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length 5a and side length a]()", "AnswerAText": "\\( 12 a \\)", "AnswerBText": "\\( 5 a^{2} \\)", "AnswerCText": "\\( 6 a \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 a^{2} \\)", "MisconceptionId": "1668", "MisconceptionName": "Calculates area when asked for perimeter", "prompt": "Misconception:\nCalculates area when asked for perimeter\n\nQuestion:\nWhat is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length 5a and side length a]()\n\nOptions:\nA. \\( 12 a \\)\nB. \\( 5 a^{2} \\)\nC. \\( 6 a \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1273:C", "QuestionText": "What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length 5a and side length a]()", "AnswerAText": "\\( 12 a \\)", "AnswerBText": "\\( 5 a^{2} \\)", "AnswerCText": "\\( 6 a \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 a \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length 5a and side length a]()\n\nOptions:\nA. \\( 12 a \\)\nB. \\( 5 a^{2} \\)\nC. \\( 6 a \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1273:D", "QuestionText": "What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length 5a and side length a]()", "AnswerAText": "\\( 12 a \\)", "AnswerBText": "\\( 5 a^{2} \\)", "AnswerCText": "\\( 6 a \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "618", "MisconceptionName": "Does not recall rectangle side length property", "prompt": "Misconception:\nDoes not recall rectangle side length property\n\nQuestion:\nWhat is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length 5a and side length a]()\n\nOptions:\nA. \\( 12 a \\)\nB. \\( 5 a^{2} \\)\nC. \\( 6 a \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1274:A", "QuestionText": "Which is the correct description of the transformation that maps shape A onto shape \\( B \\) ? ![A coordinate grid with two triangles drawn on it. Triangle A has the coordinates: (6,4) (4,4) and (4,5). Triangle B has the coordinates: (-4,4) (-2,4) and (-2,5).]()", "AnswerAText": "Reflection in \\( y \\)-axis", "AnswerBText": "Reflection in \\( x \\)-axis", "AnswerCText": "Reflection in \\( \\mathrm{y}=1 \\)", "AnswerDText": "Reflection in \\( x=1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Reflection in \\( y \\)-axis", "MisconceptionId": "2155", "MisconceptionName": "Reflects in an axis, instead of the given mirror line", "prompt": "Misconception:\nReflects in an axis, instead of the given mirror line\n\nQuestion:\nWhich is the correct description of the transformation that maps shape A onto shape \\( B \\) ? ![A coordinate grid with two triangles drawn on it. Triangle A has the coordinates: (6,4) (4,4) and (4,5). Triangle B has the coordinates: (-4,4) (-2,4) and (-2,5).]()\n\nOptions:\nA. Reflection in \\( y \\)-axis\nB. Reflection in \\( x \\)-axis\nC. Reflection in \\( \\mathrm{y}=1 \\)\nD. Reflection in \\( x=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1274:C", "QuestionText": "Which is the correct description of the transformation that maps shape A onto shape \\( B \\) ? ![A coordinate grid with two triangles drawn on it. Triangle A has the coordinates: (6,4) (4,4) and (4,5). Triangle B has the coordinates: (-4,4) (-2,4) and (-2,5).]()", "AnswerAText": "Reflection in \\( y \\)-axis", "AnswerBText": "Reflection in \\( x \\)-axis", "AnswerCText": "Reflection in \\( \\mathrm{y}=1 \\)", "AnswerDText": "Reflection in \\( x=1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Reflection in \\( \\mathrm{y}=1 \\)", "MisconceptionId": "287", "MisconceptionName": "Thinks y = ? is a vertical line through ?", "prompt": "Misconception:\nThinks y = ? is a vertical line through ?\n\nQuestion:\nWhich is the correct description of the transformation that maps shape A onto shape \\( B \\) ? ![A coordinate grid with two triangles drawn on it. Triangle A has the coordinates: (6,4) (4,4) and (4,5). Triangle B has the coordinates: (-4,4) (-2,4) and (-2,5).]()\n\nOptions:\nA. Reflection in \\( y \\)-axis\nB. Reflection in \\( x \\)-axis\nC. Reflection in \\( \\mathrm{y}=1 \\)\nD. Reflection in \\( x=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1275:A", "QuestionText": "What is the relationship between these two angles? ![A pair of lines crossing to form an X shape. Two angles are marked, with one blank angle between them on each side.]()", "AnswerAText": "They add together to make\n\\[\n180^{\\circ}\n\\]", "AnswerBText": "They add together to make\n\\[\n360^{\\circ}\n\\]", "AnswerCText": "They are equal", "AnswerDText": "They are parallel", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "They add together to make\n\\[\n180^{\\circ}\n\\]", "MisconceptionId": "1997", "MisconceptionName": "Believes vertically opposite angles sum to 180 degrees", "prompt": "Misconception:\nBelieves vertically opposite angles sum to 180 degrees\n\nQuestion:\nWhat is the relationship between these two angles? ![A pair of lines crossing to form an X shape. Two angles are marked, with one blank angle between them on each side.]()\n\nOptions:\nA. They add together to make\n\\[\n180^{\\circ}\n\\]\nB. They add together to make\n\\[\n360^{\\circ}\n\\]\nC. They are equal\nD. They are parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1275:B", "QuestionText": "What is the relationship between these two angles? ![A pair of lines crossing to form an X shape. Two angles are marked, with one blank angle between them on each side.]()", "AnswerAText": "They add together to make\n\\[\n180^{\\circ}\n\\]", "AnswerBText": "They add together to make\n\\[\n360^{\\circ}\n\\]", "AnswerCText": "They are equal", "AnswerDText": "They are parallel", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "They add together to make\n\\[\n360^{\\circ}\n\\]", "MisconceptionId": "875", "MisconceptionName": "Believes vertically opposite angles sum to 360 degrees", "prompt": "Misconception:\nBelieves vertically opposite angles sum to 360 degrees\n\nQuestion:\nWhat is the relationship between these two angles? ![A pair of lines crossing to form an X shape. Two angles are marked, with one blank angle between them on each side.]()\n\nOptions:\nA. They add together to make\n\\[\n180^{\\circ}\n\\]\nB. They add together to make\n\\[\n360^{\\circ}\n\\]\nC. They are equal\nD. They are parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1275:D", "QuestionText": "What is the relationship between these two angles? ![A pair of lines crossing to form an X shape. Two angles are marked, with one blank angle between them on each side.]()", "AnswerAText": "They add together to make\n\\[\n180^{\\circ}\n\\]", "AnswerBText": "They add together to make\n\\[\n360^{\\circ}\n\\]", "AnswerCText": "They are equal", "AnswerDText": "They are parallel", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "They are parallel", "MisconceptionId": "114", "MisconceptionName": "Does not know the meaning of the word parallel", "prompt": "Misconception:\nDoes not know the meaning of the word parallel\n\nQuestion:\nWhat is the relationship between these two angles? ![A pair of lines crossing to form an X shape. Two angles are marked, with one blank angle between them on each side.]()\n\nOptions:\nA. They add together to make\n\\[\n180^{\\circ}\n\\]\nB. They add together to make\n\\[\n360^{\\circ}\n\\]\nC. They are equal\nD. They are parallel\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1276:A", "QuestionText": "Which of the combinations of properties are not possible for a polygon?", "AnswerAText": "Rotation symmetry order \\( 3 \\) and \\( 0 \\) line of symmetry", "AnswerBText": "Rotation symmetry order \\( 1 \\) and \\( 2 \\) lines of symmetry", "AnswerCText": "Rotation symmetry order \\( 4 \\) and \\( 4 \\) lines of symmetry", "AnswerDText": "Rotation symmetry order \\( 2 \\) and \\( 0 \\) lines of symmetry", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Rotation symmetry order \\( 3 \\) and \\( 0 \\) line of symmetry", "MisconceptionId": "2261", "MisconceptionName": "Believes if shapes have rotational symmetry they must have line symmetry", "prompt": "Misconception:\nBelieves if shapes have rotational symmetry they must have line symmetry\n\nQuestion:\nWhich of the combinations of properties are not possible for a polygon?\n\nOptions:\nA. Rotation symmetry order \\( 3 \\) and \\( 0 \\) line of symmetry\nB. Rotation symmetry order \\( 1 \\) and \\( 2 \\) lines of symmetry\nC. Rotation symmetry order \\( 4 \\) and \\( 4 \\) lines of symmetry\nD. Rotation symmetry order \\( 2 \\) and \\( 0 \\) lines of symmetry\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1276:D", "QuestionText": "Which of the combinations of properties are not possible for a polygon?", "AnswerAText": "Rotation symmetry order \\( 3 \\) and \\( 0 \\) line of symmetry", "AnswerBText": "Rotation symmetry order \\( 1 \\) and \\( 2 \\) lines of symmetry", "AnswerCText": "Rotation symmetry order \\( 4 \\) and \\( 4 \\) lines of symmetry", "AnswerDText": "Rotation symmetry order \\( 2 \\) and \\( 0 \\) lines of symmetry", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Rotation symmetry order \\( 2 \\) and \\( 0 \\) lines of symmetry", "MisconceptionId": "2261", "MisconceptionName": "Believes if shapes have rotational symmetry they must have line symmetry", "prompt": "Misconception:\nBelieves if shapes have rotational symmetry they must have line symmetry\n\nQuestion:\nWhich of the combinations of properties are not possible for a polygon?\n\nOptions:\nA. Rotation symmetry order \\( 3 \\) and \\( 0 \\) line of symmetry\nB. Rotation symmetry order \\( 1 \\) and \\( 2 \\) lines of symmetry\nC. Rotation symmetry order \\( 4 \\) and \\( 4 \\) lines of symmetry\nD. Rotation symmetry order \\( 2 \\) and \\( 0 \\) lines of symmetry\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1277:A", "QuestionText": "The graph can be used to work out how much Kay's company pays her for travel.\n\nKay’s company paid her \\( £ 100 \\)\n\nHow many miles did she travel? ![The graph shows distance in miles on the x axis and amount in pounds on the y axis. The graph consists of a straight line, starting at the origin (0,0) and passing through the points (20,16) and (25,20)]()", "AnswerAText": "\\( 80 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 125 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 80 \\)", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThe graph can be used to work out how much Kay's company pays her for travel.\n\nKay’s company paid her \\( £ 100 \\)\n\nHow many miles did she travel? ![The graph shows distance in miles on the x axis and amount in pounds on the y axis. The graph consists of a straight line, starting at the origin (0,0) and passing through the points (20,16) and (25,20)]()\n\nOptions:\nA. \\( 80 \\)\nB. \\( 100 \\)\nC. \\( 125 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1277:B", "QuestionText": "The graph can be used to work out how much Kay's company pays her for travel.\n\nKay’s company paid her \\( £ 100 \\)\n\nHow many miles did she travel? ![The graph shows distance in miles on the x axis and amount in pounds on the y axis. The graph consists of a straight line, starting at the origin (0,0) and passing through the points (20,16) and (25,20)]()", "AnswerAText": "\\( 80 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 125 \\)", "AnswerDText": "\\( 120 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "1100", "MisconceptionName": "Believes direct proportion means a 1:1 ratio", "prompt": "Misconception:\nBelieves direct proportion means a 1:1 ratio\n\nQuestion:\nThe graph can be used to work out how much Kay's company pays her for travel.\n\nKay’s company paid her \\( £ 100 \\)\n\nHow many miles did she travel? ![The graph shows distance in miles on the x axis and amount in pounds on the y axis. The graph consists of a straight line, starting at the origin (0,0) and passing through the points (20,16) and (25,20)]()\n\nOptions:\nA. \\( 80 \\)\nB. \\( 100 \\)\nC. \\( 125 \\)\nD. \\( 120 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1278:A", "QuestionText": "Tom and Katie are discussing how to order decimals.\n\nTom says \\( 0.60 \\) is greater than \\( 0.06 \\)\n\nKatie says \\( 0.5993 \\) is greater than \\( 0.5399 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1981", "MisconceptionName": "Does not know how to compare decimal numbers", "prompt": "Misconception:\nDoes not know how to compare decimal numbers\n\nQuestion:\nTom and Katie are discussing how to order decimals.\n\nTom says \\( 0.60 \\) is greater than \\( 0.06 \\)\n\nKatie says \\( 0.5993 \\) is greater than \\( 0.5399 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1278:B", "QuestionText": "Tom and Katie are discussing how to order decimals.\n\nTom says \\( 0.60 \\) is greater than \\( 0.06 \\)\n\nKatie says \\( 0.5993 \\) is greater than \\( 0.5399 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1981", "MisconceptionName": "Does not know how to compare decimal numbers", "prompt": "Misconception:\nDoes not know how to compare decimal numbers\n\nQuestion:\nTom and Katie are discussing how to order decimals.\n\nTom says \\( 0.60 \\) is greater than \\( 0.06 \\)\n\nKatie says \\( 0.5993 \\) is greater than \\( 0.5399 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1278:D", "QuestionText": "Tom and Katie are discussing how to order decimals.\n\nTom says \\( 0.60 \\) is greater than \\( 0.06 \\)\n\nKatie says \\( 0.5993 \\) is greater than \\( 0.5399 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1981", "MisconceptionName": "Does not know how to compare decimal numbers", "prompt": "Misconception:\nDoes not know how to compare decimal numbers\n\nQuestion:\nTom and Katie are discussing how to order decimals.\n\nTom says \\( 0.60 \\) is greater than \\( 0.06 \\)\n\nKatie says \\( 0.5993 \\) is greater than \\( 0.5399 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1279:D", "QuestionText": "Here are the first \\( 4 \\) terms of a sequence ![\\( \\begin{array}{lllll}11 & 15 & 19 & 23 & \\ldots\\end{array} \\)]() What position in the sequence is the number \\( 87 ? \\)", "AnswerAText": "\\( 355 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 4 n+7 \\)", "AnswerDText": "\\( 21.75 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 21.75 \\)", "MisconceptionId": "2252", "MisconceptionName": "Believes you multiply the constant difference by the term number to get the term value", "prompt": "Misconception:\nBelieves you multiply the constant difference by the term number to get the term value\n\nQuestion:\nHere are the first \\( 4 \\) terms of a sequence ![\\( \\begin{array}{lllll}11 & 15 & 19 & 23 & \\ldots\\end{array} \\)]() What position in the sequence is the number \\( 87 ? \\)\n\nOptions:\nA. \\( 355 \\)\nB. \\( 20 \\)\nC. \\( 4 n+7 \\)\nD. \\( 21.75 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1280:A", "QuestionText": "A ten sided polygon is also known as...", "AnswerAText": "An octagon", "AnswerBText": "A hexagon", "AnswerCText": "A decagon", "AnswerDText": "A dodecagon", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "An octagon", "MisconceptionId": "789", "MisconceptionName": "Does not understand the naming structure of polygons", "prompt": "Misconception:\nDoes not understand the naming structure of polygons\n\nQuestion:\nA ten sided polygon is also known as...\n\nOptions:\nA. An octagon\nB. A hexagon\nC. A decagon\nD. A dodecagon\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1280:B", "QuestionText": "A ten sided polygon is also known as...", "AnswerAText": "An octagon", "AnswerBText": "A hexagon", "AnswerCText": "A decagon", "AnswerDText": "A dodecagon", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "A hexagon", "MisconceptionId": "789", "MisconceptionName": "Does not understand the naming structure of polygons", "prompt": "Misconception:\nDoes not understand the naming structure of polygons\n\nQuestion:\nA ten sided polygon is also known as...\n\nOptions:\nA. An octagon\nB. A hexagon\nC. A decagon\nD. A dodecagon\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1280:D", "QuestionText": "A ten sided polygon is also known as...", "AnswerAText": "An octagon", "AnswerBText": "A hexagon", "AnswerCText": "A decagon", "AnswerDText": "A dodecagon", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "A dodecagon", "MisconceptionId": "789", "MisconceptionName": "Does not understand the naming structure of polygons", "prompt": "Misconception:\nDoes not understand the naming structure of polygons\n\nQuestion:\nA ten sided polygon is also known as...\n\nOptions:\nA. An octagon\nB. A hexagon\nC. A decagon\nD. A dodecagon\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1281:A", "QuestionText": "What word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)", "AnswerAText": "Commutativity", "AnswerBText": "Factors", "AnswerCText": "Associativity", "AnswerDText": "Distributivity", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Commutativity", "MisconceptionId": "1226", "MisconceptionName": "Does not recognise the distributive property", "prompt": "Misconception:\nDoes not recognise the distributive property\n\nQuestion:\nWhat word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)\n\nOptions:\nA. Commutativity\nB. Factors\nC. Associativity\nD. Distributivity\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1281:B", "QuestionText": "What word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)", "AnswerAText": "Commutativity", "AnswerBText": "Factors", "AnswerCText": "Associativity", "AnswerDText": "Distributivity", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Factors", "MisconceptionId": "858", "MisconceptionName": "Believes splitting a multiplication using the distributive property is the same as splitting it into factors", "prompt": "Misconception:\nBelieves splitting a multiplication using the distributive property is the same as splitting it into factors\n\nQuestion:\nWhat word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)\n\nOptions:\nA. Commutativity\nB. Factors\nC. Associativity\nD. Distributivity\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1281:C", "QuestionText": "What word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)", "AnswerAText": "Commutativity", "AnswerBText": "Factors", "AnswerCText": "Associativity", "AnswerDText": "Distributivity", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Associativity", "MisconceptionId": "1226", "MisconceptionName": "Does not recognise the distributive property", "prompt": "Misconception:\nDoes not recognise the distributive property\n\nQuestion:\nWhat word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)\n\nOptions:\nA. Commutativity\nB. Factors\nC. Associativity\nD. Distributivity\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1282:A", "QuestionText": "When \\( x^{2}+9 x+14 \\) is factorised, what will appear in the box below? ![Bracket (x+2) and a rectangular box beside it where the second bracket should be.]()", "AnswerAText": "\\( (x+12) \\)", "AnswerBText": "\\( (x+8) \\)", "AnswerCText": "\\( (x-7) \\)", "AnswerDText": "\\( (x+7) \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (x+12) \\)", "MisconceptionId": "1421", "MisconceptionName": "When factorising into double brackets, finds the sum of two values which give the non variable term in the expression rather than the product", "prompt": "Misconception:\nWhen factorising into double brackets, finds the sum of two values which give the non variable term in the expression rather than the product\n\nQuestion:\nWhen \\( x^{2}+9 x+14 \\) is factorised, what will appear in the box below? ![Bracket (x+2) and a rectangular box beside it where the second bracket should be.]()\n\nOptions:\nA. \\( (x+12) \\)\nB. \\( (x+8) \\)\nC. \\( (x-7) \\)\nD. \\( (x+7) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1282:C", "QuestionText": "When \\( x^{2}+9 x+14 \\) is factorised, what will appear in the box below? ![Bracket (x+2) and a rectangular box beside it where the second bracket should be.]()", "AnswerAText": "\\( (x+12) \\)", "AnswerBText": "\\( (x+8) \\)", "AnswerCText": "\\( (x-7) \\)", "AnswerDText": "\\( (x+7) \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (x-7) \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhen \\( x^{2}+9 x+14 \\) is factorised, what will appear in the box below? ![Bracket (x+2) and a rectangular box beside it where the second bracket should be.]()\n\nOptions:\nA. \\( (x+12) \\)\nB. \\( (x+8) \\)\nC. \\( (x-7) \\)\nD. \\( (x+7) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1283:B", "QuestionText": "A \\( 0.5 \\) kilogram weight has \\( 10 \\) grams shaved off it.\n\nWhat is the mass of the weight that remains?\nGive your answer in grams.", "AnswerAText": "\\( 490 \\mathrm{~g} \\)", "AnswerBText": "\\( 40 \\mathrm{~g} \\)", "AnswerCText": "\\( 499 \\mathrm{~g} \\)", "AnswerDText": "\\( 0.49 g \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 40 \\mathrm{~g} \\)", "MisconceptionId": "784", "MisconceptionName": "Thinks there are 100g in a kilogram", "prompt": "Misconception:\nThinks there are 100g in a kilogram\n\nQuestion:\nA \\( 0.5 \\) kilogram weight has \\( 10 \\) grams shaved off it.\n\nWhat is the mass of the weight that remains?\nGive your answer in grams.\n\nOptions:\nA. \\( 490 \\mathrm{~g} \\)\nB. \\( 40 \\mathrm{~g} \\)\nC. \\( 499 \\mathrm{~g} \\)\nD. \\( 0.49 g \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1284:C", "QuestionText": "\\( 0.1 \\div 4= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 0.025 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 0.1 \\div 4= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 0.025 \\)\nC. \\( 0.4 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1284:D", "QuestionText": "\\( 0.1 \\div 4= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 0.025 \\)", "AnswerCText": "\\( 0.4 \\)", "AnswerDText": "\\( 0.25 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.25 \\)", "MisconceptionId": "1619", "MisconceptionName": "When dividing a decimal by a whole number, ignores decimal point and just divides the digits", "prompt": "Misconception:\nWhen dividing a decimal by a whole number, ignores decimal point and just divides the digits\n\nQuestion:\n\\( 0.1 \\div 4= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 0.025 \\)\nC. \\( 0.4 \\)\nD. \\( 0.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1285:B", "QuestionText": "Here are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.", "AnswerAText": "\\( -6 n+104 \\)", "AnswerBText": "\\( -6 n+92 \\)", "AnswerCText": "\\( -6 n \\)", "AnswerDText": "\\( 6 n+92 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -6 n+92 \\)", "MisconceptionId": "1058", "MisconceptionName": "Believes that in the nth term of a descending sequence, b is the difference between the term and the positive multiple of n", "prompt": "Misconception:\nBelieves that in the nth term of a descending sequence, b is the difference between the term and the positive multiple of n\n\nQuestion:\nHere are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.\n\nOptions:\nA. \\( -6 n+104 \\)\nB. \\( -6 n+92 \\)\nC. \\( -6 n \\)\nD. \\( 6 n+92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1285:C", "QuestionText": "Here are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.", "AnswerAText": "\\( -6 n+104 \\)", "AnswerBText": "\\( -6 n+92 \\)", "AnswerCText": "\\( -6 n \\)", "AnswerDText": "\\( 6 n+92 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -6 n \\)", "MisconceptionId": "1582", "MisconceptionName": "Thinks terms in linear sequence are in direct proportion", "prompt": "Misconception:\nThinks terms in linear sequence are in direct proportion\n\nQuestion:\nHere are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.\n\nOptions:\nA. \\( -6 n+104 \\)\nB. \\( -6 n+92 \\)\nC. \\( -6 n \\)\nD. \\( 6 n+92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1285:D", "QuestionText": "Here are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.", "AnswerAText": "\\( -6 n+104 \\)", "AnswerBText": "\\( -6 n+92 \\)", "AnswerCText": "\\( -6 n \\)", "AnswerDText": "\\( 6 n+92 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 6 n+92 \\)", "MisconceptionId": "2016", "MisconceptionName": "Believes the nth term of a descending sequence will have a positive coefficient of n", "prompt": "Misconception:\nBelieves the nth term of a descending sequence will have a positive coefficient of n\n\nQuestion:\nHere are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.\n\nOptions:\nA. \\( -6 n+104 \\)\nB. \\( -6 n+92 \\)\nC. \\( -6 n \\)\nD. \\( 6 n+92 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1286:A", "QuestionText": "A sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?", "AnswerAText": "\\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)", "AnswerBText": "\\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)", "AnswerCText": "\\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)", "AnswerDText": "\\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nA sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?\n\nOptions:\nA. \\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)\nB. \\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)\nC. \\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)\nD. \\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1286:B", "QuestionText": "A sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?", "AnswerAText": "\\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)", "AnswerBText": "\\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)", "AnswerCText": "\\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)", "AnswerDText": "\\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)", "MisconceptionId": "232", "MisconceptionName": "When dividing by a fraction, switches to multiplication without also using the reciprocal", "prompt": "Misconception:\nWhen dividing by a fraction, switches to multiplication without also using the reciprocal\n\nQuestion:\nA sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?\n\nOptions:\nA. \\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)\nB. \\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)\nC. \\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)\nD. \\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1286:D", "QuestionText": "A sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?", "AnswerAText": "\\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)", "AnswerBText": "\\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)", "AnswerCText": "\\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)", "AnswerDText": "\\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)", "MisconceptionId": "256", "MisconceptionName": "Does not reverse the order of operations when solving an equation", "prompt": "Misconception:\nDoes not reverse the order of operations when solving an equation\n\nQuestion:\nA sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?\n\nOptions:\nA. \\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)\nB. \\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)\nC. \\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)\nD. \\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1287:B", "QuestionText": "Alisha is using cups and counters to help her solve an equation. Which would be the correct start to work it out? ![Three diagrams of equations shown with cups and counters. \nStep 1 is one cup plus four counters equals two cups and two counters.\nStep 2 is four counters equals one cup plus two counters.\nStep 3 is two counters equals one cup.]()", "AnswerAText": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ x=2\\end{array} \\)", "AnswerBText": "\\( 3 x=6 \\)", "AnswerCText": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=2\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=6\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 x=6 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nAlisha is using cups and counters to help her solve an equation. Which would be the correct start to work it out? ![Three diagrams of equations shown with cups and counters. \nStep 1 is one cup plus four counters equals two cups and two counters.\nStep 2 is four counters equals one cup plus two counters.\nStep 3 is two counters equals one cup.]()\n\nOptions:\nA. \\( \\begin{array}{c}x+4=2 x+2 \\\\ x=2\\end{array} \\)\nB. \\( 3 x=6 \\)\nC. \\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=2\\end{array} \\)\nD. \\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=6\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1287:D", "QuestionText": "Alisha is using cups and counters to help her solve an equation. Which would be the correct start to work it out? ![Three diagrams of equations shown with cups and counters. \nStep 1 is one cup plus four counters equals two cups and two counters.\nStep 2 is four counters equals one cup plus two counters.\nStep 3 is two counters equals one cup.]()", "AnswerAText": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ x=2\\end{array} \\)", "AnswerBText": "\\( 3 x=6 \\)", "AnswerCText": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=2\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=6\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=6\\end{array} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nAlisha is using cups and counters to help her solve an equation. Which would be the correct start to work it out? ![Three diagrams of equations shown with cups and counters. \nStep 1 is one cup plus four counters equals two cups and two counters.\nStep 2 is four counters equals one cup plus two counters.\nStep 3 is two counters equals one cup.]()\n\nOptions:\nA. \\( \\begin{array}{c}x+4=2 x+2 \\\\ x=2\\end{array} \\)\nB. \\( 3 x=6 \\)\nC. \\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=2\\end{array} \\)\nD. \\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=6\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1288:C", "QuestionText": "Which of the following pairs of simultaneous equations would have no solutions?\n\\begin{array}{ccc} \nPair \\( 1 \\) & Pair \\( 2 \\) \\\\\n\\( 2 y-2 x=7 \\) & & \\( 2 x+2 y=7 \\) \\\\\n\\( 2 x-2 y=7 \\) & & \\( 2 x-2 y=7 \\)\n\\end{array}", "AnswerAText": "Only Pair \\( 1 \\)", "AnswerBText": "Only Pair \\( 2 \\)", "AnswerCText": "Both Pair \\( 1 \\) and Pair \\( 2 \\)", "AnswerDText": "Neither Pair \\( 1 \\) nor Pair \\( 2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Pair \\( 1 \\) and Pair \\( 2 \\)", "MisconceptionId": "1494", "MisconceptionName": "Believes 0 is not a real solution to an equation", "prompt": "Misconception:\nBelieves 0 is not a real solution to an equation\n\nQuestion:\nWhich of the following pairs of simultaneous equations would have no solutions?\n\\begin{array}{ccc} \nPair \\( 1 \\) & Pair \\( 2 \\) \\\\\n\\( 2 y-2 x=7 \\) & & \\( 2 x+2 y=7 \\) \\\\\n\\( 2 x-2 y=7 \\) & & \\( 2 x-2 y=7 \\)\n\\end{array}\n\nOptions:\nA. Only Pair \\( 1 \\)\nB. Only Pair \\( 2 \\)\nC. Both Pair \\( 1 \\) and Pair \\( 2 \\)\nD. Neither Pair \\( 1 \\) nor Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1289:B", "QuestionText": "\\( \\frac{6}{7} \\times \\frac{2}{3}=? \\)", "AnswerAText": "\\( 1 \\frac{11}{21} \\)", "AnswerBText": "\\( \\frac{9}{7} \\)", "AnswerCText": "\\( \\frac{8}{21} \\)", "AnswerDText": "\\( \\frac{4}{7} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{9}{7} \\)", "MisconceptionId": "1", "MisconceptionName": "Uses dividing fractions method for multiplying fractions", "prompt": "Misconception:\nUses dividing fractions method for multiplying fractions\n\nQuestion:\n\\( \\frac{6}{7} \\times \\frac{2}{3}=? \\)\n\nOptions:\nA. \\( 1 \\frac{11}{21} \\)\nB. \\( \\frac{9}{7} \\)\nC. \\( \\frac{8}{21} \\)\nD. \\( \\frac{4}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1289:C", "QuestionText": "\\( \\frac{6}{7} \\times \\frac{2}{3}=? \\)", "AnswerAText": "\\( 1 \\frac{11}{21} \\)", "AnswerBText": "\\( \\frac{9}{7} \\)", "AnswerCText": "\\( \\frac{8}{21} \\)", "AnswerDText": "\\( \\frac{4}{7} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{8}{21} \\)", "MisconceptionId": "317", "MisconceptionName": "When multiplying fractions, adds the numerators and multiplies the denominators", "prompt": "Misconception:\nWhen multiplying fractions, adds the numerators and multiplies the denominators\n\nQuestion:\n\\( \\frac{6}{7} \\times \\frac{2}{3}=? \\)\n\nOptions:\nA. \\( 1 \\frac{11}{21} \\)\nB. \\( \\frac{9}{7} \\)\nC. \\( \\frac{8}{21} \\)\nD. \\( \\frac{4}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1290:C", "QuestionText": "Jo and Paul are discussing quadratic equations.\n\nJo says there is no value of \\( x \\) that can make \\( (1-x)^{2} \\) negative.\n\nPaul says there is no value of \\( x \\) that can make \\( 1-x^{2} \\) positive.\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\nJo and Paul are discussing quadratic equations.\n\nJo says there is no value of \\( x \\) that can make \\( (1-x)^{2} \\) negative.\n\nPaul says there is no value of \\( x \\) that can make \\( 1-x^{2} \\) positive.\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1290:D", "QuestionText": "Jo and Paul are discussing quadratic equations.\n\nJo says there is no value of \\( x \\) that can make \\( (1-x)^{2} \\) negative.\n\nPaul says there is no value of \\( x \\) that can make \\( 1-x^{2} \\) positive.\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nJo and Paul are discussing quadratic equations.\n\nJo says there is no value of \\( x \\) that can make \\( (1-x)^{2} \\) negative.\n\nPaul says there is no value of \\( x \\) that can make \\( 1-x^{2} \\) positive.\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1291:A", "QuestionText": "What should replace the circle when this expression is fully factorised? \\( 9 y^{2}+4 y \\equiv \\bigstar(\\triangle y+\\bigcirc) \\)", "AnswerAText": "\\( \\bigcirc=4 y \\)", "AnswerBText": "\\( \\bigcirc=y \\)", "AnswerCText": "\\( \\bigcirc=4 \\)", "AnswerDText": "\\( \\bigcirc=5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\bigcirc=4 y \\)", "MisconceptionId": "1433", "MisconceptionName": "When factorising into single brackets, only factors out the numerical values and forgets to factorise possible variables", "prompt": "Misconception:\nWhen factorising into single brackets, only factors out the numerical values and forgets to factorise possible variables\n\nQuestion:\nWhat should replace the circle when this expression is fully factorised? \\( 9 y^{2}+4 y \\equiv \\bigstar(\\triangle y+\\bigcirc) \\)\n\nOptions:\nA. \\( \\bigcirc=4 y \\)\nB. \\( \\bigcirc=y \\)\nC. \\( \\bigcirc=4 \\)\nD. \\( \\bigcirc=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1292:A", "QuestionText": "![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 60 \\)", "MisconceptionId": "1102", "MisconceptionName": "Believes that addition should be used when finding the difference between two values on a time series graph", "prompt": "Misconception:\nBelieves that addition should be used when finding the difference between two values on a time series graph\n\nQuestion:\n![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 50 \\)\nC. \\( 30 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1292:B", "QuestionText": "![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\n![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 50 \\)\nC. \\( 30 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1292:C", "QuestionText": "![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 50 \\)", "AnswerCText": "\\( 30 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\n![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 50 \\)\nC. \\( 30 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1293:A", "QuestionText": "Which of the following answers shows a correct factorisation of the expression below? \\( 2 x^{2}-50 \\)", "AnswerAText": "\\( 2\\left(x^{2}-25\\right) \\)", "AnswerBText": "\\( 2(x-5)(x-5) \\)", "AnswerCText": "\\( 2(x-5)(x+5) \\)", "AnswerDText": "\\( 2(x-12.5)^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2\\left(x^{2}-25\\right) \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWhich of the following answers shows a correct factorisation of the expression below? \\( 2 x^{2}-50 \\)\n\nOptions:\nA. \\( 2\\left(x^{2}-25\\right) \\)\nB. \\( 2(x-5)(x-5) \\)\nC. \\( 2(x-5)(x+5) \\)\nD. \\( 2(x-12.5)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1293:B", "QuestionText": "Which of the following answers shows a correct factorisation of the expression below? \\( 2 x^{2}-50 \\)", "AnswerAText": "\\( 2\\left(x^{2}-25\\right) \\)", "AnswerBText": "\\( 2(x-5)(x-5) \\)", "AnswerCText": "\\( 2(x-5)(x+5) \\)", "AnswerDText": "\\( 2(x-12.5)^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2(x-5)(x-5) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nWhich of the following answers shows a correct factorisation of the expression below? \\( 2 x^{2}-50 \\)\n\nOptions:\nA. \\( 2\\left(x^{2}-25\\right) \\)\nB. \\( 2(x-5)(x-5) \\)\nC. \\( 2(x-5)(x+5) \\)\nD. \\( 2(x-12.5)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1294:A", "QuestionText": "\\( (-6)-(-8)= \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( -14 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "795", "MisconceptionName": "Ignores the negative signs when adding positive and negative numbers", "prompt": "Misconception:\nIgnores the negative signs when adding positive and negative numbers\n\nQuestion:\n\\( (-6)-(-8)= \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( -14 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1294:B", "QuestionText": "\\( (-6)-(-8)= \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( -14 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -14 \\)", "MisconceptionId": "2566", "MisconceptionName": "When subtracting a negative number, subtracts the absolute value rather than adding it", "prompt": "Misconception:\nWhen subtracting a negative number, subtracts the absolute value rather than adding it\n\nQuestion:\n\\( (-6)-(-8)= \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( -14 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1294:D", "QuestionText": "\\( (-6)-(-8)= \\)", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( -14 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( -2 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "1282", "MisconceptionName": "When subtracting a negative thinks the answer must be negative", "prompt": "Misconception:\nWhen subtracting a negative thinks the answer must be negative\n\nQuestion:\n\\( (-6)-(-8)= \\)\n\nOptions:\nA. \\( 14 \\)\nB. \\( -14 \\)\nC. \\( 2 \\)\nD. \\( -2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1295:A", "QuestionText": "I increase \\( £ 200 \\) by \\( 50 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?", "AnswerAText": "\\( 155 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( 165 \\% \\)", "AnswerDText": "\\( 330 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 155 \\% \\)", "MisconceptionId": "2160", "MisconceptionName": "In repeated percentage change, believes the second change is only a percentage of the first change, without including the original", "prompt": "Misconception:\nIn repeated percentage change, believes the second change is only a percentage of the first change, without including the original\n\nQuestion:\nI increase \\( £ 200 \\) by \\( 50 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\n\nOptions:\nA. \\( 155 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( 165 \\% \\)\nD. \\( 330 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1296:B", "QuestionText": "Which of these is a cube number?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "1884", "MisconceptionName": "Thinks numbers are a multiple of their index", "prompt": "Misconception:\nThinks numbers are a multiple of their index\n\nQuestion:\nWhich of these is a cube number?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 15 \\)\nC. \\( 100 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1296:C", "QuestionText": "Which of these is a cube number?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhich of these is a cube number?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 15 \\)\nC. \\( 100 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1296:D", "QuestionText": "Which of these is a cube number?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 15 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1884", "MisconceptionName": "Thinks numbers are a multiple of their index", "prompt": "Misconception:\nThinks numbers are a multiple of their index\n\nQuestion:\nWhich of these is a cube number?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 15 \\)\nC. \\( 100 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1297:B", "QuestionText": "![An orange cube]() How many faces does this cube have?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "207", "MisconceptionName": "Confuses the terms faces and edges", "prompt": "Misconception:\nConfuses the terms faces and edges\n\nQuestion:\n![An orange cube]() How many faces does this cube have?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1297:D", "QuestionText": "![An orange cube]() How many faces does this cube have?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "450", "MisconceptionName": "Confuses the terms faces and vertices", "prompt": "Misconception:\nConfuses the terms faces and vertices\n\nQuestion:\n![An orange cube]() How many faces does this cube have?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 12 \\)\nC. \\( 6 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1298:A", "QuestionText": "![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\n![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?\n\nOptions:\nA. \\( 10 \\)\nB. \\( -10 \\)\nC. \\( 5 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1298:B", "QuestionText": "![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "2377", "MisconceptionName": "Does not know the definition of term or term-to-term rule", "prompt": "Misconception:\nDoes not know the definition of term or term-to-term rule\n\nQuestion:\n![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?\n\nOptions:\nA. \\( 10 \\)\nB. \\( -10 \\)\nC. \\( 5 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1298:D", "QuestionText": "![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( -10 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1240", "MisconceptionName": "Thinks the first term of a sequence must be 1", "prompt": "Misconception:\nThinks the first term of a sequence must be 1\n\nQuestion:\n![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?\n\nOptions:\nA. \\( 10 \\)\nB. \\( -10 \\)\nC. \\( 5 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1299:B", "QuestionText": "Convert this fraction to a percentage\n\\(\n\\frac{27}{200}\n\\)", "AnswerAText": "\\( 13.5 \\% \\)", "AnswerBText": "\\( 27 \\% \\)", "AnswerCText": "\\( 54 \\% \\)", "AnswerDText": "This fraction does not convert to a percentage", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 27 \\% \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nConvert this fraction to a percentage\n\\(\n\\frac{27}{200}\n\\)\n\nOptions:\nA. \\( 13.5 \\% \\)\nB. \\( 27 \\% \\)\nC. \\( 54 \\% \\)\nD. This fraction does not convert to a percentage\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1299:C", "QuestionText": "Convert this fraction to a percentage\n\\(\n\\frac{27}{200}\n\\)", "AnswerAText": "\\( 13.5 \\% \\)", "AnswerBText": "\\( 27 \\% \\)", "AnswerCText": "\\( 54 \\% \\)", "AnswerDText": "This fraction does not convert to a percentage", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 54 \\% \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nConvert this fraction to a percentage\n\\(\n\\frac{27}{200}\n\\)\n\nOptions:\nA. \\( 13.5 \\% \\)\nB. \\( 27 \\% \\)\nC. \\( 54 \\% \\)\nD. This fraction does not convert to a percentage\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1300:A", "QuestionText": "Which of the following would correctly calculate the number of seconds in \\( 1 \\) day?", "AnswerAText": "\\( 24 \\times 60 \\)", "AnswerBText": "\\( 24 \\times 60 \\times 60 \\)", "AnswerCText": "\\( 12 \\times 60 \\)", "AnswerDText": "\\( 12 \\times 60 \\times 60 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 24 \\times 60 \\)", "MisconceptionId": "1107", "MisconceptionName": "Converted hours to minutes instead of hours to seconds", "prompt": "Misconception:\nConverted hours to minutes instead of hours to seconds\n\nQuestion:\nWhich of the following would correctly calculate the number of seconds in \\( 1 \\) day?\n\nOptions:\nA. \\( 24 \\times 60 \\)\nB. \\( 24 \\times 60 \\times 60 \\)\nC. \\( 12 \\times 60 \\)\nD. \\( 12 \\times 60 \\times 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1300:D", "QuestionText": "Which of the following would correctly calculate the number of seconds in \\( 1 \\) day?", "AnswerAText": "\\( 24 \\times 60 \\)", "AnswerBText": "\\( 24 \\times 60 \\times 60 \\)", "AnswerCText": "\\( 12 \\times 60 \\)", "AnswerDText": "\\( 12 \\times 60 \\times 60 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 12 \\times 60 \\times 60 \\)", "MisconceptionId": "443", "MisconceptionName": "Thinks there are 12 hours in 1 day", "prompt": "Misconception:\nThinks there are 12 hours in 1 day\n\nQuestion:\nWhich of the following would correctly calculate the number of seconds in \\( 1 \\) day?\n\nOptions:\nA. \\( 24 \\times 60 \\)\nB. \\( 24 \\times 60 \\times 60 \\)\nC. \\( 12 \\times 60 \\)\nD. \\( 12 \\times 60 \\times 60 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1301:B", "QuestionText": "What is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?", "AnswerAText": "\\( 2.51 \\)", "AnswerBText": "\\( 2.507 \\)", "AnswerCText": "\\( 2.50 \\)", "AnswerDText": "\\( 3.00 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2.507 \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nWhat is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?\n\nOptions:\nA. \\( 2.51 \\)\nB. \\( 2.507 \\)\nC. \\( 2.50 \\)\nD. \\( 3.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1301:C", "QuestionText": "What is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?", "AnswerAText": "\\( 2.51 \\)", "AnswerBText": "\\( 2.507 \\)", "AnswerCText": "\\( 2.50 \\)", "AnswerDText": "\\( 3.00 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2.50 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?\n\nOptions:\nA. \\( 2.51 \\)\nB. \\( 2.507 \\)\nC. \\( 2.50 \\)\nD. \\( 3.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1301:D", "QuestionText": "What is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?", "AnswerAText": "\\( 2.51 \\)", "AnswerBText": "\\( 2.507 \\)", "AnswerCText": "\\( 2.50 \\)", "AnswerDText": "\\( 3.00 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3.00 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?\n\nOptions:\nA. \\( 2.51 \\)\nB. \\( 2.507 \\)\nC. \\( 2.50 \\)\nD. \\( 3.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1302:A", "QuestionText": "A diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?", "AnswerAText": "\\( 360-180+45 \\)", "AnswerBText": "\\( \\frac{12}{20} \\times 360 \\)", "AnswerCText": "\\( 360-180-45 \\)", "AnswerDText": "\\( \\frac{360}{32} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 360-180+45 \\)", "MisconceptionId": "1392", "MisconceptionName": "Does not include brackets when required", "prompt": "Misconception:\nDoes not include brackets when required\n\nQuestion:\nA diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?\n\nOptions:\nA. \\( 360-180+45 \\)\nB. \\( \\frac{12}{20} \\times 360 \\)\nC. \\( 360-180-45 \\)\nD. \\( \\frac{360}{32} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1302:B", "QuestionText": "A diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?", "AnswerAText": "\\( 360-180+45 \\)", "AnswerBText": "\\( \\frac{12}{20} \\times 360 \\)", "AnswerCText": "\\( 360-180-45 \\)", "AnswerDText": "\\( \\frac{360}{32} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{12}{20} \\times 360 \\)", "MisconceptionId": "924", "MisconceptionName": "Believes to find the proportion of a pie chart sector you do frequency/sum of other frequencies rather than frequency/overall total", "prompt": "Misconception:\nBelieves to find the proportion of a pie chart sector you do frequency/sum of other frequencies rather than frequency/overall total\n\nQuestion:\nA diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?\n\nOptions:\nA. \\( 360-180+45 \\)\nB. \\( \\frac{12}{20} \\times 360 \\)\nC. \\( 360-180-45 \\)\nD. \\( \\frac{360}{32} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1302:D", "QuestionText": "A diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?", "AnswerAText": "\\( 360-180+45 \\)", "AnswerBText": "\\( \\frac{12}{20} \\times 360 \\)", "AnswerCText": "\\( 360-180-45 \\)", "AnswerDText": "\\( \\frac{360}{32} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{360}{32} \\)", "MisconceptionId": "1307", "MisconceptionName": "Finds the degrees for 1 person rather than the required number of people for a pie chart sector", "prompt": "Misconception:\nFinds the degrees for 1 person rather than the required number of people for a pie chart sector\n\nQuestion:\nA diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?\n\nOptions:\nA. \\( 360-180+45 \\)\nB. \\( \\frac{12}{20} \\times 360 \\)\nC. \\( 360-180-45 \\)\nD. \\( \\frac{360}{32} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1303:A", "QuestionText": "An isosceles triangle must have ...", "AnswerAText": "no equal side lengths.", "AnswerBText": "two sides of equal length and two equal angles.", "AnswerCText": "one pair of parallel sides.", "AnswerDText": "three equal angles.", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "no equal side lengths.", "MisconceptionId": "2423", "MisconceptionName": "Confuses isosceles and scalene triangles", "prompt": "Misconception:\nConfuses isosceles and scalene triangles\n\nQuestion:\nAn isosceles triangle must have ...\n\nOptions:\nA. no equal side lengths.\nB. two sides of equal length and two equal angles.\nC. one pair of parallel sides.\nD. three equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1303:C", "QuestionText": "An isosceles triangle must have ...", "AnswerAText": "no equal side lengths.", "AnswerBText": "two sides of equal length and two equal angles.", "AnswerCText": "one pair of parallel sides.", "AnswerDText": "three equal angles.", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "one pair of parallel sides.", "MisconceptionId": "114", "MisconceptionName": "Does not know the meaning of the word parallel", "prompt": "Misconception:\nDoes not know the meaning of the word parallel\n\nQuestion:\nAn isosceles triangle must have ...\n\nOptions:\nA. no equal side lengths.\nB. two sides of equal length and two equal angles.\nC. one pair of parallel sides.\nD. three equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1303:D", "QuestionText": "An isosceles triangle must have ...", "AnswerAText": "no equal side lengths.", "AnswerBText": "two sides of equal length and two equal angles.", "AnswerCText": "one pair of parallel sides.", "AnswerDText": "three equal angles.", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "three equal angles.", "MisconceptionId": "1176", "MisconceptionName": "Confuses isosceles and equilateral triangles", "prompt": "Misconception:\nConfuses isosceles and equilateral triangles\n\nQuestion:\nAn isosceles triangle must have ...\n\nOptions:\nA. no equal side lengths.\nB. two sides of equal length and two equal angles.\nC. one pair of parallel sides.\nD. three equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1304:A", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()", "AnswerAText": "\\( (2,3) \\)", "AnswerBText": "\\( (2,4) \\)", "AnswerCText": "\\( (2,2) \\)", "AnswerDText": "\\( (2,-4) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( (2,3) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()\n\nOptions:\nA. \\( (2,3) \\)\nB. \\( (2,4) \\)\nC. \\( (2,2) \\)\nD. \\( (2,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1304:C", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()", "AnswerAText": "\\( (2,3) \\)", "AnswerBText": "\\( (2,4) \\)", "AnswerCText": "\\( (2,2) \\)", "AnswerDText": "\\( (2,-4) \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( (2,2) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()\n\nOptions:\nA. \\( (2,3) \\)\nB. \\( (2,4) \\)\nC. \\( (2,2) \\)\nD. \\( (2,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1304:D", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()", "AnswerAText": "\\( (2,3) \\)", "AnswerBText": "\\( (2,4) \\)", "AnswerCText": "\\( (2,2) \\)", "AnswerDText": "\\( (2,-4) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( (2,-4) \\)", "MisconceptionId": "2155", "MisconceptionName": "Reflects in an axis, instead of the given mirror line", "prompt": "Misconception:\nReflects in an axis, instead of the given mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()\n\nOptions:\nA. \\( (2,3) \\)\nB. \\( (2,4) \\)\nC. \\( (2,2) \\)\nD. \\( (2,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1305:A", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -6 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( \\frac{10}{6} \\)", "AnswerDText": "There is no possible solution", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -6 \\)", "MisconceptionId": "481", "MisconceptionName": "Thinks the inverse of subtraction is multiplication", "prompt": "Misconception:\nThinks the inverse of subtraction is multiplication\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -6 \\)\nB. \\( 0 \\)\nC. \\( \\frac{10}{6} \\)\nD. There is no possible solution\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1305:D", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -6 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( \\frac{10}{6} \\)", "AnswerDText": "There is no possible solution", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "There is no possible solution", "MisconceptionId": "49", "MisconceptionName": "Doesn't believe that when you divide by 0 the answer will always be 0", "prompt": "Misconception:\nDoesn't believe that when you divide by 0 the answer will always be 0\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -6 \\)\nB. \\( 0 \\)\nC. \\( \\frac{10}{6} \\)\nD. There is no possible solution\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1306:A", "QuestionText": "Here are two points and their midpoint.\nWhat should replace the triangle? ![The image is a set of axes with three points marked. One point is (1,7). The midpoint is (-1, 0.5). The third point is given as (star, triangle), so the triangle is the y value of the point.]()", "AnswerAText": "\\( \\Delta=-7 \\)", "AnswerBText": "\\( \\Delta=-6 \\)", "AnswerCText": "\\( \\Delta=-6.5 \\)", "AnswerDText": "\\( \\Delta=3.25 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\Delta=-7 \\)", "MisconceptionId": "118", "MisconceptionName": "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", "prompt": "Misconception:\nGiven a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute value\n\nQuestion:\nHere are two points and their midpoint.\nWhat should replace the triangle? ![The image is a set of axes with three points marked. One point is (1,7). The midpoint is (-1, 0.5). The third point is given as (star, triangle), so the triangle is the y value of the point.]()\n\nOptions:\nA. \\( \\Delta=-7 \\)\nB. \\( \\Delta=-6 \\)\nC. \\( \\Delta=-6.5 \\)\nD. \\( \\Delta=3.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1306:C", "QuestionText": "Here are two points and their midpoint.\nWhat should replace the triangle? ![The image is a set of axes with three points marked. One point is (1,7). The midpoint is (-1, 0.5). The third point is given as (star, triangle), so the triangle is the y value of the point.]()", "AnswerAText": "\\( \\Delta=-7 \\)", "AnswerBText": "\\( \\Delta=-6 \\)", "AnswerCText": "\\( \\Delta=-6.5 \\)", "AnswerDText": "\\( \\Delta=3.25 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\Delta=-6.5 \\)", "MisconceptionId": "2275", "MisconceptionName": "Believes midpoint calculation is just half of the difference", "prompt": "Misconception:\nBelieves midpoint calculation is just half of the difference\n\nQuestion:\nHere are two points and their midpoint.\nWhat should replace the triangle? ![The image is a set of axes with three points marked. One point is (1,7). The midpoint is (-1, 0.5). The third point is given as (star, triangle), so the triangle is the y value of the point.]()\n\nOptions:\nA. \\( \\Delta=-7 \\)\nB. \\( \\Delta=-6 \\)\nC. \\( \\Delta=-6.5 \\)\nD. \\( \\Delta=3.25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1307:A", "QuestionText": "Ori is expanding these three brackets:\n\\(\n(x+2)(x-4)(x-7)\n\\)\n\nHe finds it helpful to split the first bracket and view the problem as follows:\n\\(\nx(x-4)(x-7)+2(x-4)(x-7)\n\\)\n\nHe expands the brackets further. Before he simplifies, what are the terms than contain an \\( x^{2} \\) ?", "AnswerAText": "\\( \\begin{array}{l}+7 x^{2} \\\\ +4 x^{2} \\\\ +2 x^{2}\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}+7 x^{2} \\\\ -4 x^{2} \\\\ +2 x^{2}\\end{array} \\)", "AnswerCText": "\\( -7 x^{2} \\)", "AnswerDText": "\\( \\begin{array}{l}-7 x^{2} \\\\ -4 x^{2} \\\\ +2 x^{2}\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}+7 x^{2} \\\\ +4 x^{2} \\\\ +2 x^{2}\\end{array} \\)", "MisconceptionId": "583", "MisconceptionName": "Ignores negative sign when expanding bracket", "prompt": "Misconception:\nIgnores negative sign when expanding bracket\n\nQuestion:\nOri is expanding these three brackets:\n\\(\n(x+2)(x-4)(x-7)\n\\)\n\nHe finds it helpful to split the first bracket and view the problem as follows:\n\\(\nx(x-4)(x-7)+2(x-4)(x-7)\n\\)\n\nHe expands the brackets further. Before he simplifies, what are the terms than contain an \\( x^{2} \\) ?\n\nOptions:\nA. \\( \\begin{array}{l}+7 x^{2} \\\\ +4 x^{2} \\\\ +2 x^{2}\\end{array} \\)\nB. \\( \\begin{array}{l}+7 x^{2} \\\\ -4 x^{2} \\\\ +2 x^{2}\\end{array} \\)\nC. \\( -7 x^{2} \\)\nD. \\( \\begin{array}{l}-7 x^{2} \\\\ -4 x^{2} \\\\ +2 x^{2}\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1308:A", "QuestionText": "Which of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?", "AnswerAText": "\\( 35 \\div 7 \\)", "AnswerBText": "\\( 35-7 \\)", "AnswerCText": "\\( 35+7 \\)", "AnswerDText": "\\( 35 \\times 7 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 35 \\div 7 \\)", "MisconceptionId": "2100", "MisconceptionName": "Divides rather than multiplies when answering worded problems", "prompt": "Misconception:\nDivides rather than multiplies when answering worded problems\n\nQuestion:\nWhich of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?\n\nOptions:\nA. \\( 35 \\div 7 \\)\nB. \\( 35-7 \\)\nC. \\( 35+7 \\)\nD. \\( 35 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1308:B", "QuestionText": "Which of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?", "AnswerAText": "\\( 35 \\div 7 \\)", "AnswerBText": "\\( 35-7 \\)", "AnswerCText": "\\( 35+7 \\)", "AnswerDText": "\\( 35 \\times 7 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 35-7 \\)", "MisconceptionId": "1972", "MisconceptionName": "Subtracts rather than multiplies when answering worded problems", "prompt": "Misconception:\nSubtracts rather than multiplies when answering worded problems\n\nQuestion:\nWhich of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?\n\nOptions:\nA. \\( 35 \\div 7 \\)\nB. \\( 35-7 \\)\nC. \\( 35+7 \\)\nD. \\( 35 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1308:C", "QuestionText": "Which of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?", "AnswerAText": "\\( 35 \\div 7 \\)", "AnswerBText": "\\( 35-7 \\)", "AnswerCText": "\\( 35+7 \\)", "AnswerDText": "\\( 35 \\times 7 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 35+7 \\)", "MisconceptionId": "1063", "MisconceptionName": "Adds rather than multiplies when asked for a total", "prompt": "Misconception:\nAdds rather than multiplies when asked for a total\n\nQuestion:\nWhich of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?\n\nOptions:\nA. \\( 35 \\div 7 \\)\nB. \\( 35-7 \\)\nC. \\( 35+7 \\)\nD. \\( 35 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1309:A", "QuestionText": "What fraction replaces the question mark? ![A bar split into 5 equal parts, with two shaded. One of the shaded parts is labelled with a question mark.]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{1}{4} \\)", "AnswerCText": "\\( \\frac{1}{5} \\)", "AnswerDText": "\\( \\frac{1}{3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{2} \\)", "MisconceptionId": "1184", "MisconceptionName": "Identifies the wrong part of a fraction model as the whole", "prompt": "Misconception:\nIdentifies the wrong part of a fraction model as the whole\n\nQuestion:\nWhat fraction replaces the question mark? ![A bar split into 5 equal parts, with two shaded. One of the shaded parts is labelled with a question mark.]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{1}{4} \\)\nC. \\( \\frac{1}{5} \\)\nD. \\( \\frac{1}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1310:A", "QuestionText": "Which calculation should you do first?\n\\(\n((0.5 \\div(0.2+0.4)-0.3) \\times 0.6)\n\\)", "AnswerAText": "\\( 0.5 \\div 0.2 \\)", "AnswerBText": "\\( 0.2+0.4 \\)", "AnswerCText": "\\( 0.4-0.3 \\)", "AnswerDText": "\\( 0.3 \\times 0.6 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.5 \\div 0.2 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhich calculation should you do first?\n\\(\n((0.5 \\div(0.2+0.4)-0.3) \\times 0.6)\n\\)\n\nOptions:\nA. \\( 0.5 \\div 0.2 \\)\nB. \\( 0.2+0.4 \\)\nC. \\( 0.4-0.3 \\)\nD. \\( 0.3 \\times 0.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1310:D", "QuestionText": "Which calculation should you do first?\n\\(\n((0.5 \\div(0.2+0.4)-0.3) \\times 0.6)\n\\)", "AnswerAText": "\\( 0.5 \\div 0.2 \\)", "AnswerBText": "\\( 0.2+0.4 \\)", "AnswerCText": "\\( 0.4-0.3 \\)", "AnswerDText": "\\( 0.3 \\times 0.6 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.3 \\times 0.6 \\)", "MisconceptionId": "706", "MisconceptionName": "Carries out operations from right to left regardless of priority order", "prompt": "Misconception:\nCarries out operations from right to left regardless of priority order\n\nQuestion:\nWhich calculation should you do first?\n\\(\n((0.5 \\div(0.2+0.4)-0.3) \\times 0.6)\n\\)\n\nOptions:\nA. \\( 0.5 \\div 0.2 \\)\nB. \\( 0.2+0.4 \\)\nC. \\( 0.4-0.3 \\)\nD. \\( 0.3 \\times 0.6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1311:A", "QuestionText": "\\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?", "AnswerAText": "\\( 12 \\times 6-(1+2) \\)", "AnswerBText": "\\( 12 \\times(6-1+2) \\)", "AnswerCText": "\\( 12 \\times(6-(1+2)) \\)", "AnswerDText": "Does not need brackets", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 12 \\times 6-(1+2) \\)", "MisconceptionId": "1054", "MisconceptionName": "Performs subtraction in wrong order", "prompt": "Misconception:\nPerforms subtraction in wrong order\n\nQuestion:\n\\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?\n\nOptions:\nA. \\( 12 \\times 6-(1+2) \\)\nB. \\( 12 \\times(6-1+2) \\)\nC. \\( 12 \\times(6-(1+2)) \\)\nD. Does not need brackets\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1311:B", "QuestionText": "\\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?", "AnswerAText": "\\( 12 \\times 6-(1+2) \\)", "AnswerBText": "\\( 12 \\times(6-1+2) \\)", "AnswerCText": "\\( 12 \\times(6-(1+2)) \\)", "AnswerDText": "Does not need brackets", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 12 \\times(6-1+2) \\)", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\n\\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?\n\nOptions:\nA. \\( 12 \\times 6-(1+2) \\)\nB. \\( 12 \\times(6-1+2) \\)\nC. \\( 12 \\times(6-(1+2)) \\)\nD. Does not need brackets\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1311:D", "QuestionText": "\\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?", "AnswerAText": "\\( 12 \\times 6-(1+2) \\)", "AnswerBText": "\\( 12 \\times(6-1+2) \\)", "AnswerCText": "\\( 12 \\times(6-(1+2)) \\)", "AnswerDText": "Does not need brackets", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not need brackets", "MisconceptionId": "706", "MisconceptionName": "Carries out operations from right to left regardless of priority order", "prompt": "Misconception:\nCarries out operations from right to left regardless of priority order\n\nQuestion:\n\\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?\n\nOptions:\nA. \\( 12 \\times 6-(1+2) \\)\nB. \\( 12 \\times(6-1+2) \\)\nC. \\( 12 \\times(6-(1+2)) \\)\nD. Does not need brackets\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1312:A", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 210 \\)", "AnswerCText": "\\( 343 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1255", "MisconceptionName": "Adds rather than multiplies for combined probabilities", "prompt": "Misconception:\nAdds rather than multiplies for combined probabilities\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 210 \\)\nC. \\( 343 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1312:C", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 210 \\)", "AnswerCText": "\\( 343 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 343 \\)", "MisconceptionId": "1794", "MisconceptionName": "Does not recognise that choosing 2 items at once means the first item does not get replaced in a probability question", "prompt": "Misconception:\nDoes not recognise that choosing 2 items at once means the first item does not get replaced in a probability question\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 210 \\)\nC. \\( 343 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1312:D", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 210 \\)", "AnswerCText": "\\( 343 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "1255", "MisconceptionName": "Adds rather than multiplies for combined probabilities", "prompt": "Misconception:\nAdds rather than multiplies for combined probabilities\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 210 \\)\nC. \\( 343 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1313:B", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\nB. \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)\nC. \\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)\nD. \\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1313:C", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\nB. \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)\nC. \\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)\nD. \\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1313:D", "QuestionText": "Which of the following pairs of function machines are correct?", "AnswerAText": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich of the following pairs of function machines are correct?\n\nOptions:\nA. \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\nB. \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)\nC. \\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)\nD. \\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1314:A", "QuestionText": "Which of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 18 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nWhich of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 12 \\)\nC. \\( 18 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1314:C", "QuestionText": "Which of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 18 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2110", "MisconceptionName": "Identifies a common multiple of two numbers when asked to consider a common multiple of three numbers", "prompt": "Misconception:\nIdentifies a common multiple of two numbers when asked to consider a common multiple of three numbers\n\nQuestion:\nWhich of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 12 \\)\nC. \\( 18 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1314:D", "QuestionText": "Which of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 18 \\)", "AnswerDText": "\\( 20 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2260", "MisconceptionName": "Identifies a multiple of a number but not a common multiple of a group of numbers", "prompt": "Misconception:\nIdentifies a multiple of a number but not a common multiple of a group of numbers\n\nQuestion:\nWhich of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?\n\nOptions:\nA. \\( 2 \\)\nB. \\( 12 \\)\nC. \\( 18 \\)\nD. \\( 20 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1315:A", "QuestionText": "\\( \\fbox{-5} \\) x\\( \\hspace{0.2cm} \\fbox{4} = \\hspace{0.2cm} \\fbox{-12} - \\hspace{0.2cm}\\fbox{ ? } \\)", "AnswerAText": "\\( -8 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( -32 \\)", "AnswerDText": "\\( 32 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -8 \\)", "MisconceptionId": "2566", "MisconceptionName": "When subtracting a negative number, subtracts the absolute value rather than adding it", "prompt": "Misconception:\nWhen subtracting a negative number, subtracts the absolute value rather than adding it\n\nQuestion:\n\\( \\fbox{-5} \\) x\\( \\hspace{0.2cm} \\fbox{4} = \\hspace{0.2cm} \\fbox{-12} - \\hspace{0.2cm}\\fbox{ ? } \\)\n\nOptions:\nA. \\( -8 \\)\nB. \\( 8 \\)\nC. \\( -32 \\)\nD. \\( 32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1315:C", "QuestionText": "\\( \\fbox{-5} \\) x\\( \\hspace{0.2cm} \\fbox{4} = \\hspace{0.2cm} \\fbox{-12} - \\hspace{0.2cm}\\fbox{ ? } \\)", "AnswerAText": "\\( -8 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( -32 \\)", "AnswerDText": "\\( 32 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -32 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\n\\( \\fbox{-5} \\) x\\( \\hspace{0.2cm} \\fbox{4} = \\hspace{0.2cm} \\fbox{-12} - \\hspace{0.2cm}\\fbox{ ? } \\)\n\nOptions:\nA. \\( -8 \\)\nB. \\( 8 \\)\nC. \\( -32 \\)\nD. \\( 32 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1316:B", "QuestionText": "\\(\\frac{\\left(5^{6}\\right)^{4}}{5^{2}} \\equiv 5^{n}\\)\n\nWhat is the value of \\( n \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1885", "MisconceptionName": "Thinks a power raised to a power leads to addition of the powers", "prompt": "Misconception:\nThinks a power raised to a power leads to addition of the powers\n\nQuestion:\n\\(\\frac{\\left(5^{6}\\right)^{4}}{5^{2}} \\equiv 5^{n}\\)\n\nWhat is the value of \\( n \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 8 \\)\nC. \\( 12 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1316:C", "QuestionText": "\\(\\frac{\\left(5^{6}\\right)^{4}}{5^{2}} \\equiv 5^{n}\\)\n\nWhat is the value of \\( n \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2512", "MisconceptionName": "Believes when dividing numbers with the same base you divide the powers, rather than subtracting", "prompt": "Misconception:\nBelieves when dividing numbers with the same base you divide the powers, rather than subtracting\n\nQuestion:\n\\(\\frac{\\left(5^{6}\\right)^{4}}{5^{2}} \\equiv 5^{n}\\)\n\nWhat is the value of \\( n \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 8 \\)\nC. \\( 12 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1317:A", "QuestionText": "\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?", "AnswerAText": "\\( 9.8989 \\ldots \\)", "AnswerBText": "\\( 9.75 \\)", "AnswerCText": "\\( 9.90 \\)", "AnswerDText": "\\( 9.9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 9.8989 \\ldots \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\n\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 9.8989 \\ldots \\)\nB. \\( 9.75 \\)\nC. \\( 9.90 \\)\nD. \\( 9.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1317:B", "QuestionText": "\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?", "AnswerAText": "\\( 9.8989 \\ldots \\)", "AnswerBText": "\\( 9.75 \\)", "AnswerCText": "\\( 9.90 \\)", "AnswerDText": "\\( 9.9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 9.75 \\)", "MisconceptionId": "201", "MisconceptionName": "Believes substituting the starting value into an iteration formula immediately gives the solution", "prompt": "Misconception:\nBelieves substituting the starting value into an iteration formula immediately gives the solution\n\nQuestion:\n\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 9.8989 \\ldots \\)\nB. \\( 9.75 \\)\nC. \\( 9.90 \\)\nD. \\( 9.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1317:D", "QuestionText": "\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?", "AnswerAText": "\\( 9.8989 \\ldots \\)", "AnswerBText": "\\( 9.75 \\)", "AnswerCText": "\\( 9.90 \\)", "AnswerDText": "\\( 9.9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 9.9 \\)", "MisconceptionId": "1529", "MisconceptionName": "Rounds to the wrong degree of accuracy (significant figures rather than decimal places)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (significant figures rather than decimal places)\n\nQuestion:\n\\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 9.8989 \\ldots \\)\nB. \\( 9.75 \\)\nC. \\( 9.90 \\)\nD. \\( 9.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1318:D", "QuestionText": "\\begin{tabular}{|c|c|c|}\n      & Multiple of \\( 4 \\) & Not a multiple of \\( 4 \\) \\\\\n\\hline Factor of \\( 60 \\) & A & B \\\\\n\\hline Not a factor of \\( 60 \\) & C & D \\\\\n\\hline\n\\end{tabular} In which box should you place \\( \\mathbf{3 0} \\) ?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "D", "MisconceptionId": "331", "MisconceptionName": "Does not understand the term factor", "prompt": "Misconception:\nDoes not understand the term factor\n\nQuestion:\n\\begin{tabular}{|c|c|c|}\n      & Multiple of \\( 4 \\) & Not a multiple of \\( 4 \\) \\\\\n\\hline Factor of \\( 60 \\) & A & B \\\\\n\\hline Not a factor of \\( 60 \\) & C & D \\\\\n\\hline\n\\end{tabular} In which box should you place \\( \\mathbf{3 0} \\) ?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1319:B", "QuestionText": "Which of these always produces consecutive numbers if \\( n \\) is a positive integer?", "AnswerAText": "\\( n, n+1, n+2 \\)", "AnswerBText": "\\( n, 2 n, 3 n \\)", "AnswerCText": "\\( 3 n, 2 n, n \\)", "AnswerDText": "\\( n, n+2, n+4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( n, 2 n, 3 n \\)", "MisconceptionId": "2494", "MisconceptionName": "Does not know the meaning of consecutive", "prompt": "Misconception:\nDoes not know the meaning of consecutive\n\nQuestion:\nWhich of these always produces consecutive numbers if \\( n \\) is a positive integer?\n\nOptions:\nA. \\( n, n+1, n+2 \\)\nB. \\( n, 2 n, 3 n \\)\nC. \\( 3 n, 2 n, n \\)\nD. \\( n, n+2, n+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1319:C", "QuestionText": "Which of these always produces consecutive numbers if \\( n \\) is a positive integer?", "AnswerAText": "\\( n, n+1, n+2 \\)", "AnswerBText": "\\( n, 2 n, 3 n \\)", "AnswerCText": "\\( 3 n, 2 n, n \\)", "AnswerDText": "\\( n, n+2, n+4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 n, 2 n, n \\)", "MisconceptionId": "2494", "MisconceptionName": "Does not know the meaning of consecutive", "prompt": "Misconception:\nDoes not know the meaning of consecutive\n\nQuestion:\nWhich of these always produces consecutive numbers if \\( n \\) is a positive integer?\n\nOptions:\nA. \\( n, n+1, n+2 \\)\nB. \\( n, 2 n, 3 n \\)\nC. \\( 3 n, 2 n, n \\)\nD. \\( n, n+2, n+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1319:D", "QuestionText": "Which of these always produces consecutive numbers if \\( n \\) is a positive integer?", "AnswerAText": "\\( n, n+1, n+2 \\)", "AnswerBText": "\\( n, 2 n, 3 n \\)", "AnswerCText": "\\( 3 n, 2 n, n \\)", "AnswerDText": "\\( n, n+2, n+4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( n, n+2, n+4 \\)", "MisconceptionId": "2494", "MisconceptionName": "Does not know the meaning of consecutive", "prompt": "Misconception:\nDoes not know the meaning of consecutive\n\nQuestion:\nWhich of these always produces consecutive numbers if \\( n \\) is a positive integer?\n\nOptions:\nA. \\( n, n+1, n+2 \\)\nB. \\( n, 2 n, 3 n \\)\nC. \\( 3 n, 2 n, n \\)\nD. \\( n, n+2, n+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1320:A", "QuestionText": "Which of the following is the square root of \\( 36 \\) ?", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 1296 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 72 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 18 \\)", "MisconceptionId": "2248", "MisconceptionName": "Halves when asked to find the square root", "prompt": "Misconception:\nHalves when asked to find the square root\n\nQuestion:\nWhich of the following is the square root of \\( 36 \\) ?\n\nOptions:\nA. \\( 18 \\)\nB. \\( 1296 \\)\nC. \\( 6 \\)\nD. \\( 72 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1320:B", "QuestionText": "Which of the following is the square root of \\( 36 \\) ?", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 1296 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 72 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1296 \\)", "MisconceptionId": "1012", "MisconceptionName": "Squares when asked to find the square root", "prompt": "Misconception:\nSquares when asked to find the square root\n\nQuestion:\nWhich of the following is the square root of \\( 36 \\) ?\n\nOptions:\nA. \\( 18 \\)\nB. \\( 1296 \\)\nC. \\( 6 \\)\nD. \\( 72 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1320:D", "QuestionText": "Which of the following is the square root of \\( 36 \\) ?", "AnswerAText": "\\( 18 \\)", "AnswerBText": "\\( 1296 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 72 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 72 \\)", "MisconceptionId": "2017", "MisconceptionName": "Mixes up square rooting and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up square rooting and multiplying by 2 or doubling\n\nQuestion:\nWhich of the following is the square root of \\( 36 \\) ?\n\nOptions:\nA. \\( 18 \\)\nB. \\( 1296 \\)\nC. \\( 6 \\)\nD. \\( 72 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1321:A", "QuestionText": "\\( 0.32 \\times 0.8= \\)", "AnswerAText": "\\( 0.4 \\)", "AnswerBText": "\\( 0.0256 \\)", "AnswerCText": "\\( 2.56 \\)", "AnswerDText": "\\( 0.256 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( 0.32 \\times 0.8= \\)\n\nOptions:\nA. \\( 0.4 \\)\nB. \\( 0.0256 \\)\nC. \\( 2.56 \\)\nD. \\( 0.256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1321:B", "QuestionText": "\\( 0.32 \\times 0.8= \\)", "AnswerAText": "\\( 0.4 \\)", "AnswerBText": "\\( 0.0256 \\)", "AnswerCText": "\\( 2.56 \\)", "AnswerDText": "\\( 0.256 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.0256 \\)", "MisconceptionId": "1708", "MisconceptionName": "Does not understand place value within a number", "prompt": "Misconception:\nDoes not understand place value within a number\n\nQuestion:\n\\( 0.32 \\times 0.8= \\)\n\nOptions:\nA. \\( 0.4 \\)\nB. \\( 0.0256 \\)\nC. \\( 2.56 \\)\nD. \\( 0.256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1321:C", "QuestionText": "\\( 0.32 \\times 0.8= \\)", "AnswerAText": "\\( 0.4 \\)", "AnswerBText": "\\( 0.0256 \\)", "AnswerCText": "\\( 2.56 \\)", "AnswerDText": "\\( 0.256 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2.56 \\)", "MisconceptionId": "1708", "MisconceptionName": "Does not understand place value within a number", "prompt": "Misconception:\nDoes not understand place value within a number\n\nQuestion:\n\\( 0.32 \\times 0.8= \\)\n\nOptions:\nA. \\( 0.4 \\)\nB. \\( 0.0256 \\)\nC. \\( 2.56 \\)\nD. \\( 0.256 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1322:B", "QuestionText": "The pie chart shows the favourite subjects of children at a school.\n\nIf \\( 12 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 108 \\)", "AnswerCText": "\\( 87 \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 108 \\)", "MisconceptionId": "2331", "MisconceptionName": "Believes the angle in a pie chart sector is equal to the frequency", "prompt": "Misconception:\nBelieves the angle in a pie chart sector is equal to the frequency\n\nQuestion:\nThe pie chart shows the favourite subjects of children at a school.\n\nIf \\( 12 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()\n\nOptions:\nA. \\( 36 \\)\nB. \\( 108 \\)\nC. \\( 87 \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1323:A", "QuestionText": "Which of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]", "AnswerAText": "To get the next term you add \\( 3 \\) to the previous term", "AnswerBText": "To get the next term you double the previous term and add \\( 1 \\)", "AnswerCText": "To get the next term you square the previous term and add \\( 1 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "To get the next term you add \\( 3 \\) to the previous term", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]\n\nOptions:\nA. To get the next term you add \\( 3 \\) to the previous term\nB. To get the next term you double the previous term and add \\( 1 \\)\nC. To get the next term you square the previous term and add \\( 1 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1323:B", "QuestionText": "Which of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]", "AnswerAText": "To get the next term you add \\( 3 \\) to the previous term", "AnswerBText": "To get the next term you double the previous term and add \\( 1 \\)", "AnswerCText": "To get the next term you square the previous term and add \\( 1 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "To get the next term you double the previous term and add \\( 1 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]\n\nOptions:\nA. To get the next term you add \\( 3 \\) to the previous term\nB. To get the next term you double the previous term and add \\( 1 \\)\nC. To get the next term you square the previous term and add \\( 1 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1323:C", "QuestionText": "Which of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]", "AnswerAText": "To get the next term you add \\( 3 \\) to the previous term", "AnswerBText": "To get the next term you double the previous term and add \\( 1 \\)", "AnswerCText": "To get the next term you square the previous term and add \\( 1 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "To get the next term you square the previous term and add \\( 1 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]\n\nOptions:\nA. To get the next term you add \\( 3 \\) to the previous term\nB. To get the next term you double the previous term and add \\( 1 \\)\nC. To get the next term you square the previous term and add \\( 1 \\)\nD. To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1324:A", "QuestionText": "Tom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?", "AnswerAText": "\\( £ 100 \\)", "AnswerBText": "\\( £ 80 \\)", "AnswerCText": "\\( £ 144 \\)", "AnswerDText": "\\( £ 720 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( £ 100 \\)", "MisconceptionId": "624", "MisconceptionName": "In ratio question where one side of ratio is given, treats that as the total", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, treats that as the total\n\nQuestion:\nTom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?\n\nOptions:\nA. \\( £ 100 \\)\nB. \\( £ 80 \\)\nC. \\( £ 144 \\)\nD. \\( £ 720 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1324:B", "QuestionText": "Tom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?", "AnswerAText": "\\( £ 100 \\)", "AnswerBText": "\\( £ 80 \\)", "AnswerCText": "\\( £ 144 \\)", "AnswerDText": "\\( £ 720 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( £ 80 \\)", "MisconceptionId": "624", "MisconceptionName": "In ratio question where one side of ratio is given, treats that as the total", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, treats that as the total\n\nQuestion:\nTom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?\n\nOptions:\nA. \\( £ 100 \\)\nB. \\( £ 80 \\)\nC. \\( £ 144 \\)\nD. \\( £ 720 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1324:D", "QuestionText": "Tom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?", "AnswerAText": "\\( £ 100 \\)", "AnswerBText": "\\( £ 80 \\)", "AnswerCText": "\\( £ 144 \\)", "AnswerDText": "\\( £ 720 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( £ 720 \\)", "MisconceptionId": "1646", "MisconceptionName": "In ratio question where one side of ratio is given, uses that as one part in ratio without dividing", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, uses that as one part in ratio without dividing\n\nQuestion:\nTom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?\n\nOptions:\nA. \\( £ 100 \\)\nB. \\( £ 80 \\)\nC. \\( £ 144 \\)\nD. \\( £ 720 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1325:A", "QuestionText": "How do you write this number in words?\n\\( 107 \\)", "AnswerAText": "Ten seven", "AnswerBText": "One hundred and seven", "AnswerCText": "One hundred and seventy", "AnswerDText": "Seventeen", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Ten seven", "MisconceptionId": "1244", "MisconceptionName": "The student does not understand the place value of 3-digit numbers", "prompt": "Misconception:\nThe student does not understand the place value of 3-digit numbers\n\nQuestion:\nHow do you write this number in words?\n\\( 107 \\)\n\nOptions:\nA. Ten seven\nB. One hundred and seven\nC. One hundred and seventy\nD. Seventeen\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1325:C", "QuestionText": "How do you write this number in words?\n\\( 107 \\)", "AnswerAText": "Ten seven", "AnswerBText": "One hundred and seven", "AnswerCText": "One hundred and seventy", "AnswerDText": "Seventeen", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "One hundred and seventy", "MisconceptionId": "1244", "MisconceptionName": "The student does not understand the place value of 3-digit numbers", "prompt": "Misconception:\nThe student does not understand the place value of 3-digit numbers\n\nQuestion:\nHow do you write this number in words?\n\\( 107 \\)\n\nOptions:\nA. Ten seven\nB. One hundred and seven\nC. One hundred and seventy\nD. Seventeen\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1325:D", "QuestionText": "How do you write this number in words?\n\\( 107 \\)", "AnswerAText": "Ten seven", "AnswerBText": "One hundred and seven", "AnswerCText": "One hundred and seventy", "AnswerDText": "Seventeen", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Seventeen", "MisconceptionId": "1244", "MisconceptionName": "The student does not understand the place value of 3-digit numbers", "prompt": "Misconception:\nThe student does not understand the place value of 3-digit numbers\n\nQuestion:\nHow do you write this number in words?\n\\( 107 \\)\n\nOptions:\nA. Ten seven\nB. One hundred and seven\nC. One hundred and seventy\nD. Seventeen\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1326:A", "QuestionText": "There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks a yellow ball out and does not replace it.\n\nShe then has a second pick.\n\nWhat is the probability the second pick is a red ball?", "AnswerAText": "\\( \\frac{5}{9} \\)", "AnswerBText": "\\( \\frac{5}{8} \\)", "AnswerCText": "\\( \\frac{4}{9} \\)", "AnswerDText": "\\( \\frac{4}{8} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{5}{9} \\)", "MisconceptionId": "164", "MisconceptionName": "Does not reduce the denominator when an item is not replaced in a probability question", "prompt": "Misconception:\nDoes not reduce the denominator when an item is not replaced in a probability question\n\nQuestion:\nThere are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks a yellow ball out and does not replace it.\n\nShe then has a second pick.\n\nWhat is the probability the second pick is a red ball?\n\nOptions:\nA. \\( \\frac{5}{9} \\)\nB. \\( \\frac{5}{8} \\)\nC. \\( \\frac{4}{9} \\)\nD. \\( \\frac{4}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1327:C", "QuestionText": "When Nadia expands these brackets, how many terms should she get after she simplifies?\n\\(\n(p+8)(p+2)(p+1)\n\\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2585", "MisconceptionName": "Believes a cubic expression should have three terms", "prompt": "Misconception:\nBelieves a cubic expression should have three terms\n\nQuestion:\nWhen Nadia expands these brackets, how many terms should she get after she simplifies?\n\\(\n(p+8)(p+2)(p+1)\n\\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 8 \\)\nC. \\( 3 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1328:A", "QuestionText": "Without using a calculator, what is the mean of the following numbers?\n\n\\[\n3,4,3,4,4\n\\]", "AnswerAText": "\\( 3 \\)", "AnswerBText": "A little more than \\( 4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "A little less than \\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "836", "MisconceptionName": "Believes the mean is the middle number", "prompt": "Misconception:\nBelieves the mean is the middle number\n\nQuestion:\nWithout using a calculator, what is the mean of the following numbers?\n\n\\[\n3,4,3,4,4\n\\]\n\nOptions:\nA. \\( 3 \\)\nB. A little more than \\( 4 \\)\nC. \\( 4 \\)\nD. A little less than \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1328:C", "QuestionText": "Without using a calculator, what is the mean of the following numbers?\n\n\\[\n3,4,3,4,4\n\\]", "AnswerAText": "\\( 3 \\)", "AnswerBText": "A little more than \\( 4 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "A little less than \\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "377", "MisconceptionName": "When asked for the mean of a list of data, gives the mode", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the mode\n\nQuestion:\nWithout using a calculator, what is the mean of the following numbers?\n\n\\[\n3,4,3,4,4\n\\]\n\nOptions:\nA. \\( 3 \\)\nB. A little more than \\( 4 \\)\nC. \\( 4 \\)\nD. A little less than \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1329:B", "QuestionText": "\\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 13 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 13 \\)\nB. \\( 2 \\)\nC. \\( 4 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1329:C", "QuestionText": "\\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 13 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 13 \\)\nB. \\( 2 \\)\nC. \\( 4 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1329:D", "QuestionText": "\\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 13 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 11 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 13 \\)\nB. \\( 2 \\)\nC. \\( 4 \\)\nD. \\( 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1330:B", "QuestionText": "What is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]", "AnswerAText": "\\( 1 \\) and \\( 7 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "375", "MisconceptionName": "Believes you can only have one mode", "prompt": "Misconception:\nBelieves you can only have one mode\n\nQuestion:\nWhat is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]\n\nOptions:\nA. \\( 1 \\) and \\( 7 \\)\nB. \\( 7 \\)\nC. \\( 4 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1330:C", "QuestionText": "What is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]", "AnswerAText": "\\( 1 \\) and \\( 7 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1823", "MisconceptionName": "When there are two modes, finds the mean of these values and gives that as the mode", "prompt": "Misconception:\nWhen there are two modes, finds the mean of these values and gives that as the mode\n\nQuestion:\nWhat is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]\n\nOptions:\nA. \\( 1 \\) and \\( 7 \\)\nB. \\( 7 \\)\nC. \\( 4 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1330:D", "QuestionText": "What is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]", "AnswerAText": "\\( 1 \\) and \\( 7 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "There is no mode", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "There is no mode", "MisconceptionId": "2069", "MisconceptionName": "Believes if there are two numbers with the same frequency, there isn't a mode", "prompt": "Misconception:\nBelieves if there are two numbers with the same frequency, there isn't a mode\n\nQuestion:\nWhat is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]\n\nOptions:\nA. \\( 1 \\) and \\( 7 \\)\nB. \\( 7 \\)\nC. \\( 4 \\)\nD. There is no mode\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1331:A", "QuestionText": "Which is the best estimate for \\( (4.2)^{2} \\) ?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 25 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nWhich is the best estimate for \\( (4.2)^{2} \\) ?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 16 \\)\nC. \\( 8 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1331:C", "QuestionText": "Which is the best estimate for \\( (4.2)^{2} \\) ?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nWhich is the best estimate for \\( (4.2)^{2} \\) ?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 16 \\)\nC. \\( 8 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1332:B", "QuestionText": "![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?", "AnswerAText": "\\( 132^{\\circ} \\)", "AnswerBText": "\\( 142^{\\circ} \\)", "AnswerCText": "\\( 102^{\\circ} \\)", "AnswerDText": "\\( 312^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 142^{\\circ} \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\n![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?\n\nOptions:\nA. \\( 132^{\\circ} \\)\nB. \\( 142^{\\circ} \\)\nC. \\( 102^{\\circ} \\)\nD. \\( 312^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1332:C", "QuestionText": "![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?", "AnswerAText": "\\( 132^{\\circ} \\)", "AnswerBText": "\\( 142^{\\circ} \\)", "AnswerCText": "\\( 102^{\\circ} \\)", "AnswerDText": "\\( 312^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 102^{\\circ} \\)", "MisconceptionId": "2117", "MisconceptionName": "Thinks that all angles anywhere along a straight line add to 180", "prompt": "Misconception:\nThinks that all angles anywhere along a straight line add to 180\n\nQuestion:\n![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?\n\nOptions:\nA. \\( 132^{\\circ} \\)\nB. \\( 142^{\\circ} \\)\nC. \\( 102^{\\circ} \\)\nD. \\( 312^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1332:D", "QuestionText": "![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?", "AnswerAText": "\\( 132^{\\circ} \\)", "AnswerBText": "\\( 142^{\\circ} \\)", "AnswerCText": "\\( 102^{\\circ} \\)", "AnswerDText": "\\( 312^{\\circ} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 312^{\\circ} \\)", "MisconceptionId": "2362", "MisconceptionName": "Believes angles on a straight line add to 360 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 360 degrees\n\nQuestion:\n![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?\n\nOptions:\nA. \\( 132^{\\circ} \\)\nB. \\( 142^{\\circ} \\)\nC. \\( 102^{\\circ} \\)\nD. \\( 312^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1333:A", "QuestionText": "Which of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)", "AnswerAText": "To get the next term you add \\( 7 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you square the previous term and add \\( 5 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "To get the next term you add \\( 7 \\) to the previous term", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)\n\nOptions:\nA. To get the next term you add \\( 7 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you square the previous term and add \\( 5 \\)\nD. To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1333:C", "QuestionText": "Which of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)", "AnswerAText": "To get the next term you add \\( 7 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you square the previous term and add \\( 5 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "To get the next term you square the previous term and add \\( 5 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)\n\nOptions:\nA. To get the next term you add \\( 7 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you square the previous term and add \\( 5 \\)\nD. To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1333:D", "QuestionText": "Which of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)", "AnswerAText": "To get the next term you add \\( 7 \\) to the previous term", "AnswerBText": "To get the next term you add the previous two terms together", "AnswerCText": "To get the next term you square the previous term and add \\( 5 \\)", "AnswerDText": "To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\nWhich of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)\n\nOptions:\nA. To get the next term you add \\( 7 \\) to the previous term\nB. To get the next term you add the previous two terms together\nC. To get the next term you square the previous term and add \\( 5 \\)\nD. To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1334:A", "QuestionText": "Which of the following shapes is a hexagon?", "AnswerAText": "![An irregular, five sided shape]()", "AnswerBText": "![A regular, five sided shape]()", "AnswerCText": "![A regular, eight sided shape]()", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![An irregular, five sided shape]()", "MisconceptionId": "2569", "MisconceptionName": "Confuses pentagon and hexagon", "prompt": "Misconception:\nConfuses pentagon and hexagon\n\nQuestion:\nWhich of the following shapes is a hexagon?\n\nOptions:\nA. ![An irregular, five sided shape]()\nB. ![A regular, five sided shape]()\nC. ![A regular, eight sided shape]()\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1334:B", "QuestionText": "Which of the following shapes is a hexagon?", "AnswerAText": "![An irregular, five sided shape]()", "AnswerBText": "![A regular, five sided shape]()", "AnswerCText": "![A regular, eight sided shape]()", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A regular, five sided shape]()", "MisconceptionId": "2569", "MisconceptionName": "Confuses pentagon and hexagon", "prompt": "Misconception:\nConfuses pentagon and hexagon\n\nQuestion:\nWhich of the following shapes is a hexagon?\n\nOptions:\nA. ![An irregular, five sided shape]()\nB. ![A regular, five sided shape]()\nC. ![A regular, eight sided shape]()\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1334:C", "QuestionText": "Which of the following shapes is a hexagon?", "AnswerAText": "![An irregular, five sided shape]()", "AnswerBText": "![A regular, five sided shape]()", "AnswerCText": "![A regular, eight sided shape]()", "AnswerDText": "None of these", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A regular, eight sided shape]()", "MisconceptionId": "2161", "MisconceptionName": "Confuses octagon and hexagon", "prompt": "Misconception:\nConfuses octagon and hexagon\n\nQuestion:\nWhich of the following shapes is a hexagon?\n\nOptions:\nA. ![An irregular, five sided shape]()\nB. ![A regular, five sided shape]()\nC. ![A regular, eight sided shape]()\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1335:A", "QuestionText": "Write \\( 16 \\) over \\( 28 \\) as a fraction in its simplest terms.", "AnswerAText": "\\( \\frac{16}{28} \\)", "AnswerBText": "\\( \\frac{1}{13} \\)", "AnswerCText": "\\( \\frac{4}{6} \\)", "AnswerDText": "\\( \\frac{4}{7} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{16}{28} \\)", "MisconceptionId": "29", "MisconceptionName": "Forgot to simplify the fraction", "prompt": "Misconception:\nForgot to simplify the fraction\n\nQuestion:\nWrite \\( 16 \\) over \\( 28 \\) as a fraction in its simplest terms.\n\nOptions:\nA. \\( \\frac{16}{28} \\)\nB. \\( \\frac{1}{13} \\)\nC. \\( \\frac{4}{6} \\)\nD. \\( \\frac{4}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1335:B", "QuestionText": "Write \\( 16 \\) over \\( 28 \\) as a fraction in its simplest terms.", "AnswerAText": "\\( \\frac{16}{28} \\)", "AnswerBText": "\\( \\frac{1}{13} \\)", "AnswerCText": "\\( \\frac{4}{6} \\)", "AnswerDText": "\\( \\frac{4}{7} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{13} \\)", "MisconceptionId": "2078", "MisconceptionName": "Simplifies a fraction by adding or subtracting the same amount from the numerator  and denominator", "prompt": "Misconception:\nSimplifies a fraction by adding or subtracting the same amount from the numerator  and denominator\n\nQuestion:\nWrite \\( 16 \\) over \\( 28 \\) as a fraction in its simplest terms.\n\nOptions:\nA. \\( \\frac{16}{28} \\)\nB. \\( \\frac{1}{13} \\)\nC. \\( \\frac{4}{6} \\)\nD. \\( \\frac{4}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1336:A", "QuestionText": "Tom and Katie are discussing how to get this pair of simultaneous equations in a form where they can eliminate \\( y \\) \\(( 1)\\)  \\(-2 x+6 y=4 \\)\n\\( (2)\\)  \\( x+2 y=8 \\) Tom says you need to multiply equation \\( (2) \\) by \\( 3 \\).\n\nKatie says you need to multiply equation \\( (1) \\) by \\( 2 \\) and multiply equation \\( (2) \\) by \\( 6 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2291", "MisconceptionName": "When solving simultaneous equations, thinks they can't multiply each equation by a different number", "prompt": "Misconception:\nWhen solving simultaneous equations, thinks they can't multiply each equation by a different number\n\nQuestion:\nTom and Katie are discussing how to get this pair of simultaneous equations in a form where they can eliminate \\( y \\) \\(( 1)\\)  \\(-2 x+6 y=4 \\)\n\\( (2)\\)  \\( x+2 y=8 \\) Tom says you need to multiply equation \\( (2) \\) by \\( 3 \\).\n\nKatie says you need to multiply equation \\( (1) \\) by \\( 2 \\) and multiply equation \\( (2) \\) by \\( 6 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1337:D", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 28 \\times 15 \\) mentally Tom does \\( 28 \\times 5 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 14 \\times 15 \\) and then doubles her answer Who would get the correct answer?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1670", "MisconceptionName": "Does not realise that multiplication can be broken down into factors", "prompt": "Misconception:\nDoes not realise that multiplication can be broken down into factors\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 28 \\times 15 \\) mentally Tom does \\( 28 \\times 5 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 14 \\times 15 \\) and then doubles her answer Who would get the correct answer?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1338:A", "QuestionText": "Which fraction is closest to \\( 1 \\) ?", "AnswerAText": "\\( 1 \\frac{1}{3} \\)", "AnswerBText": "\\( \\frac{9}{10} \\)", "AnswerCText": "\\( \\frac{4}{5} \\)", "AnswerDText": "\\( 1 \\frac{1}{7} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 1 \\frac{1}{3} \\)", "MisconceptionId": "2030", "MisconceptionName": "Believes that fractions with larger denominators are greater in size", "prompt": "Misconception:\nBelieves that fractions with larger denominators are greater in size\n\nQuestion:\nWhich fraction is closest to \\( 1 \\) ?\n\nOptions:\nA. \\( 1 \\frac{1}{3} \\)\nB. \\( \\frac{9}{10} \\)\nC. \\( \\frac{4}{5} \\)\nD. \\( 1 \\frac{1}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1339:B", "QuestionText": "Which of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()", "AnswerAText": "\\( 2 f-20=360 \\)", "AnswerBText": "\\( 2 f-20=180 \\)", "AnswerCText": "\\( f^{2}-20=360 \\)", "AnswerDText": "\\( f-20=f \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 f-20=180 \\)", "MisconceptionId": "2266", "MisconceptionName": "Believes angles around a point sum to 180", "prompt": "Misconception:\nBelieves angles around a point sum to 180\n\nQuestion:\nWhich of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()\n\nOptions:\nA. \\( 2 f-20=360 \\)\nB. \\( 2 f-20=180 \\)\nC. \\( f^{2}-20=360 \\)\nD. \\( f-20=f \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1339:C", "QuestionText": "Which of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()", "AnswerAText": "\\( 2 f-20=360 \\)", "AnswerBText": "\\( 2 f-20=180 \\)", "AnswerCText": "\\( f^{2}-20=360 \\)", "AnswerDText": "\\( f-20=f \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( f^{2}-20=360 \\)", "MisconceptionId": "923", "MisconceptionName": "Thinks index notation represents repeated addition rather than repeated multiplication", "prompt": "Misconception:\nThinks index notation represents repeated addition rather than repeated multiplication\n\nQuestion:\nWhich of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()\n\nOptions:\nA. \\( 2 f-20=360 \\)\nB. \\( 2 f-20=180 \\)\nC. \\( f^{2}-20=360 \\)\nD. \\( f-20=f \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1339:D", "QuestionText": "Which of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()", "AnswerAText": "\\( 2 f-20=360 \\)", "AnswerBText": "\\( 2 f-20=180 \\)", "AnswerCText": "\\( f^{2}-20=360 \\)", "AnswerDText": "\\( f-20=f \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( f-20=f \\)", "MisconceptionId": "1897", "MisconceptionName": "Confuses vertically opposite angles and angles around a point", "prompt": "Misconception:\nConfuses vertically opposite angles and angles around a point\n\nQuestion:\nWhich of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()\n\nOptions:\nA. \\( 2 f-20=360 \\)\nB. \\( 2 f-20=180 \\)\nC. \\( f^{2}-20=360 \\)\nD. \\( f-20=f \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1340:A", "QuestionText": "A square has an area of \\( 100 \\mathrm{~cm}^{2} \\)\nWhat is the length of each side of the square?", "AnswerAText": "\\( 25 \\mathrm{~cm} \\)", "AnswerBText": "\\( 10 \\mathrm{~cm} \\)", "AnswerCText": "\\( 50 \\mathrm{~cm} \\)", "AnswerDText": "\\( 100 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 25 \\mathrm{~cm} \\)", "MisconceptionId": "1678", "MisconceptionName": "Confuses perimeter and area", "prompt": "Misconception:\nConfuses perimeter and area\n\nQuestion:\nA square has an area of \\( 100 \\mathrm{~cm}^{2} \\)\nWhat is the length of each side of the square?\n\nOptions:\nA. \\( 25 \\mathrm{~cm} \\)\nB. \\( 10 \\mathrm{~cm} \\)\nC. \\( 50 \\mathrm{~cm} \\)\nD. \\( 100 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1340:C", "QuestionText": "A square has an area of \\( 100 \\mathrm{~cm}^{2} \\)\nWhat is the length of each side of the square?", "AnswerAText": "\\( 25 \\mathrm{~cm} \\)", "AnswerBText": "\\( 10 \\mathrm{~cm} \\)", "AnswerCText": "\\( 50 \\mathrm{~cm} \\)", "AnswerDText": "\\( 100 \\mathrm{~cm} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 50 \\mathrm{~cm} \\)", "MisconceptionId": "734", "MisconceptionName": "Confuses square rooting and halving the number", "prompt": "Misconception:\nConfuses square rooting and halving the number\n\nQuestion:\nA square has an area of \\( 100 \\mathrm{~cm}^{2} \\)\nWhat is the length of each side of the square?\n\nOptions:\nA. \\( 25 \\mathrm{~cm} \\)\nB. \\( 10 \\mathrm{~cm} \\)\nC. \\( 50 \\mathrm{~cm} \\)\nD. \\( 100 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1341:B", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the interior angle at G.]()", "AnswerAText": "HGC", "AnswerBText": "\\( \\mathrm{GFH} \\)", "AnswerCText": "FGE", "AnswerDText": "FGH", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\mathrm{GFH} \\)", "MisconceptionId": "1906", "MisconceptionName": "Gives 3-letter angle notation in the wrong order", "prompt": "Misconception:\nGives 3-letter angle notation in the wrong order\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the interior angle at G.]()\n\nOptions:\nA. HGC\nB. \\( \\mathrm{GFH} \\)\nC. FGE\nD. FGH\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1342:A", "QuestionText": "A point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?", "AnswerAText": "\\( (4.4) \\)", "AnswerBText": "\\( (-4,-4) \\)", "AnswerCText": "\\( (-4,4) \\)", "AnswerDText": "\\( (4,-4) \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (4.4) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?\n\nOptions:\nA. \\( (4.4) \\)\nB. \\( (-4,-4) \\)\nC. \\( (-4,4) \\)\nD. \\( (4,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1342:B", "QuestionText": "A point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?", "AnswerAText": "\\( (4.4) \\)", "AnswerBText": "\\( (-4,-4) \\)", "AnswerCText": "\\( (-4,4) \\)", "AnswerDText": "\\( (4,-4) \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (-4,-4) \\)", "MisconceptionId": "282", "MisconceptionName": "Does not understand that a point on the line of reflection will stay the same when reflected", "prompt": "Misconception:\nDoes not understand that a point on the line of reflection will stay the same when reflected\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?\n\nOptions:\nA. \\( (4.4) \\)\nB. \\( (-4,-4) \\)\nC. \\( (-4,4) \\)\nD. \\( (4,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1342:C", "QuestionText": "A point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?", "AnswerAText": "\\( (4.4) \\)", "AnswerBText": "\\( (-4,-4) \\)", "AnswerCText": "\\( (-4,4) \\)", "AnswerDText": "\\( (4,-4) \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (-4,4) \\)", "MisconceptionId": "283", "MisconceptionName": "Believes reflection in y = -x switches x and y coordinates", "prompt": "Misconception:\nBelieves reflection in y = -x switches x and y coordinates\n\nQuestion:\nA point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?\n\nOptions:\nA. \\( (4.4) \\)\nB. \\( (-4,-4) \\)\nC. \\( (-4,4) \\)\nD. \\( (4,-4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1343:B", "QuestionText": "\\( 12 \\div 2+1 \\times 2= \\)", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "15", "MisconceptionName": "Confuses the order of operations, believes addition comes before division", "prompt": "Misconception:\nConfuses the order of operations, believes addition comes before division\n\nQuestion:\n\\( 12 \\div 2+1 \\times 2= \\)\n\nOptions:\nA. \\( 9 \\)\nB. \\( 3 \\)\nC. \\( 14 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1343:C", "QuestionText": "\\( 12 \\div 2+1 \\times 2= \\)", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 12 \\div 2+1 \\times 2= \\)\n\nOptions:\nA. \\( 9 \\)\nB. \\( 3 \\)\nC. \\( 14 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1344:C", "QuestionText": "The probability of picking a green ball is \\( \\frac{1}{5} \\)\nWhere is this value on the probability scale? ![A diagram showing a probability scale with 10 segments. The scale starts at 0.0, has 0.5 marked after 5 segments, and 1.0 marked at the end, after 10 segments. A is marked after 2 segments, B after 4, C after 5 and D after 7.]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "C", "MisconceptionId": "760", "MisconceptionName": "Converts a fraction to a decimal by using the denominator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using the denominator after the decimal point\n\nQuestion:\nThe probability of picking a green ball is \\( \\frac{1}{5} \\)\nWhere is this value on the probability scale? ![A diagram showing a probability scale with 10 segments. The scale starts at 0.0, has 0.5 marked after 5 segments, and 1.0 marked at the end, after 10 segments. A is marked after 2 segments, B after 4, C after 5 and D after 7.]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1345:B", "QuestionText": "\\(\n\\frac{3}{4}-\\frac{1}{3}=\\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 13 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\(\n\\frac{3}{4}-\\frac{1}{3}=\\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 2 \\)\nC. \\( 13 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1346:B", "QuestionText": "Tom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1869", "MisconceptionName": "Believes that the larger the divisor, the larger the answer.", "prompt": "Misconception:\nBelieves that the larger the divisor, the larger the answer.\n\nQuestion:\nTom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1346:C", "QuestionText": "Tom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1869", "MisconceptionName": "Believes that the larger the divisor, the larger the answer.", "prompt": "Misconception:\nBelieves that the larger the divisor, the larger the answer.\n\nQuestion:\nTom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1346:D", "QuestionText": "Tom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2461", "MisconceptionName": "Believes that the larger the dividend, the smaller the answer.", "prompt": "Misconception:\nBelieves that the larger the dividend, the smaller the answer.\n\nQuestion:\nTom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1347:A", "QuestionText": "This table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "Age + Frequency", "AnswerBText": "Age - Frequency", "AnswerCText": "Age \\( \\times \\)\nFrequency", "AnswerDText": "Age \\( \\div \\)\nFrequency", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Age + Frequency", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\nThis table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. Age + Frequency\nB. Age - Frequency\nC. Age \\( \\times \\)\nFrequency\nD. Age \\( \\div \\)\nFrequency\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1347:B", "QuestionText": "This table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "Age + Frequency", "AnswerBText": "Age - Frequency", "AnswerCText": "Age \\( \\times \\)\nFrequency", "AnswerDText": "Age \\( \\div \\)\nFrequency", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Age - Frequency", "MisconceptionId": "997", "MisconceptionName": "Subtracts instead of multiplies", "prompt": "Misconception:\nSubtracts instead of multiplies\n\nQuestion:\nThis table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. Age + Frequency\nB. Age - Frequency\nC. Age \\( \\times \\)\nFrequency\nD. Age \\( \\div \\)\nFrequency\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1347:D", "QuestionText": "This table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "Age + Frequency", "AnswerBText": "Age - Frequency", "AnswerCText": "Age \\( \\times \\)\nFrequency", "AnswerDText": "Age \\( \\div \\)\nFrequency", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Age \\( \\div \\)\nFrequency", "MisconceptionId": "565", "MisconceptionName": "Divides rather than multiplies", "prompt": "Misconception:\nDivides rather than multiplies\n\nQuestion:\nThis table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. Age + Frequency\nB. Age - Frequency\nC. Age \\( \\times \\)\nFrequency\nD. Age \\( \\div \\)\nFrequency\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1348:A", "QuestionText": "\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?", "AnswerAText": "The cube numbers", "AnswerBText": "The Fibonacci numbers", "AnswerCText": "The square numbers", "AnswerDText": "The triangle numbers", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "The cube numbers", "MisconceptionId": "2489", "MisconceptionName": "Thinks cube numbers are triangular numbers", "prompt": "Misconception:\nThinks cube numbers are triangular numbers\n\nQuestion:\n\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\n\nOptions:\nA. The cube numbers\nB. The Fibonacci numbers\nC. The square numbers\nD. The triangle numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1348:B", "QuestionText": "\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?", "AnswerAText": "The cube numbers", "AnswerBText": "The Fibonacci numbers", "AnswerCText": "The square numbers", "AnswerDText": "The triangle numbers", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "The Fibonacci numbers", "MisconceptionId": "2296", "MisconceptionName": "Believes Fibonacci numbers are triangle numbers", "prompt": "Misconception:\nBelieves Fibonacci numbers are triangle numbers\n\nQuestion:\n\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\n\nOptions:\nA. The cube numbers\nB. The Fibonacci numbers\nC. The square numbers\nD. The triangle numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1348:C", "QuestionText": "\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?", "AnswerAText": "The cube numbers", "AnswerBText": "The Fibonacci numbers", "AnswerCText": "The square numbers", "AnswerDText": "The triangle numbers", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "The square numbers", "MisconceptionId": "1882", "MisconceptionName": "Believes square numbers are triangle numbers", "prompt": "Misconception:\nBelieves square numbers are triangle numbers\n\nQuestion:\n\\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\n\nOptions:\nA. The cube numbers\nB. The Fibonacci numbers\nC. The square numbers\nD. The triangle numbers\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1349:B", "QuestionText": "Sandeep wants to eliminate \\( l \\) from these simultaneous equations.\n\\(\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\\)\n\nFirst he will transform both of them to get them in an appropriate form.\nWhich of the following is a correct transformation?", "AnswerAText": "\\( \\begin{array}{l}6 l+9 m=26 \\\\ 6 l+8 m=51\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}6 l+9 m=13 \\\\ 6 l+8 m=17\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}6 l+3 m=13 \\\\ 6 l+4 m=17\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}6 l+9 m=39 \\\\ 6 l+8 m=34\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}6 l+9 m=13 \\\\ 6 l+8 m=17\\end{array} \\)", "MisconceptionId": "1268", "MisconceptionName": "When solving simultaneous equations, thinks you only transform the algebraic terms, rather than the whole equation.", "prompt": "Misconception:\nWhen solving simultaneous equations, thinks you only transform the algebraic terms, rather than the whole equation.\n\nQuestion:\nSandeep wants to eliminate \\( l \\) from these simultaneous equations.\n\\(\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\\)\n\nFirst he will transform both of them to get them in an appropriate form.\nWhich of the following is a correct transformation?\n\nOptions:\nA. \\( \\begin{array}{l}6 l+9 m=26 \\\\ 6 l+8 m=51\\end{array} \\)\nB. \\( \\begin{array}{l}6 l+9 m=13 \\\\ 6 l+8 m=17\\end{array} \\)\nC. \\( \\begin{array}{l}6 l+3 m=13 \\\\ 6 l+4 m=17\\end{array} \\)\nD. \\( \\begin{array}{l}6 l+9 m=39 \\\\ 6 l+8 m=34\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1349:C", "QuestionText": "Sandeep wants to eliminate \\( l \\) from these simultaneous equations.\n\\(\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\\)\n\nFirst he will transform both of them to get them in an appropriate form.\nWhich of the following is a correct transformation?", "AnswerAText": "\\( \\begin{array}{l}6 l+9 m=26 \\\\ 6 l+8 m=51\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}6 l+9 m=13 \\\\ 6 l+8 m=17\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}6 l+3 m=13 \\\\ 6 l+4 m=17\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}6 l+9 m=39 \\\\ 6 l+8 m=34\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}6 l+3 m=13 \\\\ 6 l+4 m=17\\end{array} \\)", "MisconceptionId": "614", "MisconceptionName": "When solving simultaneous equations, thinks you only transform the term that is being eliminated, rather than the whole equation.", "prompt": "Misconception:\nWhen solving simultaneous equations, thinks you only transform the term that is being eliminated, rather than the whole equation.\n\nQuestion:\nSandeep wants to eliminate \\( l \\) from these simultaneous equations.\n\\(\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\\)\n\nFirst he will transform both of them to get them in an appropriate form.\nWhich of the following is a correct transformation?\n\nOptions:\nA. \\( \\begin{array}{l}6 l+9 m=26 \\\\ 6 l+8 m=51\\end{array} \\)\nB. \\( \\begin{array}{l}6 l+9 m=13 \\\\ 6 l+8 m=17\\end{array} \\)\nC. \\( \\begin{array}{l}6 l+3 m=13 \\\\ 6 l+4 m=17\\end{array} \\)\nD. \\( \\begin{array}{l}6 l+9 m=39 \\\\ 6 l+8 m=34\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1350:A", "QuestionText": "If you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 47 \\)", "AnswerBText": "\\( 280 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 2800 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 47 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\nIf you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 47 \\)\nB. \\( 280 \\)\nC. \\( 28 \\)\nD. \\( 2800 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1350:C", "QuestionText": "If you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 47 \\)", "AnswerBText": "\\( 280 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 2800 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 28 \\)", "MisconceptionId": "1628", "MisconceptionName": "When multiplying involving a multiple of 10, gives an answer 10 times smaller than it should be", "prompt": "Misconception:\nWhen multiplying involving a multiple of 10, gives an answer 10 times smaller than it should be\n\nQuestion:\nIf you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 47 \\)\nB. \\( 280 \\)\nC. \\( 28 \\)\nD. \\( 2800 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1350:D", "QuestionText": "If you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 47 \\)", "AnswerBText": "\\( 280 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 2800 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2800 \\)", "MisconceptionId": "1051", "MisconceptionName": "When multiplying by a multiple of 10, gives an answer 10 times bigger than it should be", "prompt": "Misconception:\nWhen multiplying by a multiple of 10, gives an answer 10 times bigger than it should be\n\nQuestion:\nIf you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 47 \\)\nB. \\( 280 \\)\nC. \\( 28 \\)\nD. \\( 2800 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1351:A", "QuestionText": "Solve the equation:\n\\[\n-3=p+12\n\\]", "AnswerAText": "\\( p=9 \\)", "AnswerBText": "\\( p=-15 \\)", "AnswerCText": "\\( p=-9 \\)", "AnswerDText": "\\( p=15 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( p=9 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\[\n-3=p+12\n\\]\n\nOptions:\nA. \\( p=9 \\)\nB. \\( p=-15 \\)\nC. \\( p=-9 \\)\nD. \\( p=15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1352:D", "QuestionText": "\\( \\begin{array}{r}\\quad35 \\\\ \\times 46 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 30 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "711", "MisconceptionName": "Believes you write the carried value in the number rather than adding it to the next place value column", "prompt": "Misconception:\nBelieves you write the carried value in the number rather than adding it to the next place value column\n\nQuestion:\n\\( \\begin{array}{r}\\quad35 \\\\ \\times 46 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 8 \\)\nD. \\( 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1353:A", "QuestionText": "Simplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)", "AnswerAText": "\\( 6^{3} \\)", "AnswerBText": "\\( 6^{6} \\)", "AnswerCText": "\\( 1^{3} \\)", "AnswerDText": "\\( 1^{6} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 6^{3} \\)", "MisconceptionId": "2512", "MisconceptionName": "Believes when dividing numbers with the same base you divide the powers, rather than subtracting", "prompt": "Misconception:\nBelieves when dividing numbers with the same base you divide the powers, rather than subtracting\n\nQuestion:\nSimplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)\n\nOptions:\nA. \\( 6^{3} \\)\nB. \\( 6^{6} \\)\nC. \\( 1^{3} \\)\nD. \\( 1^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1353:C", "QuestionText": "Simplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)", "AnswerAText": "\\( 6^{3} \\)", "AnswerBText": "\\( 6^{6} \\)", "AnswerCText": "\\( 1^{3} \\)", "AnswerDText": "\\( 1^{6} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1^{3} \\)", "MisconceptionId": "1030", "MisconceptionName": "When dividing numbers with the same base divides the base numbers and the powers", "prompt": "Misconception:\nWhen dividing numbers with the same base divides the base numbers and the powers\n\nQuestion:\nSimplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)\n\nOptions:\nA. \\( 6^{3} \\)\nB. \\( 6^{6} \\)\nC. \\( 1^{3} \\)\nD. \\( 1^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1353:D", "QuestionText": "Simplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)", "AnswerAText": "\\( 6^{3} \\)", "AnswerBText": "\\( 6^{6} \\)", "AnswerCText": "\\( 1^{3} \\)", "AnswerDText": "\\( 1^{6} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1^{6} \\)", "MisconceptionId": "812", "MisconceptionName": "When dividing numbers with the same base correctly subtracts the powers but divides the base numbers.", "prompt": "Misconception:\nWhen dividing numbers with the same base correctly subtracts the powers but divides the base numbers.\n\nQuestion:\nSimplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)\n\nOptions:\nA. \\( 6^{3} \\)\nB. \\( 6^{6} \\)\nC. \\( 1^{3} \\)\nD. \\( 1^{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1354:A", "QuestionText": "Which function machine will solve the equation \\( x^{2}+5=14 ? \\)", "AnswerAText": "![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()", "AnswerBText": "![A function machine showing 14 as the input then squaring and +5 to give the output]()", "AnswerCText": "![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()", "AnswerDText": "![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich function machine will solve the equation \\( x^{2}+5=14 ? \\)\n\nOptions:\nA. ![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()\nB. ![A function machine showing 14 as the input then squaring and +5 to give the output]()\nC. ![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()\nD. ![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1354:B", "QuestionText": "Which function machine will solve the equation \\( x^{2}+5=14 ? \\)", "AnswerAText": "![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()", "AnswerBText": "![A function machine showing 14 as the input then squaring and +5 to give the output]()", "AnswerCText": "![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()", "AnswerDText": "![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A function machine showing 14 as the input then squaring and +5 to give the output]()", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nWhich function machine will solve the equation \\( x^{2}+5=14 ? \\)\n\nOptions:\nA. ![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()\nB. ![A function machine showing 14 as the input then squaring and +5 to give the output]()\nC. ![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()\nD. ![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1354:D", "QuestionText": "Which function machine will solve the equation \\( x^{2}+5=14 ? \\)", "AnswerAText": "![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()", "AnswerBText": "![A function machine showing 14 as the input then squaring and +5 to give the output]()", "AnswerCText": "![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()", "AnswerDText": "![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhich function machine will solve the equation \\( x^{2}+5=14 ? \\)\n\nOptions:\nA. ![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()\nB. ![A function machine showing 14 as the input then squaring and +5 to give the output]()\nC. ![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()\nD. ![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input  -5 and then divide by 2]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1355:C", "QuestionText": "Tom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{0 . 0 3 4 5 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{0 . 0 3} \\)\n\nKatie says \\( 0.03456 \\) rounded to \\( 2 \\) decimal places is \\( \\mathbf{0 . 0 3} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nTom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{0 . 0 3 4 5 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{0 . 0 3} \\)\n\nKatie says \\( 0.03456 \\) rounded to \\( 2 \\) decimal places is \\( \\mathbf{0 . 0 3} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1355:D", "QuestionText": "Tom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{0 . 0 3 4 5 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{0 . 0 3} \\)\n\nKatie says \\( 0.03456 \\) rounded to \\( 2 \\) decimal places is \\( \\mathbf{0 . 0 3} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1529", "MisconceptionName": "Rounds to the wrong degree of accuracy (significant figures rather than decimal places)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (significant figures rather than decimal places)\n\nQuestion:\nTom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{0 . 0 3 4 5 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{0 . 0 3} \\)\n\nKatie says \\( 0.03456 \\) rounded to \\( 2 \\) decimal places is \\( \\mathbf{0 . 0 3} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1356:C", "QuestionText": "What is \\( \\mathbf{1 . 5 1 6} \\) rounded to the nearest \\( \\mathbf{0 . 0 5} \\) ?", "AnswerAText": "\\( 1.50 \\)", "AnswerBText": "\\( 1.51 \\)", "AnswerCText": "\\( 1.55 \\)", "AnswerDText": "\\( 1.52 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1.55 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nWhat is \\( \\mathbf{1 . 5 1 6} \\) rounded to the nearest \\( \\mathbf{0 . 0 5} \\) ?\n\nOptions:\nA. \\( 1.50 \\)\nB. \\( 1.51 \\)\nC. \\( 1.55 \\)\nD. \\( 1.52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1356:D", "QuestionText": "What is \\( \\mathbf{1 . 5 1 6} \\) rounded to the nearest \\( \\mathbf{0 . 0 5} \\) ?", "AnswerAText": "\\( 1.50 \\)", "AnswerBText": "\\( 1.51 \\)", "AnswerCText": "\\( 1.55 \\)", "AnswerDText": "\\( 1.52 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1.52 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{1 . 5 1 6} \\) rounded to the nearest \\( \\mathbf{0 . 0 5} \\) ?\n\nOptions:\nA. \\( 1.50 \\)\nB. \\( 1.51 \\)\nC. \\( 1.55 \\)\nD. \\( 1.52 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1357:B", "QuestionText": "STEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)", "AnswerAText": "\\( \\frac{9 x-2(x+3)}{x(x+3)} \\)", "AnswerBText": "\\( \\frac{9}{3}-\\frac{2(3)}{3} \\)", "AnswerCText": "\\( \\frac{9}{x+3}-\\frac{2}{x} \\)", "AnswerDText": "\\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{9}{3}-\\frac{2(3)}{3} \\)", "MisconceptionId": "891", "MisconceptionName": "Incorrectly cancels what they believe is a factor in algebraic fractions", "prompt": "Misconception:\nIncorrectly cancels what they believe is a factor in algebraic fractions\n\nQuestion:\nSTEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)\n\nOptions:\nA. \\( \\frac{9 x-2(x+3)}{x(x+3)} \\)\nB. \\( \\frac{9}{3}-\\frac{2(3)}{3} \\)\nC. \\( \\frac{9}{x+3}-\\frac{2}{x} \\)\nD. \\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1357:C", "QuestionText": "STEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)", "AnswerAText": "\\( \\frac{9 x-2(x+3)}{x(x+3)} \\)", "AnswerBText": "\\( \\frac{9}{3}-\\frac{2(3)}{3} \\)", "AnswerCText": "\\( \\frac{9}{x+3}-\\frac{2}{x} \\)", "AnswerDText": "\\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{9}{x+3}-\\frac{2}{x} \\)", "MisconceptionId": "633", "MisconceptionName": "Does not understand how to subtract algebraic fractions", "prompt": "Misconception:\nDoes not understand how to subtract algebraic fractions\n\nQuestion:\nSTEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)\n\nOptions:\nA. \\( \\frac{9 x-2(x+3)}{x(x+3)} \\)\nB. \\( \\frac{9}{3}-\\frac{2(3)}{3} \\)\nC. \\( \\frac{9}{x+3}-\\frac{2}{x} \\)\nD. \\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1357:D", "QuestionText": "STEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)", "AnswerAText": "\\( \\frac{9 x-2(x+3)}{x(x+3)} \\)", "AnswerBText": "\\( \\frac{9}{3}-\\frac{2(3)}{3} \\)", "AnswerCText": "\\( \\frac{9}{x+3}-\\frac{2}{x} \\)", "AnswerDText": "\\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\nSTEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)\n\nOptions:\nA. \\( \\frac{9 x-2(x+3)}{x(x+3)} \\)\nB. \\( \\frac{9}{3}-\\frac{2(3)}{3} \\)\nC. \\( \\frac{9}{x+3}-\\frac{2}{x} \\)\nD. \\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1358:A", "QuestionText": "A lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?", "AnswerAText": "\\( \\frac{1}{5} \\)", "AnswerBText": "\\( \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{5} \\)", "MisconceptionId": "1452", "MisconceptionName": "When converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total", "prompt": "Misconception:\nWhen converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total\n\nQuestion:\nA lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?\n\nOptions:\nA. \\( \\frac{1}{5} \\)\nB. \\( \\frac{5}{6} \\)\nC. \\( \\frac{1}{6} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1358:B", "QuestionText": "A lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?", "AnswerAText": "\\( \\frac{1}{5} \\)", "AnswerBText": "\\( \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{5}{6} \\)", "MisconceptionId": "2262", "MisconceptionName": "Gets order of ratio wrong", "prompt": "Misconception:\nGets order of ratio wrong\n\nQuestion:\nA lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?\n\nOptions:\nA. \\( \\frac{1}{5} \\)\nB. \\( \\frac{5}{6} \\)\nC. \\( \\frac{1}{6} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1358:D", "QuestionText": "A lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?", "AnswerAText": "\\( \\frac{1}{5} \\)", "AnswerBText": "\\( \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "888", "MisconceptionName": "Does not understand the relationship between a ratio and fraction", "prompt": "Misconception:\nDoes not understand the relationship between a ratio and fraction\n\nQuestion:\nA lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?\n\nOptions:\nA. \\( \\frac{1}{5} \\)\nB. \\( \\frac{5}{6} \\)\nC. \\( \\frac{1}{6} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1359:A", "QuestionText": "Which of the following diagrams shows the circumference of a circle?", "AnswerAText": "![Circle with a line from the centre to the edge]()", "AnswerBText": "![Circle with its whole edge highlighted]()", "AnswerCText": "![Circle with a line below it, touching the circle in one place]()", "AnswerDText": "![Circle with a line across from edge to edge, not passing through the centre]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![Circle with a line from the centre to the edge]()", "MisconceptionId": "814", "MisconceptionName": "Confuses circumference and radius", "prompt": "Misconception:\nConfuses circumference and radius\n\nQuestion:\nWhich of the following diagrams shows the circumference of a circle?\n\nOptions:\nA. ![Circle with a line from the centre to the edge]()\nB. ![Circle with its whole edge highlighted]()\nC. ![Circle with a line below it, touching the circle in one place]()\nD. ![Circle with a line across from edge to edge, not passing through the centre]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1359:C", "QuestionText": "Which of the following diagrams shows the circumference of a circle?", "AnswerAText": "![Circle with a line from the centre to the edge]()", "AnswerBText": "![Circle with its whole edge highlighted]()", "AnswerCText": "![Circle with a line below it, touching the circle in one place]()", "AnswerDText": "![Circle with a line across from edge to edge, not passing through the centre]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![Circle with a line below it, touching the circle in one place]()", "MisconceptionId": "2193", "MisconceptionName": "Confuses tangent and circumference", "prompt": "Misconception:\nConfuses tangent and circumference\n\nQuestion:\nWhich of the following diagrams shows the circumference of a circle?\n\nOptions:\nA. ![Circle with a line from the centre to the edge]()\nB. ![Circle with its whole edge highlighted]()\nC. ![Circle with a line below it, touching the circle in one place]()\nD. ![Circle with a line across from edge to edge, not passing through the centre]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1359:D", "QuestionText": "Which of the following diagrams shows the circumference of a circle?", "AnswerAText": "![Circle with a line from the centre to the edge]()", "AnswerBText": "![Circle with its whole edge highlighted]()", "AnswerCText": "![Circle with a line below it, touching the circle in one place]()", "AnswerDText": "![Circle with a line across from edge to edge, not passing through the centre]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![Circle with a line across from edge to edge, not passing through the centre]()", "MisconceptionId": "1229", "MisconceptionName": "Confuses chord and circumference", "prompt": "Misconception:\nConfuses chord and circumference\n\nQuestion:\nWhich of the following diagrams shows the circumference of a circle?\n\nOptions:\nA. ![Circle with a line from the centre to the edge]()\nB. ![Circle with its whole edge highlighted]()\nC. ![Circle with a line below it, touching the circle in one place]()\nD. ![Circle with a line across from edge to edge, not passing through the centre]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1360:B", "QuestionText": "Which of the following fractions is equivalent to \\( \\frac{9}{12} \\) ?", "AnswerAText": "\\( \\frac{12}{16} \\)", "AnswerBText": "\\( \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{12}{15} \\)", "AnswerDText": "None of these", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{3} \\)", "MisconceptionId": "848", "MisconceptionName": "Believes when simplifying a fraction you can divide the numerator and denominator by different values", "prompt": "Misconception:\nBelieves when simplifying a fraction you can divide the numerator and denominator by different values\n\nQuestion:\nWhich of the following fractions is equivalent to \\( \\frac{9}{12} \\) ?\n\nOptions:\nA. \\( \\frac{12}{16} \\)\nB. \\( \\frac{2}{3} \\)\nC. \\( \\frac{12}{15} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1360:C", "QuestionText": "Which of the following fractions is equivalent to \\( \\frac{9}{12} \\) ?", "AnswerAText": "\\( \\frac{12}{16} \\)", "AnswerBText": "\\( \\frac{2}{3} \\)", "AnswerCText": "\\( \\frac{12}{15} \\)", "AnswerDText": "None of these", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{12}{15} \\)", "MisconceptionId": "1429", "MisconceptionName": "Believes equivalent fractions are formed with addition not multiplication", "prompt": "Misconception:\nBelieves equivalent fractions are formed with addition not multiplication\n\nQuestion:\nWhich of the following fractions is equivalent to \\( \\frac{9}{12} \\) ?\n\nOptions:\nA. \\( \\frac{12}{16} \\)\nB. \\( \\frac{2}{3} \\)\nC. \\( \\frac{12}{15} \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1361:A", "QuestionText": "Miran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?", "AnswerAText": "Miran is correct because subtraction is commutative", "AnswerBText": "Miran is incorrect because subtraction is commutative", "AnswerCText": "Miran is correct because subtraction is not commutative", "AnswerDText": "Miran is incorrect because subtraction is not commutative", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Miran is correct because subtraction is commutative", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nMiran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?\n\nOptions:\nA. Miran is correct because subtraction is commutative\nB. Miran is incorrect because subtraction is commutative\nC. Miran is correct because subtraction is not commutative\nD. Miran is incorrect because subtraction is not commutative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1361:B", "QuestionText": "Miran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?", "AnswerAText": "Miran is correct because subtraction is commutative", "AnswerBText": "Miran is incorrect because subtraction is commutative", "AnswerCText": "Miran is correct because subtraction is not commutative", "AnswerDText": "Miran is incorrect because subtraction is not commutative", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Miran is incorrect because subtraction is commutative", "MisconceptionId": "186", "MisconceptionName": "Does not understand the meaning of the word commutative", "prompt": "Misconception:\nDoes not understand the meaning of the word commutative\n\nQuestion:\nMiran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?\n\nOptions:\nA. Miran is correct because subtraction is commutative\nB. Miran is incorrect because subtraction is commutative\nC. Miran is correct because subtraction is not commutative\nD. Miran is incorrect because subtraction is not commutative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1361:C", "QuestionText": "Miran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?", "AnswerAText": "Miran is correct because subtraction is commutative", "AnswerBText": "Miran is incorrect because subtraction is commutative", "AnswerCText": "Miran is correct because subtraction is not commutative", "AnswerDText": "Miran is incorrect because subtraction is not commutative", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Miran is correct because subtraction is not commutative", "MisconceptionId": "186", "MisconceptionName": "Does not understand the meaning of the word commutative", "prompt": "Misconception:\nDoes not understand the meaning of the word commutative\n\nQuestion:\nMiran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?\n\nOptions:\nA. Miran is correct because subtraction is commutative\nB. Miran is incorrect because subtraction is commutative\nC. Miran is correct because subtraction is not commutative\nD. Miran is incorrect because subtraction is not commutative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1362:B", "QuestionText": "Which inequality is represented by the diagram? ![A number line with a hollow circle above -1with an arrow coming out of it over the numbers -2, -3, -4, -5 etc]()", "AnswerAText": "\\( x<-1 \\)", "AnswerBText": "\\( x \\leq-1 \\)", "AnswerCText": "\\( x>-1 \\)", "AnswerDText": "\\( x \\geq-1 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x \\leq-1 \\)", "MisconceptionId": "550", "MisconceptionName": "When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.", "prompt": "Misconception:\nWhen representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning.\n\nQuestion:\nWhich inequality is represented by the diagram? ![A number line with a hollow circle above -1with an arrow coming out of it over the numbers -2, -3, -4, -5 etc]()\n\nOptions:\nA. \\( x<-1 \\)\nB. \\( x \\leq-1 \\)\nC. \\( x>-1 \\)\nD. \\( x \\geq-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1362:C", "QuestionText": "Which inequality is represented by the diagram? ![A number line with a hollow circle above -1with an arrow coming out of it over the numbers -2, -3, -4, -5 etc]()", "AnswerAText": "\\( x<-1 \\)", "AnswerBText": "\\( x \\leq-1 \\)", "AnswerCText": "\\( x>-1 \\)", "AnswerDText": "\\( x \\geq-1 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x>-1 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich inequality is represented by the diagram? ![A number line with a hollow circle above -1with an arrow coming out of it over the numbers -2, -3, -4, -5 etc]()\n\nOptions:\nA. \\( x<-1 \\)\nB. \\( x \\leq-1 \\)\nC. \\( x>-1 \\)\nD. \\( x \\geq-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1363:A", "QuestionText": "![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?", "AnswerAText": "\\( \\times 3 \\)", "AnswerBText": "\\( \\times 6 \\)", "AnswerCText": "\\( \\times 9 \\)", "AnswerDText": "\\( \\times 27 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\times 3 \\)", "MisconceptionId": "2531", "MisconceptionName": "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.", "prompt": "Misconception:\nDoes 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.\n\nQuestion:\n![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?\n\nOptions:\nA. \\( \\times 3 \\)\nB. \\( \\times 6 \\)\nC. \\( \\times 9 \\)\nD. \\( \\times 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1363:B", "QuestionText": "![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?", "AnswerAText": "\\( \\times 3 \\)", "AnswerBText": "\\( \\times 6 \\)", "AnswerCText": "\\( \\times 9 \\)", "AnswerDText": "\\( \\times 27 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\times 6 \\)", "MisconceptionId": "2531", "MisconceptionName": "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.", "prompt": "Misconception:\nDoes 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.\n\nQuestion:\n![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?\n\nOptions:\nA. \\( \\times 3 \\)\nB. \\( \\times 6 \\)\nC. \\( \\times 9 \\)\nD. \\( \\times 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1363:C", "QuestionText": "![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?", "AnswerAText": "\\( \\times 3 \\)", "AnswerBText": "\\( \\times 6 \\)", "AnswerCText": "\\( \\times 9 \\)", "AnswerDText": "\\( \\times 27 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\times 9 \\)", "MisconceptionId": "2531", "MisconceptionName": "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.", "prompt": "Misconception:\nDoes 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.\n\nQuestion:\n![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?\n\nOptions:\nA. \\( \\times 3 \\)\nB. \\( \\times 6 \\)\nC. \\( \\times 9 \\)\nD. \\( \\times 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1364:A", "QuestionText": "\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()", "AnswerAText": "\\( A B \\) and \\( B C \\)", "AnswerBText": "\\( A B \\) and \\( D C \\)", "AnswerCText": "\\( A C \\) and \\( D B \\)", "AnswerDText": "None of them", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( A B \\) and \\( B C \\)", "MisconceptionId": "2102", "MisconceptionName": "Believes adjacent sides of a rhombus are always perpendicular", "prompt": "Misconception:\nBelieves adjacent sides of a rhombus are always perpendicular\n\nQuestion:\n\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()\n\nOptions:\nA. \\( A B \\) and \\( B C \\)\nB. \\( A B \\) and \\( D C \\)\nC. \\( A C \\) and \\( D B \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1364:B", "QuestionText": "\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()", "AnswerAText": "\\( A B \\) and \\( B C \\)", "AnswerBText": "\\( A B \\) and \\( D C \\)", "AnswerCText": "\\( A C \\) and \\( D B \\)", "AnswerDText": "None of them", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( A B \\) and \\( D C \\)", "MisconceptionId": "1917", "MisconceptionName": "Confuses the meaning of parallel and perpendicular", "prompt": "Misconception:\nConfuses the meaning of parallel and perpendicular\n\nQuestion:\n\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()\n\nOptions:\nA. \\( A B \\) and \\( B C \\)\nB. \\( A B \\) and \\( D C \\)\nC. \\( A C \\) and \\( D B \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1364:D", "QuestionText": "\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()", "AnswerAText": "\\( A B \\) and \\( B C \\)", "AnswerBText": "\\( A B \\) and \\( D C \\)", "AnswerCText": "\\( A C \\) and \\( D B \\)", "AnswerDText": "None of them", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "None of them", "MisconceptionId": "2493", "MisconceptionName": "Does not know the properties of a rhombus", "prompt": "Misconception:\nDoes not know the properties of a rhombus\n\nQuestion:\n\\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()\n\nOptions:\nA. \\( A B \\) and \\( B C \\)\nB. \\( A B \\) and \\( D C \\)\nC. \\( A C \\) and \\( D B \\)\nD. None of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1365:D", "QuestionText": "\\( 300 \\% \\) of \\( 25= \\)", "AnswerAText": "\\( 7.5 \\)", "AnswerBText": "\\( 30.25 \\)", "AnswerCText": "\\( 75 \\)", "AnswerDText": "You cannot have\na percentage\ngreater than \\( 100 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "You cannot have\na percentage\ngreater than \\( 100 \\)", "MisconceptionId": "1601", "MisconceptionName": "Does not understand that you can have percentages greater than 100%", "prompt": "Misconception:\nDoes not understand that you can have percentages greater than 100%\n\nQuestion:\n\\( 300 \\% \\) of \\( 25= \\)\n\nOptions:\nA. \\( 7.5 \\)\nB. \\( 30.25 \\)\nC. \\( 75 \\)\nD. You cannot have\na percentage\ngreater than \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1366:A", "QuestionText": "How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 1.5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1720", "MisconceptionName": "Identifies the term-to-term rule rather than the next term", "prompt": "Misconception:\nIdentifies the term-to-term rule rather than the next term\n\nQuestion:\nHow many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 1 \\)\nC. \\( 0 \\)\nD. \\( 1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1366:C", "QuestionText": "How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 1.5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nHow many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 1 \\)\nC. \\( 0 \\)\nD. \\( 1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1366:D", "QuestionText": "How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 1.5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1.5 \\)", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nHow many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 1 \\)\nC. \\( 0 \\)\nD. \\( 1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1367:A", "QuestionText": "What number is represented below? ![An image showing four rods, each cut into ten squares, three individual squares and one large square cut into ten rows and ten columns. ]()", "AnswerAText": "\\( 431 \\)", "AnswerBText": "\\( 341 \\)", "AnswerCText": "\\( 143 \\)", "AnswerDText": "\\( 134 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 431 \\)", "MisconceptionId": "1556", "MisconceptionName": "Writes digits in the order of the pictorial representation rather than using place value columns", "prompt": "Misconception:\nWrites digits in the order of the pictorial representation rather than using place value columns\n\nQuestion:\nWhat number is represented below? ![An image showing four rods, each cut into ten squares, three individual squares and one large square cut into ten rows and ten columns. ]()\n\nOptions:\nA. \\( 431 \\)\nB. \\( 341 \\)\nC. \\( 143 \\)\nD. \\( 134 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1367:D", "QuestionText": "What number is represented below? ![An image showing four rods, each cut into ten squares, three individual squares and one large square cut into ten rows and ten columns. ]()", "AnswerAText": "\\( 431 \\)", "AnswerBText": "\\( 341 \\)", "AnswerCText": "\\( 143 \\)", "AnswerDText": "\\( 134 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 134 \\)", "MisconceptionId": "1556", "MisconceptionName": "Writes digits in the order of the pictorial representation rather than using place value columns", "prompt": "Misconception:\nWrites digits in the order of the pictorial representation rather than using place value columns\n\nQuestion:\nWhat number is represented below? ![An image showing four rods, each cut into ten squares, three individual squares and one large square cut into ten rows and ten columns. ]()\n\nOptions:\nA. \\( 431 \\)\nB. \\( 341 \\)\nC. \\( 143 \\)\nD. \\( 134 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1368:B", "QuestionText": "What is the value of \\( x \\) when \\( y=1 \\) ?\n\nGive your answer(s) to \\( 1 \\) decimal place ![A curved U shaped graph. There are 5 boxes between 0 and 1 on both axes. The graph goes through (-2, 1), (0,0), (2,1) and (4,4).]()", "AnswerAText": "\\( x=1.3 \\)", "AnswerBText": "\\( x=2 \\)", "AnswerCText": "\\( \\begin{array}{c}x=-1.3 \\\\ \\text { and } x=1.3\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}x=-2 \\\\ \\text { and } x=2\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x=2 \\)", "MisconceptionId": "1036", "MisconceptionName": "Only gives 1 value of x for a given value of y, when reading from a parabolic graph", "prompt": "Misconception:\nOnly gives 1 value of x for a given value of y, when reading from a parabolic graph\n\nQuestion:\nWhat is the value of \\( x \\) when \\( y=1 \\) ?\n\nGive your answer(s) to \\( 1 \\) decimal place ![A curved U shaped graph. There are 5 boxes between 0 and 1 on both axes. The graph goes through (-2, 1), (0,0), (2,1) and (4,4).]()\n\nOptions:\nA. \\( x=1.3 \\)\nB. \\( x=2 \\)\nC. \\( \\begin{array}{c}x=-1.3 \\\\ \\text { and } x=1.3\\end{array} \\)\nD. \\( \\begin{array}{c}x=-2 \\\\ \\text { and } x=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1369:A", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() What is the probability of picking a red ball?", "AnswerAText": "\\( \\frac{4}{3} \\)", "AnswerBText": "\\( \\frac{7}{4} \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{4}{7} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4}{3} \\)", "MisconceptionId": "1912", "MisconceptionName": "Gives the probability out of the number of non-successes rather than the total", "prompt": "Misconception:\nGives the probability out of the number of non-successes rather than the total\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() What is the probability of picking a red ball?\n\nOptions:\nA. \\( \\frac{4}{3} \\)\nB. \\( \\frac{7}{4} \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{4}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1369:B", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() What is the probability of picking a red ball?", "AnswerAText": "\\( \\frac{4}{3} \\)", "AnswerBText": "\\( \\frac{7}{4} \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{4}{7} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{7}{4} \\)", "MisconceptionId": "289", "MisconceptionName": "Writes the numerator and the denominator the wrong way round in a probability", "prompt": "Misconception:\nWrites the numerator and the denominator the wrong way round in a probability\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() What is the probability of picking a red ball?\n\nOptions:\nA. \\( \\frac{4}{3} \\)\nB. \\( \\frac{7}{4} \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{4}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1370:A", "QuestionText": "Which of the following is most likely to be the graph of a linear function?", "AnswerAText": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()", "AnswerBText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "AnswerCText": "![A graph showing a straight line from bottom left to top right.]()", "AnswerDText": "![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()", "MisconceptionId": "1456", "MisconceptionName": "Believes linear graphs can be curved", "prompt": "Misconception:\nBelieves linear graphs can be curved\n\nQuestion:\nWhich of the following is most likely to be the graph of a linear function?\n\nOptions:\nA. ![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()\nB. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\nC. ![A graph showing a straight line from bottom left to top right.]()\nD. ![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1370:B", "QuestionText": "Which of the following is most likely to be the graph of a linear function?", "AnswerAText": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()", "AnswerBText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "AnswerCText": "![A graph showing a straight line from bottom left to top right.]()", "AnswerDText": "![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "MisconceptionId": "1456", "MisconceptionName": "Believes linear graphs can be curved", "prompt": "Misconception:\nBelieves linear graphs can be curved\n\nQuestion:\nWhich of the following is most likely to be the graph of a linear function?\n\nOptions:\nA. ![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()\nB. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\nC. ![A graph showing a straight line from bottom left to top right.]()\nD. ![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1370:D", "QuestionText": "Which of the following is most likely to be the graph of a linear function?", "AnswerAText": "![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()", "AnswerBText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()", "AnswerCText": "![A graph showing a straight line from bottom left to top right.]()", "AnswerDText": "![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()", "MisconceptionId": "1832", "MisconceptionName": "Confuses linear and reciprocal graphs", "prompt": "Misconception:\nConfuses linear and reciprocal graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a linear function?\n\nOptions:\nA. ![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()\nB. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\nC. ![A graph showing a straight line from bottom left to top right.]()\nD. ![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1371:A", "QuestionText": "Tom and Katie are discussing negative numbers.\n\nTom says \\( -12>-9 \\)\n\nKatie says \\( -0.401>-0.41 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2185", "MisconceptionName": "Believes negative numbers with a larger absolute value are greater", "prompt": "Misconception:\nBelieves negative numbers with a larger absolute value are greater\n\nQuestion:\nTom and Katie are discussing negative numbers.\n\nTom says \\( -12>-9 \\)\n\nKatie says \\( -0.401>-0.41 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1372:A", "QuestionText": "What is \\( 80 \\% \\) of \\( 300 \\) ?", "AnswerAText": "\\( 380 \\)", "AnswerBText": "\\( 240 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 380 \\)", "MisconceptionId": "2206", "MisconceptionName": "Added the values together instead of finding the percentage", "prompt": "Misconception:\nAdded the values together instead of finding the percentage\n\nQuestion:\nWhat is \\( 80 \\% \\) of \\( 300 \\) ?\n\nOptions:\nA. \\( 380 \\)\nB. \\( 240 \\)\nC. \\( 80 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1372:C", "QuestionText": "What is \\( 80 \\% \\) of \\( 300 \\) ?", "AnswerAText": "\\( 380 \\)", "AnswerBText": "\\( 240 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 80 \\)", "MisconceptionId": "2138", "MisconceptionName": "Does not understand a percentage can be applied to something not out of 100", "prompt": "Misconception:\nDoes not understand a percentage can be applied to something not out of 100\n\nQuestion:\nWhat is \\( 80 \\% \\) of \\( 300 \\) ?\n\nOptions:\nA. \\( 380 \\)\nB. \\( 240 \\)\nC. \\( 80 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1372:D", "QuestionText": "What is \\( 80 \\% \\) of \\( 300 \\) ?", "AnswerAText": "\\( 380 \\)", "AnswerBText": "\\( 240 \\)", "AnswerCText": "\\( 80 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "308", "MisconceptionName": "Believes that dividing by 100 gives 10%", "prompt": "Misconception:\nBelieves that dividing by 100 gives 10%\n\nQuestion:\nWhat is \\( 80 \\% \\) of \\( 300 \\) ?\n\nOptions:\nA. \\( 380 \\)\nB. \\( 240 \\)\nC. \\( 80 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1373:A", "QuestionText": "Multiply out the brackets: \\( -3(m-2) \\)", "AnswerAText": "\\( 3 m+6 \\)", "AnswerBText": "\\( -3 m-6 \\)", "AnswerCText": "\\( 3 m-6 \\)", "AnswerDText": "\\( -3 m+6 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 m+6 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nMultiply out the brackets: \\( -3(m-2) \\)\n\nOptions:\nA. \\( 3 m+6 \\)\nB. \\( -3 m-6 \\)\nC. \\( 3 m-6 \\)\nD. \\( -3 m+6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1373:B", "QuestionText": "Multiply out the brackets: \\( -3(m-2) \\)", "AnswerAText": "\\( 3 m+6 \\)", "AnswerBText": "\\( -3 m-6 \\)", "AnswerCText": "\\( 3 m-6 \\)", "AnswerDText": "\\( -3 m+6 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -3 m-6 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nMultiply out the brackets: \\( -3(m-2) \\)\n\nOptions:\nA. \\( 3 m+6 \\)\nB. \\( -3 m-6 \\)\nC. \\( 3 m-6 \\)\nD. \\( -3 m+6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1374:A", "QuestionText": "\\[\nx^{2}-5 x+8 \\equiv(x-b)^{2}+1.75\n\\]\nWhat is the value of \\( b \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6.25 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( \\frac{5}{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "978", "MisconceptionName": "When completing the square, believes the constant in the bracket is the coefficient of x", "prompt": "Misconception:\nWhen completing the square, believes the constant in the bracket is the coefficient of x\n\nQuestion:\n\\[\nx^{2}-5 x+8 \\equiv(x-b)^{2}+1.75\n\\]\nWhat is the value of \\( b \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6.25 \\)\nC. \\( 3 \\)\nD. \\( \\frac{5}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1374:B", "QuestionText": "\\[\nx^{2}-5 x+8 \\equiv(x-b)^{2}+1.75\n\\]\nWhat is the value of \\( b \\) ?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6.25 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( \\frac{5}{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6.25 \\)", "MisconceptionId": "1235", "MisconceptionName": "When completing the square in the form (x - a)^2 + b, believes b is the difference between a and the constant of the original quadratic", "prompt": "Misconception:\nWhen completing the square in the form (x - a)^2 + b, believes b is the difference between a and the constant of the original quadratic\n\nQuestion:\n\\[\nx^{2}-5 x+8 \\equiv(x-b)^{2}+1.75\n\\]\nWhat is the value of \\( b \\) ?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6.25 \\)\nC. \\( 3 \\)\nD. \\( \\frac{5}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1375:A", "QuestionText": "Jane measures the length and width of her rectangular classroom as \\( 9.1 \\mathrm{~m} \\) and \\( 11.7 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?", "AnswerAText": "\\( 10 \\times 12 \\)", "AnswerBText": "\\( 9 \\times 11 \\)", "AnswerCText": "\\( 9 \\times 12 \\)", "AnswerDText": "\\( 10 \\times 11 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 \\times 12 \\)", "MisconceptionId": "1157", "MisconceptionName": "Rounds every number up when estimating", "prompt": "Misconception:\nRounds every number up when estimating\n\nQuestion:\nJane measures the length and width of her rectangular classroom as \\( 9.1 \\mathrm{~m} \\) and \\( 11.7 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\n\nOptions:\nA. \\( 10 \\times 12 \\)\nB. \\( 9 \\times 11 \\)\nC. \\( 9 \\times 12 \\)\nD. \\( 10 \\times 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1375:B", "QuestionText": "Jane measures the length and width of her rectangular classroom as \\( 9.1 \\mathrm{~m} \\) and \\( 11.7 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?", "AnswerAText": "\\( 10 \\times 12 \\)", "AnswerBText": "\\( 9 \\times 11 \\)", "AnswerCText": "\\( 9 \\times 12 \\)", "AnswerDText": "\\( 10 \\times 11 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 9 \\times 11 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nJane measures the length and width of her rectangular classroom as \\( 9.1 \\mathrm{~m} \\) and \\( 11.7 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\n\nOptions:\nA. \\( 10 \\times 12 \\)\nB. \\( 9 \\times 11 \\)\nC. \\( 9 \\times 12 \\)\nD. \\( 10 \\times 11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1376:A", "QuestionText": "What percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()", "AnswerAText": "\\( 30 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( 3 \\% \\)", "AnswerDText": "\\( 55 \\% \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 30 \\% \\)", "MisconceptionId": "302", "MisconceptionName": "Assumed each part of a fraction diagram is worth 10%", "prompt": "Misconception:\nAssumed each part of a fraction diagram is worth 10%\n\nQuestion:\nWhat percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()\n\nOptions:\nA. \\( 30 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( 3 \\% \\)\nD. \\( 55 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1376:C", "QuestionText": "What percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()", "AnswerAText": "\\( 30 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( 3 \\% \\)", "AnswerDText": "\\( 55 \\% \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 \\% \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nWhat percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()\n\nOptions:\nA. \\( 30 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( 3 \\% \\)\nD. \\( 55 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1376:D", "QuestionText": "What percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()", "AnswerAText": "\\( 30 \\% \\)", "AnswerBText": "\\( 60 \\% \\)", "AnswerCText": "\\( 3 \\% \\)", "AnswerDText": "\\( 55 \\% \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 55 \\% \\)", "MisconceptionId": "1764", "MisconceptionName": "Estimated when not appropriate", "prompt": "Misconception:\nEstimated when not appropriate\n\nQuestion:\nWhat percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()\n\nOptions:\nA. \\( 30 \\% \\)\nB. \\( 60 \\% \\)\nC. \\( 3 \\% \\)\nD. \\( 55 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1377:A", "QuestionText": "What is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()", "AnswerAText": "\\( 5: 4: 9 \\)", "AnswerBText": "\\( 4: 5 \\)", "AnswerCText": "\\( 5: 4 \\)", "AnswerDText": "\\( 5: 9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5: 4: 9 \\)", "MisconceptionId": "942", "MisconceptionName": "Thinks you need to include the total as well as the individual parts when asked to write a ratio", "prompt": "Misconception:\nThinks you need to include the total as well as the individual parts when asked to write a ratio\n\nQuestion:\nWhat is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()\n\nOptions:\nA. \\( 5: 4: 9 \\)\nB. \\( 4: 5 \\)\nC. \\( 5: 4 \\)\nD. \\( 5: 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1377:B", "QuestionText": "What is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()", "AnswerAText": "\\( 5: 4: 9 \\)", "AnswerBText": "\\( 4: 5 \\)", "AnswerCText": "\\( 5: 4 \\)", "AnswerDText": "\\( 5: 9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4: 5 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\nWhat is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()\n\nOptions:\nA. \\( 5: 4: 9 \\)\nB. \\( 4: 5 \\)\nC. \\( 5: 4 \\)\nD. \\( 5: 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1377:D", "QuestionText": "What is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()", "AnswerAText": "\\( 5: 4: 9 \\)", "AnswerBText": "\\( 4: 5 \\)", "AnswerCText": "\\( 5: 4 \\)", "AnswerDText": "\\( 5: 9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5: 9 \\)", "MisconceptionId": "1986", "MisconceptionName": "When writing ratio from diagram, writes total as one side", "prompt": "Misconception:\nWhen writing ratio from diagram, writes total as one side\n\nQuestion:\nWhat is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()\n\nOptions:\nA. \\( 5: 4: 9 \\)\nB. \\( 4: 5 \\)\nC. \\( 5: 4 \\)\nD. \\( 5: 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1378:B", "QuestionText": "Which of these statements show that \\( \\mathrm{j} \\) is smaller than \\( 5 \\) ?", "AnswerAText": "\\( \\mathrm{j}<5 \\)", "AnswerBText": "\\( j=5 \\)", "AnswerCText": "\\( \\mathrm{j} \\geq 5 \\)", "AnswerDText": "\\( \\mathrm{j}>5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( j=5 \\)", "MisconceptionId": "1682", "MisconceptionName": "Confuses inequality symbols with equality", "prompt": "Misconception:\nConfuses inequality symbols with equality\n\nQuestion:\nWhich of these statements show that \\( \\mathrm{j} \\) is smaller than \\( 5 \\) ?\n\nOptions:\nA. \\( \\mathrm{j}<5 \\)\nB. \\( j=5 \\)\nC. \\( \\mathrm{j} \\geq 5 \\)\nD. \\( \\mathrm{j}>5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1378:D", "QuestionText": "Which of these statements show that \\( \\mathrm{j} \\) is smaller than \\( 5 \\) ?", "AnswerAText": "\\( \\mathrm{j}<5 \\)", "AnswerBText": "\\( j=5 \\)", "AnswerCText": "\\( \\mathrm{j} \\geq 5 \\)", "AnswerDText": "\\( \\mathrm{j}>5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\mathrm{j}>5 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of these statements show that \\( \\mathrm{j} \\) is smaller than \\( 5 \\) ?\n\nOptions:\nA. \\( \\mathrm{j}<5 \\)\nB. \\( j=5 \\)\nC. \\( \\mathrm{j} \\geq 5 \\)\nD. \\( \\mathrm{j}>5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1379:A", "QuestionText": "Calculate the time taken \\( (t) \\) for a a particle to travel with acceleration \\( (a)=4.1 \\mathrm{~ms}^{-2} \\), initial velocity \\( (u)=2.8 \\mathrm{~ms}^{-1} \\) and final velocity \\( (v)=8.7 \\mathrm{~ms}^{-1} \\) \\( t=\\frac{1}{a}(v-u) \\)", "AnswerAText": "\\( \\begin{array}{c}t=\\frac{1}{4.1}+(8.7-2.8) \\\\ t=6.14\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}t=4.1 \\times(8.7-2.8) \\\\ t=24.19\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}t=4.1+(8.7-2.8) \\\\ t=10\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}t=(8.7-2.8) \\div 4.1 \\\\ t=1.44\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}t=\\frac{1}{4.1}+(8.7-2.8) \\\\ t=6.14\\end{array} \\)", "MisconceptionId": "1205", "MisconceptionName": "Thinks a variable next to a number means addition rather than multiplication", "prompt": "Misconception:\nThinks a variable next to a number means addition rather than multiplication\n\nQuestion:\nCalculate the time taken \\( (t) \\) for a a particle to travel with acceleration \\( (a)=4.1 \\mathrm{~ms}^{-2} \\), initial velocity \\( (u)=2.8 \\mathrm{~ms}^{-1} \\) and final velocity \\( (v)=8.7 \\mathrm{~ms}^{-1} \\) \\( t=\\frac{1}{a}(v-u) \\)\n\nOptions:\nA. \\( \\begin{array}{c}t=\\frac{1}{4.1}+(8.7-2.8) \\\\ t=6.14\\end{array} \\)\nB. \\( \\begin{array}{c}t=4.1 \\times(8.7-2.8) \\\\ t=24.19\\end{array} \\)\nC. \\( \\begin{array}{c}t=4.1+(8.7-2.8) \\\\ t=10\\end{array} \\)\nD. \\( \\begin{array}{c}t=(8.7-2.8) \\div 4.1 \\\\ t=1.44\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1379:B", "QuestionText": "Calculate the time taken \\( (t) \\) for a a particle to travel with acceleration \\( (a)=4.1 \\mathrm{~ms}^{-2} \\), initial velocity \\( (u)=2.8 \\mathrm{~ms}^{-1} \\) and final velocity \\( (v)=8.7 \\mathrm{~ms}^{-1} \\) \\( t=\\frac{1}{a}(v-u) \\)", "AnswerAText": "\\( \\begin{array}{c}t=\\frac{1}{4.1}+(8.7-2.8) \\\\ t=6.14\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}t=4.1 \\times(8.7-2.8) \\\\ t=24.19\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}t=4.1+(8.7-2.8) \\\\ t=10\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}t=(8.7-2.8) \\div 4.1 \\\\ t=1.44\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}t=4.1 \\times(8.7-2.8) \\\\ t=24.19\\end{array} \\)", "MisconceptionId": "1374", "MisconceptionName": "When multiplying fractions, multiplies the denominator", "prompt": "Misconception:\nWhen multiplying fractions, multiplies the denominator\n\nQuestion:\nCalculate the time taken \\( (t) \\) for a a particle to travel with acceleration \\( (a)=4.1 \\mathrm{~ms}^{-2} \\), initial velocity \\( (u)=2.8 \\mathrm{~ms}^{-1} \\) and final velocity \\( (v)=8.7 \\mathrm{~ms}^{-1} \\) \\( t=\\frac{1}{a}(v-u) \\)\n\nOptions:\nA. \\( \\begin{array}{c}t=\\frac{1}{4.1}+(8.7-2.8) \\\\ t=6.14\\end{array} \\)\nB. \\( \\begin{array}{c}t=4.1 \\times(8.7-2.8) \\\\ t=24.19\\end{array} \\)\nC. \\( \\begin{array}{c}t=4.1+(8.7-2.8) \\\\ t=10\\end{array} \\)\nD. \\( \\begin{array}{c}t=(8.7-2.8) \\div 4.1 \\\\ t=1.44\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1380:B", "QuestionText": "![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a diagonal line, with a positive gradient of 1.5. EF is a vertical line measuring 3 units. GH is a diagonal line with a negative gradient of -4/6. IJ is a diagonal line with a negative gradient of -3. KL is a diagonal line with a positive gradient of 1/3. MN is a vertical line measuring 6 units. OP is a diagonal line with a positive gradient of 6/4.]() Which line segment is perpendicular to IJ?", "AnswerAText": "\\( \\mathrm{KL} \\)", "AnswerBText": "EF", "AnswerCText": "\\( \\mathrm{MN} \\)", "AnswerDText": "\\( C D \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "EF", "MisconceptionId": "83", "MisconceptionName": "Confuses the meaning of perpendicular and vertical", "prompt": "Misconception:\nConfuses the meaning of perpendicular and vertical\n\nQuestion:\n![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a diagonal line, with a positive gradient of 1.5. EF is a vertical line measuring 3 units. GH is a diagonal line with a negative gradient of -4/6. IJ is a diagonal line with a negative gradient of -3. KL is a diagonal line with a positive gradient of 1/3. MN is a vertical line measuring 6 units. OP is a diagonal line with a positive gradient of 6/4.]() Which line segment is perpendicular to IJ?\n\nOptions:\nA. \\( \\mathrm{KL} \\)\nB. EF\nC. \\( \\mathrm{MN} \\)\nD. \\( C D \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1380:C", "QuestionText": "![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a diagonal line, with a positive gradient of 1.5. EF is a vertical line measuring 3 units. GH is a diagonal line with a negative gradient of -4/6. IJ is a diagonal line with a negative gradient of -3. KL is a diagonal line with a positive gradient of 1/3. MN is a vertical line measuring 6 units. OP is a diagonal line with a positive gradient of 6/4.]() Which line segment is perpendicular to IJ?", "AnswerAText": "\\( \\mathrm{KL} \\)", "AnswerBText": "EF", "AnswerCText": "\\( \\mathrm{MN} \\)", "AnswerDText": "\\( C D \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\mathrm{MN} \\)", "MisconceptionId": "83", "MisconceptionName": "Confuses the meaning of perpendicular and vertical", "prompt": "Misconception:\nConfuses the meaning of perpendicular and vertical\n\nQuestion:\n![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a diagonal line, with a positive gradient of 1.5. EF is a vertical line measuring 3 units. GH is a diagonal line with a negative gradient of -4/6. IJ is a diagonal line with a negative gradient of -3. KL is a diagonal line with a positive gradient of 1/3. MN is a vertical line measuring 6 units. OP is a diagonal line with a positive gradient of 6/4.]() Which line segment is perpendicular to IJ?\n\nOptions:\nA. \\( \\mathrm{KL} \\)\nB. EF\nC. \\( \\mathrm{MN} \\)\nD. \\( C D \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1381:C", "QuestionText": "\\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( S \\) when\n\\[\\begin{array}{l} a=4 \\\\ u=3 \\\\ t=5\\end{array}\\]", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 115 \\)", "AnswerCText": "\\( 625 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 625 \\)", "MisconceptionId": "452", "MisconceptionName": "When a variable in an expression has a power, thinks the power applies to the whole expression", "prompt": "Misconception:\nWhen a variable in an expression has a power, thinks the power applies to the whole expression\n\nQuestion:\n\\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( S \\) when\n\\[\\begin{array}{l} a=4 \\\\ u=3 \\\\ t=5\\end{array}\\]\n\nOptions:\nA. \\( 25 \\)\nB. \\( 115 \\)\nC. \\( 625 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1382:A", "QuestionText": "Work out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.", "AnswerAText": "\\( \\frac{27}{28} \\)", "AnswerBText": "\\( \\frac{4}{3} \\)", "AnswerCText": "\\( \\frac{13}{28} \\)", "AnswerDText": "\\( \\frac{1}{7} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{27}{28} \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\nWork out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.\n\nOptions:\nA. \\( \\frac{27}{28} \\)\nB. \\( \\frac{4}{3} \\)\nC. \\( \\frac{13}{28} \\)\nD. \\( \\frac{1}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1382:B", "QuestionText": "Work out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.", "AnswerAText": "\\( \\frac{27}{28} \\)", "AnswerBText": "\\( \\frac{4}{3} \\)", "AnswerCText": "\\( \\frac{13}{28} \\)", "AnswerDText": "\\( \\frac{1}{7} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{4}{3} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\nWork out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.\n\nOptions:\nA. \\( \\frac{27}{28} \\)\nB. \\( \\frac{4}{3} \\)\nC. \\( \\frac{13}{28} \\)\nD. \\( \\frac{1}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1382:D", "QuestionText": "Work out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.", "AnswerAText": "\\( \\frac{27}{28} \\)", "AnswerBText": "\\( \\frac{4}{3} \\)", "AnswerCText": "\\( \\frac{13}{28} \\)", "AnswerDText": "\\( \\frac{1}{7} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{7} \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\nWork out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.\n\nOptions:\nA. \\( \\frac{27}{28} \\)\nB. \\( \\frac{4}{3} \\)\nC. \\( \\frac{13}{28} \\)\nD. \\( \\frac{1}{7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1383:C", "QuestionText": "\\(\nT=k^{4}\n\\)\n\nWhat is the value of \\( T \\) when \\( k=-3 \\) ?", "AnswerAText": "\\( 81 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( -81 \\)", "AnswerDText": "\\( -12 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -81 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\n\\(\nT=k^{4}\n\\)\n\nWhat is the value of \\( T \\) when \\( k=-3 \\) ?\n\nOptions:\nA. \\( 81 \\)\nB. \\( 12 \\)\nC. \\( -81 \\)\nD. \\( -12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1383:D", "QuestionText": "\\(\nT=k^{4}\n\\)\n\nWhat is the value of \\( T \\) when \\( k=-3 \\) ?", "AnswerAText": "\\( 81 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( -81 \\)", "AnswerDText": "\\( -12 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -12 \\)", "MisconceptionId": "1792", "MisconceptionName": "Has multiplied the base number and the power", "prompt": "Misconception:\nHas multiplied the base number and the power\n\nQuestion:\n\\(\nT=k^{4}\n\\)\n\nWhat is the value of \\( T \\) when \\( k=-3 \\) ?\n\nOptions:\nA. \\( 81 \\)\nB. \\( 12 \\)\nC. \\( -81 \\)\nD. \\( -12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1384:B", "QuestionText": "Which of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)", "AnswerAText": "\\( (x-3)(x+3) \\)", "AnswerBText": "\\( x(x-9) \\)", "AnswerCText": "\\( (x-3)^{2} \\)", "AnswerDText": "Cannot be factorised", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x(x-9) \\)", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWhich of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)\n\nOptions:\nA. \\( (x-3)(x+3) \\)\nB. \\( x(x-9) \\)\nC. \\( (x-3)^{2} \\)\nD. Cannot be factorised\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1384:C", "QuestionText": "Which of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)", "AnswerAText": "\\( (x-3)(x+3) \\)", "AnswerBText": "\\( x(x-9) \\)", "AnswerCText": "\\( (x-3)^{2} \\)", "AnswerDText": "Cannot be factorised", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (x-3)^{2} \\)", "MisconceptionId": "688", "MisconceptionName": "Confuses the factorised form of repeated roots and the difference of 2 squares", "prompt": "Misconception:\nConfuses the factorised form of repeated roots and the difference of 2 squares\n\nQuestion:\nWhich of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)\n\nOptions:\nA. \\( (x-3)(x+3) \\)\nB. \\( x(x-9) \\)\nC. \\( (x-3)^{2} \\)\nD. Cannot be factorised\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1384:D", "QuestionText": "Which of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)", "AnswerAText": "\\( (x-3)(x+3) \\)", "AnswerBText": "\\( x(x-9) \\)", "AnswerCText": "\\( (x-3)^{2} \\)", "AnswerDText": "Cannot be factorised", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Cannot be factorised", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nWhich of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)\n\nOptions:\nA. \\( (x-3)(x+3) \\)\nB. \\( x(x-9) \\)\nC. \\( (x-3)^{2} \\)\nD. Cannot be factorised\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1385:A", "QuestionText": "\\( \\frac{1}{3}+\\frac{1}{4}+\\frac{2}{3}+\\frac{3}{4}= \\)", "AnswerAText": "\\( \\frac{7}{12} \\)", "AnswerBText": "\\( \\frac{7}{14} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( \\frac{28}{12} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{7}{12} \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\n\\( \\frac{1}{3}+\\frac{1}{4}+\\frac{2}{3}+\\frac{3}{4}= \\)\n\nOptions:\nA. \\( \\frac{7}{12} \\)\nB. \\( \\frac{7}{14} \\)\nC. \\( 2 \\)\nD. \\( \\frac{28}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1385:B", "QuestionText": "\\( \\frac{1}{3}+\\frac{1}{4}+\\frac{2}{3}+\\frac{3}{4}= \\)", "AnswerAText": "\\( \\frac{7}{12} \\)", "AnswerBText": "\\( \\frac{7}{14} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( \\frac{28}{12} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{7}{14} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\n\\( \\frac{1}{3}+\\frac{1}{4}+\\frac{2}{3}+\\frac{3}{4}= \\)\n\nOptions:\nA. \\( \\frac{7}{12} \\)\nB. \\( \\frac{7}{14} \\)\nC. \\( 2 \\)\nD. \\( \\frac{28}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1386:A", "QuestionText": "Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)", "AnswerAText": "\\( \\frac{5 x}{x^{2}} \\)", "AnswerBText": "\\( \\frac{5}{x} \\)", "AnswerCText": "\\( \\frac{5}{2 x} \\)", "AnswerDText": "\\( \\frac{6}{x^{2}} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{5 x}{x^{2}} \\)", "MisconceptionId": "1825", "MisconceptionName": "Does not fully simplify fraction", "prompt": "Misconception:\nDoes not fully simplify fraction\n\nQuestion:\nWrite this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)\n\nOptions:\nA. \\( \\frac{5 x}{x^{2}} \\)\nB. \\( \\frac{5}{x} \\)\nC. \\( \\frac{5}{2 x} \\)\nD. \\( \\frac{6}{x^{2}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1386:C", "QuestionText": "Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)", "AnswerAText": "\\( \\frac{5 x}{x^{2}} \\)", "AnswerBText": "\\( \\frac{5}{x} \\)", "AnswerCText": "\\( \\frac{5}{2 x} \\)", "AnswerDText": "\\( \\frac{6}{x^{2}} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{5}{2 x} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nWrite this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)\n\nOptions:\nA. \\( \\frac{5 x}{x^{2}} \\)\nB. \\( \\frac{5}{x} \\)\nC. \\( \\frac{5}{2 x} \\)\nD. \\( \\frac{6}{x^{2}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1386:D", "QuestionText": "Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)", "AnswerAText": "\\( \\frac{5 x}{x^{2}} \\)", "AnswerBText": "\\( \\frac{5}{x} \\)", "AnswerCText": "\\( \\frac{5}{2 x} \\)", "AnswerDText": "\\( \\frac{6}{x^{2}} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{6}{x^{2}} \\)", "MisconceptionId": "1075", "MisconceptionName": "When asked to add fractions uses the method for multiplying fractions instead.", "prompt": "Misconception:\nWhen asked to add fractions uses the method for multiplying fractions instead.\n\nQuestion:\nWrite this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)\n\nOptions:\nA. \\( \\frac{5 x}{x^{2}} \\)\nB. \\( \\frac{5}{x} \\)\nC. \\( \\frac{5}{2 x} \\)\nD. \\( \\frac{6}{x^{2}} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1387:A", "QuestionText": "What is the reciprocal of \\( 7 \\) ?", "AnswerAText": "\\( -\\frac{1}{7} \\)", "AnswerBText": "\\( \\frac{1}{7} \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( 0.7 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -\\frac{1}{7} \\)", "MisconceptionId": "1251", "MisconceptionName": "Correctly finds the reciprocal of a number, but believes it should be opposite in sign to the original number.", "prompt": "Misconception:\nCorrectly finds the reciprocal of a number, but believes it should be opposite in sign to the original number.\n\nQuestion:\nWhat is the reciprocal of \\( 7 \\) ?\n\nOptions:\nA. \\( -\\frac{1}{7} \\)\nB. \\( \\frac{1}{7} \\)\nC. \\( -7 \\)\nD. \\( 0.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1387:C", "QuestionText": "What is the reciprocal of \\( 7 \\) ?", "AnswerAText": "\\( -\\frac{1}{7} \\)", "AnswerBText": "\\( \\frac{1}{7} \\)", "AnswerCText": "\\( -7 \\)", "AnswerDText": "\\( 0.7 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "947", "MisconceptionName": "Makes the number negative when asked to find the reciprocal", "prompt": "Misconception:\nMakes the number negative when asked to find the reciprocal\n\nQuestion:\nWhat is the reciprocal of \\( 7 \\) ?\n\nOptions:\nA. \\( -\\frac{1}{7} \\)\nB. \\( \\frac{1}{7} \\)\nC. \\( -7 \\)\nD. \\( 0.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1388:C", "QuestionText": "This is the graph of \\( y=(x+4)(x-2) \\) ![\\( W \\)]() What is the equation of the line of symmetry?", "AnswerAText": "\\( y=-8 \\)", "AnswerBText": "\\( x=--4 \\)", "AnswerCText": "\\( y=-1 \\)", "AnswerDText": "\\( x=-1 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( y=-1 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nThis is the graph of \\( y=(x+4)(x-2) \\) ![\\( W \\)]() What is the equation of the line of symmetry?\n\nOptions:\nA. \\( y=-8 \\)\nB. \\( x=--4 \\)\nC. \\( y=-1 \\)\nD. \\( x=-1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1389:D", "QuestionText": "Write the following as simply as possible: \\( \\frac{6 p-9}{6 p-3} \\)", "AnswerAText": "\\( \\frac{2 p-3}{2 p-1} \\)", "AnswerBText": "\\( -3 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( \\frac{p-3}{p-1} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{p-3}{p-1} \\)", "MisconceptionId": "2307", "MisconceptionName": "Thinks you can divide the variables and the numerical values by different numbers when simplifying an algebraic fraction", "prompt": "Misconception:\nThinks you can divide the variables and the numerical values by different numbers when simplifying an algebraic fraction\n\nQuestion:\nWrite the following as simply as possible: \\( \\frac{6 p-9}{6 p-3} \\)\n\nOptions:\nA. \\( \\frac{2 p-3}{2 p-1} \\)\nB. \\( -3 \\)\nC. \\( 3 \\)\nD. \\( \\frac{p-3}{p-1} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1390:B", "QuestionText": "\\( \\frac{1}{3}+\\frac{1}{2} \\times \\frac{1}{3}= \\)", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{5}{18} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{1}{15} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{5}{18} \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( \\frac{1}{3}+\\frac{1}{2} \\times \\frac{1}{3}= \\)\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{5}{18} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{1}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1390:C", "QuestionText": "\\( \\frac{1}{3}+\\frac{1}{2} \\times \\frac{1}{3}= \\)", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{5}{18} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{1}{15} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2}{9} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\n\\( \\frac{1}{3}+\\frac{1}{2} \\times \\frac{1}{3}= \\)\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{5}{18} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{1}{15} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1391:A", "QuestionText": "Solve this equation, giving all solutions:\n\\(\nk^{2}-8 k=0\n\\)", "AnswerAText": "\\( \\begin{array}{c}k=-8 \\\\ \\text { or } \\\\ k=8\\end{array} \\)", "AnswerBText": "\\( k=\\sqrt{8} \\)", "AnswerCText": "\\( k=8 \\)", "AnswerDText": "\\(\nk=0\n\\)\nor\n\\(\nk=8\n\\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}k=-8 \\\\ \\text { or } \\\\ k=8\\end{array} \\)", "MisconceptionId": "1766", "MisconceptionName": "Thinks x^2 - a^2x is a valid form of difference of two squares", "prompt": "Misconception:\nThinks x^2 - a^2x is a valid form of difference of two squares\n\nQuestion:\nSolve this equation, giving all solutions:\n\\(\nk^{2}-8 k=0\n\\)\n\nOptions:\nA. \\( \\begin{array}{c}k=-8 \\\\ \\text { or } \\\\ k=8\\end{array} \\)\nB. \\( k=\\sqrt{8} \\)\nC. \\( k=8 \\)\nD. \\(\nk=0\n\\)\nor\n\\(\nk=8\n\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1391:C", "QuestionText": "Solve this equation, giving all solutions:\n\\(\nk^{2}-8 k=0\n\\)", "AnswerAText": "\\( \\begin{array}{c}k=-8 \\\\ \\text { or } \\\\ k=8\\end{array} \\)", "AnswerBText": "\\( k=\\sqrt{8} \\)", "AnswerCText": "\\( k=8 \\)", "AnswerDText": "\\(\nk=0\n\\)\nor\n\\(\nk=8\n\\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( k=8 \\)", "MisconceptionId": "1803", "MisconceptionName": "Believes they can divide by a variable without checking whether it could equal zero", "prompt": "Misconception:\nBelieves they can divide by a variable without checking whether it could equal zero\n\nQuestion:\nSolve this equation, giving all solutions:\n\\(\nk^{2}-8 k=0\n\\)\n\nOptions:\nA. \\( \\begin{array}{c}k=-8 \\\\ \\text { or } \\\\ k=8\\end{array} \\)\nB. \\( k=\\sqrt{8} \\)\nC. \\( k=8 \\)\nD. \\(\nk=0\n\\)\nor\n\\(\nk=8\n\\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1392:A", "QuestionText": "The pie chart shows the favourite subjects of children at a school.\n\nIf \\( 18 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 54 \\)", "AnswerCText": "\\( 108 \\)", "AnswerDText": "\\( 50 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 36 \\)", "MisconceptionId": "2331", "MisconceptionName": "Believes the angle in a pie chart sector is equal to the frequency", "prompt": "Misconception:\nBelieves the angle in a pie chart sector is equal to the frequency\n\nQuestion:\nThe pie chart shows the favourite subjects of children at a school.\n\nIf \\( 18 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()\n\nOptions:\nA. \\( 36 \\)\nB. \\( 54 \\)\nC. \\( 108 \\)\nD. \\( 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1392:C", "QuestionText": "The pie chart shows the favourite subjects of children at a school.\n\nIf \\( 18 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 54 \\)", "AnswerCText": "\\( 108 \\)", "AnswerDText": "\\( 50 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 108 \\)", "MisconceptionId": "2331", "MisconceptionName": "Believes the angle in a pie chart sector is equal to the frequency", "prompt": "Misconception:\nBelieves the angle in a pie chart sector is equal to the frequency\n\nQuestion:\nThe pie chart shows the favourite subjects of children at a school.\n\nIf \\( 18 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()\n\nOptions:\nA. \\( 36 \\)\nB. \\( 54 \\)\nC. \\( 108 \\)\nD. \\( 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1393:A", "QuestionText": "\\( \\left(3 \\times 10^{4}\\right)-\\left(2 \\times 10^{5}\\right)= \\)", "AnswerAText": "\\( 1.7 \\times 10^{-5} \\)", "AnswerBText": "\\( 1 \\times 10^{-1} \\)", "AnswerCText": "\\( -1.7 \\times 10^{5} \\)", "AnswerDText": "\\( -1.7 \\times 10^{4} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1.7 \\times 10^{-5} \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\n\\( \\left(3 \\times 10^{4}\\right)-\\left(2 \\times 10^{5}\\right)= \\)\n\nOptions:\nA. \\( 1.7 \\times 10^{-5} \\)\nB. \\( 1 \\times 10^{-1} \\)\nC. \\( -1.7 \\times 10^{5} \\)\nD. \\( -1.7 \\times 10^{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1393:B", "QuestionText": "\\( \\left(3 \\times 10^{4}\\right)-\\left(2 \\times 10^{5}\\right)= \\)", "AnswerAText": "\\( 1.7 \\times 10^{-5} \\)", "AnswerBText": "\\( 1 \\times 10^{-1} \\)", "AnswerCText": "\\( -1.7 \\times 10^{5} \\)", "AnswerDText": "\\( -1.7 \\times 10^{4} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\times 10^{-1} \\)", "MisconceptionId": "466", "MisconceptionName": "When calculating with numbers in standard form, just applies the operation to the number and the power separately", "prompt": "Misconception:\nWhen calculating with numbers in standard form, just applies the operation to the number and the power separately\n\nQuestion:\n\\( \\left(3 \\times 10^{4}\\right)-\\left(2 \\times 10^{5}\\right)= \\)\n\nOptions:\nA. \\( 1.7 \\times 10^{-5} \\)\nB. \\( 1 \\times 10^{-1} \\)\nC. \\( -1.7 \\times 10^{5} \\)\nD. \\( -1.7 \\times 10^{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1394:A", "QuestionText": "This is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()", "AnswerAText": "Rectangle", "AnswerBText": "Cuboid", "AnswerCText": "Cube", "AnswerDText": "Rectanglebased pyramid", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Rectangle", "MisconceptionId": "1837", "MisconceptionName": "Names one of the faces of a 3D shape rather than the 3D shape name", "prompt": "Misconception:\nNames one of the faces of a 3D shape rather than the 3D shape name\n\nQuestion:\nThis is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()\n\nOptions:\nA. Rectangle\nB. Cuboid\nC. Cube\nD. Rectanglebased pyramid\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1394:C", "QuestionText": "This is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()", "AnswerAText": "Rectangle", "AnswerBText": "Cuboid", "AnswerCText": "Cube", "AnswerDText": "Rectanglebased pyramid", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Cube", "MisconceptionId": "1043", "MisconceptionName": "Mixes up cubes and cuboids", "prompt": "Misconception:\nMixes up cubes and cuboids\n\nQuestion:\nThis is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()\n\nOptions:\nA. Rectangle\nB. Cuboid\nC. Cube\nD. Rectanglebased pyramid\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1394:D", "QuestionText": "This is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()", "AnswerAText": "Rectangle", "AnswerBText": "Cuboid", "AnswerCText": "Cube", "AnswerDText": "Rectanglebased pyramid", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Rectanglebased pyramid", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nThis is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()\n\nOptions:\nA. Rectangle\nB. Cuboid\nC. Cube\nD. Rectanglebased pyramid\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1395:A", "QuestionText": "Tom and Katie are arguing about parallel lines. \nTom says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x + 7} \\) are parallel. \nKatie says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}-\\mathbf{2 2} \\) are parallel. \nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1868", "MisconceptionName": "Believes lines are parallel if they have the same y intercept", "prompt": "Misconception:\nBelieves lines are parallel if they have the same y intercept\n\nQuestion:\nTom and Katie are arguing about parallel lines. \nTom says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x + 7} \\) are parallel. \nKatie says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}-\\mathbf{2 2} \\) are parallel. \nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1395:C", "QuestionText": "Tom and Katie are arguing about parallel lines. \nTom says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x + 7} \\) are parallel. \nKatie says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}-\\mathbf{2 2} \\) are parallel. \nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "585", "MisconceptionName": "Believes lines can be parallel by having the same y intercept OR gradient", "prompt": "Misconception:\nBelieves lines can be parallel by having the same y intercept OR gradient\n\nQuestion:\nTom and Katie are arguing about parallel lines. \nTom says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x + 7} \\) are parallel. \nKatie says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}-\\mathbf{2 2} \\) are parallel. \nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1396:A", "QuestionText": "Complete the missing blank as a percentage:\n\\(\n0.4=\\frac{2}{5}< \\_\\_\\_\\_\n\\)", "AnswerAText": "\\( 40 \\% \\)", "AnswerBText": "\\( 20 \\% \\)", "AnswerCText": "\\( 60 \\% \\)", "AnswerDText": "\\( 2.5 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 40 \\% \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nComplete the missing blank as a percentage:\n\\(\n0.4=\\frac{2}{5}< \\_\\_\\_\\_\n\\)\n\nOptions:\nA. \\( 40 \\% \\)\nB. \\( 20 \\% \\)\nC. \\( 60 \\% \\)\nD. \\( 2.5 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1396:B", "QuestionText": "Complete the missing blank as a percentage:\n\\(\n0.4=\\frac{2}{5}< \\_\\_\\_\\_\n\\)", "AnswerAText": "\\( 40 \\% \\)", "AnswerBText": "\\( 20 \\% \\)", "AnswerCText": "\\( 60 \\% \\)", "AnswerDText": "\\( 2.5 \\% \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 20 \\% \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nComplete the missing blank as a percentage:\n\\(\n0.4=\\frac{2}{5}< \\_\\_\\_\\_\n\\)\n\nOptions:\nA. \\( 40 \\% \\)\nB. \\( 20 \\% \\)\nC. \\( 60 \\% \\)\nD. \\( 2.5 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1397:B", "QuestionText": "\\( 0.4 \\times 5= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 0.9 \\)", "AnswerCText": "\\( 0.20 \\)", "AnswerDText": "\\( 0.45 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.9 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( 0.4 \\times 5= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( 0.9 \\)\nC. \\( 0.20 \\)\nD. \\( 0.45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1397:C", "QuestionText": "\\( 0.4 \\times 5= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 0.9 \\)", "AnswerCText": "\\( 0.20 \\)", "AnswerDText": "\\( 0.45 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.20 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.4 \\times 5= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( 0.9 \\)\nC. \\( 0.20 \\)\nD. \\( 0.45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1397:D", "QuestionText": "\\( 0.4 \\times 5= \\)", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 0.9 \\)", "AnswerCText": "\\( 0.20 \\)", "AnswerDText": "\\( 0.45 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.45 \\)", "MisconceptionId": "261", "MisconceptionName": "When multiplying just writes the numbers next to each other", "prompt": "Misconception:\nWhen multiplying just writes the numbers next to each other\n\nQuestion:\n\\( 0.4 \\times 5= \\)\n\nOptions:\nA. \\( 2 \\)\nB. \\( 0.9 \\)\nC. \\( 0.20 \\)\nD. \\( 0.45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1398:A", "QuestionText": "Which of the following is most likely to be the graph of a reciprocal function?", "AnswerAText": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()", "AnswerBText": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "AnswerCText": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "AnswerDText": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()", "MisconceptionId": "2544", "MisconceptionName": "Confuses reciprocal and exponential graphs", "prompt": "Misconception:\nConfuses reciprocal and exponential graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a reciprocal function?\n\nOptions:\nA. ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()\nB. ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\nC. ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nD. ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1398:C", "QuestionText": "Which of the following is most likely to be the graph of a reciprocal function?", "AnswerAText": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()", "AnswerBText": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "AnswerCText": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "AnswerDText": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "MisconceptionId": "383", "MisconceptionName": "confuses cubic and reciprocal graphs", "prompt": "Misconception:\nconfuses cubic and reciprocal graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a reciprocal function?\n\nOptions:\nA. ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()\nB. ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\nC. ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nD. ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1398:D", "QuestionText": "Which of the following is most likely to be the graph of a reciprocal function?", "AnswerAText": "![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()", "AnswerBText": "![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()", "AnswerCText": "![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()", "AnswerDText": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()", "MisconceptionId": "332", "MisconceptionName": "Confuses reciprocal and quadratic graphs", "prompt": "Misconception:\nConfuses reciprocal and quadratic graphs\n\nQuestion:\nWhich of the following is most likely to be the graph of a reciprocal function?\n\nOptions:\nA. ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()\nB. ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\nC. ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nD. ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1399:A", "QuestionText": "What is the relationship between these two angles? ![\\( \\theta \\)]()", "AnswerAText": "They are equal", "AnswerBText": "They are parallel", "AnswerCText": "They add together to make \\[180\\degree\\]", "AnswerDText": "They add together to make \\[360\\degree\\]", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "They are equal", "MisconceptionId": "1897", "MisconceptionName": "Confuses vertically opposite angles and angles around a point", "prompt": "Misconception:\nConfuses vertically opposite angles and angles around a point\n\nQuestion:\nWhat is the relationship between these two angles? ![\\( \\theta \\)]()\n\nOptions:\nA. They are equal\nB. They are parallel\nC. They add together to make \\[180\\degree\\]\nD. They add together to make \\[360\\degree\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1399:B", "QuestionText": "What is the relationship between these two angles? ![\\( \\theta \\)]()", "AnswerAText": "They are equal", "AnswerBText": "They are parallel", "AnswerCText": "They add together to make \\[180\\degree\\]", "AnswerDText": "They add together to make \\[360\\degree\\]", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "They are parallel", "MisconceptionId": "114", "MisconceptionName": "Does not know the meaning of the word parallel", "prompt": "Misconception:\nDoes not know the meaning of the word parallel\n\nQuestion:\nWhat is the relationship between these two angles? ![\\( \\theta \\)]()\n\nOptions:\nA. They are equal\nB. They are parallel\nC. They add together to make \\[180\\degree\\]\nD. They add together to make \\[360\\degree\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1399:C", "QuestionText": "What is the relationship between these two angles? ![\\( \\theta \\)]()", "AnswerAText": "They are equal", "AnswerBText": "They are parallel", "AnswerCText": "They add together to make \\[180\\degree\\]", "AnswerDText": "They add together to make \\[360\\degree\\]", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "They add together to make \\[180\\degree\\]", "MisconceptionId": "2266", "MisconceptionName": "Believes angles around a point sum to 180", "prompt": "Misconception:\nBelieves angles around a point sum to 180\n\nQuestion:\nWhat is the relationship between these two angles? ![\\( \\theta \\)]()\n\nOptions:\nA. They are equal\nB. They are parallel\nC. They add together to make \\[180\\degree\\]\nD. They add together to make \\[360\\degree\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1400:D", "QuestionText": "Which of the following fractions would lie between \\( \\frac{1}{5} \\) and \\( \\frac{1}{4} \\) on a number line?", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( \\frac{4}{20} \\)", "AnswerCText": "\\( \\frac{9}{40} \\)", "AnswerDText": "There are no fractions between these two", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "There are no fractions between these two", "MisconceptionId": "756", "MisconceptionName": "Believes unit fractions with a difference of 1 in the denominator have no other fractions between them", "prompt": "Misconception:\nBelieves unit fractions with a difference of 1 in the denominator have no other fractions between them\n\nQuestion:\nWhich of the following fractions would lie between \\( \\frac{1}{5} \\) and \\( \\frac{1}{4} \\) on a number line?\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( \\frac{4}{20} \\)\nC. \\( \\frac{9}{40} \\)\nD. There are no fractions between these two\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1401:C", "QuestionText": "\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a+b}{c}=(a+b) \\div c\n\\)\nIs the above relationship...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "never true", "MisconceptionId": "1207", "MisconceptionName": "Does not realize we can write a division as a fraction", "prompt": "Misconception:\nDoes not realize we can write a division as a fraction\n\nQuestion:\n\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a+b}{c}=(a+b) \\div c\n\\)\nIs the above relationship...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1401:D", "QuestionText": "\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a+b}{c}=(a+b) \\div c\n\\)\nIs the above relationship...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Need more information", "MisconceptionId": "1207", "MisconceptionName": "Does not realize we can write a division as a fraction", "prompt": "Misconception:\nDoes not realize we can write a division as a fraction\n\nQuestion:\n\\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a+b}{c}=(a+b) \\div c\n\\)\nIs the above relationship...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1402:B", "QuestionText": "Which statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)", "AnswerAText": "\"Add \\( 3 \\) to a multiplied by b.\"", "AnswerBText": "\"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"", "AnswerCText": "\"Add three to a and then multiply by b.\"", "AnswerDText": "\"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"", "MisconceptionId": "1900", "MisconceptionName": "Thinks two variables next to each other represent addition", "prompt": "Misconception:\nThinks two variables next to each other represent addition\n\nQuestion:\nWhich statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)\n\nOptions:\nA. \"Add \\( 3 \\) to a multiplied by b.\"\nB. \"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"\nC. \"Add three to a and then multiply by b.\"\nD. \"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1402:C", "QuestionText": "Which statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)", "AnswerAText": "\"Add \\( 3 \\) to a multiplied by b.\"", "AnswerBText": "\"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"", "AnswerCText": "\"Add three to a and then multiply by b.\"", "AnswerDText": "\"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\"Add three to a and then multiply by b.\"", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhich statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)\n\nOptions:\nA. \"Add \\( 3 \\) to a multiplied by b.\"\nB. \"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"\nC. \"Add three to a and then multiply by b.\"\nD. \"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1402:D", "QuestionText": "Which statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)", "AnswerAText": "\"Add \\( 3 \\) to a multiplied by b.\"", "AnswerBText": "\"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"", "AnswerCText": "\"Add three to a and then multiply by b.\"", "AnswerDText": "\"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhich statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)\n\nOptions:\nA. \"Add \\( 3 \\) to a multiplied by b.\"\nB. \"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"\nC. \"Add three to a and then multiply by b.\"\nD. \"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1403:A", "QuestionText": "The area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()", "AnswerAText": "\\( h=4.5 \\mathrm{~cm} \\)", "AnswerBText": "\\( h=3 \\mathrm{~cm} \\)", "AnswerCText": "\\( h=9 \\mathrm{~cm} \\)", "AnswerDText": "\\( h=6 \\mathrm{~cm} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( h=4.5 \\mathrm{~cm} \\)", "MisconceptionId": "1883", "MisconceptionName": "Uses only the base and perpendicular height when calculating the area of a trapezium", "prompt": "Misconception:\nUses only the base and perpendicular height when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()\n\nOptions:\nA. \\( h=4.5 \\mathrm{~cm} \\)\nB. \\( h=3 \\mathrm{~cm} \\)\nC. \\( h=9 \\mathrm{~cm} \\)\nD. \\( h=6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1403:B", "QuestionText": "The area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()", "AnswerAText": "\\( h=4.5 \\mathrm{~cm} \\)", "AnswerBText": "\\( h=3 \\mathrm{~cm} \\)", "AnswerCText": "\\( h=9 \\mathrm{~cm} \\)", "AnswerDText": "\\( h=6 \\mathrm{~cm} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( h=3 \\mathrm{~cm} \\)", "MisconceptionId": "2353", "MisconceptionName": "Does not divide by 2 when calculating the area of a trapezium", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()\n\nOptions:\nA. \\( h=4.5 \\mathrm{~cm} \\)\nB. \\( h=3 \\mathrm{~cm} \\)\nC. \\( h=9 \\mathrm{~cm} \\)\nD. \\( h=6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1403:C", "QuestionText": "The area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()", "AnswerAText": "\\( h=4.5 \\mathrm{~cm} \\)", "AnswerBText": "\\( h=3 \\mathrm{~cm} \\)", "AnswerCText": "\\( h=9 \\mathrm{~cm} \\)", "AnswerDText": "\\( h=6 \\mathrm{~cm} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( h=9 \\mathrm{~cm} \\)", "MisconceptionId": "1883", "MisconceptionName": "Uses only the base and perpendicular height when calculating the area of a trapezium", "prompt": "Misconception:\nUses only the base and perpendicular height when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()\n\nOptions:\nA. \\( h=4.5 \\mathrm{~cm} \\)\nB. \\( h=3 \\mathrm{~cm} \\)\nC. \\( h=9 \\mathrm{~cm} \\)\nD. \\( h=6 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1404:A", "QuestionText": "\\( 3^{3}=? \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( 33 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\n\\( 3^{3}=? \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 9 \\)\nC. \\( 27 \\)\nD. \\( 33 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1404:B", "QuestionText": "\\( 3^{3}=? \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( 33 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\n\\( 3^{3}=? \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 9 \\)\nC. \\( 27 \\)\nD. \\( 33 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1404:D", "QuestionText": "\\( 3^{3}=? \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( 33 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 33 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\n\\( 3^{3}=? \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( 9 \\)\nC. \\( 27 \\)\nD. \\( 33 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1405:B", "QuestionText": "What is the equation of this line? ![A graph showing a vertical line going through a number on the x axis. The number is one box to the right of -10, where there are 5 boxes between 0 and -10.]()", "AnswerAText": "\\( y=10 \\)", "AnswerBText": "\\( x=-9 \\)", "AnswerCText": "\\( x=-8 \\)", "AnswerDText": "\\( y=-8 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x=-9 \\)", "MisconceptionId": "1415", "MisconceptionName": "Assumes every dash on a scale represents an increase of 1", "prompt": "Misconception:\nAssumes every dash on a scale represents an increase of 1\n\nQuestion:\nWhat is the equation of this line? ![A graph showing a vertical line going through a number on the x axis. The number is one box to the right of -10, where there are 5 boxes between 0 and -10.]()\n\nOptions:\nA. \\( y=10 \\)\nB. \\( x=-9 \\)\nC. \\( x=-8 \\)\nD. \\( y=-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1405:D", "QuestionText": "What is the equation of this line? ![A graph showing a vertical line going through a number on the x axis. The number is one box to the right of -10, where there are 5 boxes between 0 and -10.]()", "AnswerAText": "\\( y=10 \\)", "AnswerBText": "\\( x=-9 \\)", "AnswerCText": "\\( x=-8 \\)", "AnswerDText": "\\( y=-8 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( y=-8 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of this line? ![A graph showing a vertical line going through a number on the x axis. The number is one box to the right of -10, where there are 5 boxes between 0 and -10.]()\n\nOptions:\nA. \\( y=10 \\)\nB. \\( x=-9 \\)\nC. \\( x=-8 \\)\nD. \\( y=-8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1406:B", "QuestionText": "Molly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the 2p in the first bracket and the -4 in the second bracket.]()", "AnswerAText": "\\( +6 p \\)", "AnswerBText": "\\( +8 p \\)", "AnswerCText": "\\( -2 p \\)", "AnswerDText": "\\( -8 p \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( +8 p \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nMolly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the 2p in the first bracket and the -4 in the second bracket.]()\n\nOptions:\nA. \\( +6 p \\)\nB. \\( +8 p \\)\nC. \\( -2 p \\)\nD. \\( -8 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1407:A", "QuestionText": "\\( 0.4 \\div 0.6= \\)", "AnswerAText": "\\( 0.6 \\)", "AnswerBText": "\\( 4.6 \\)", "AnswerCText": "\\( 0.666 \\ldots \\)", "AnswerDText": "\\( 1.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.6 \\)", "MisconceptionId": "339", "MisconceptionName": "When dividing, ignores any remainders", "prompt": "Misconception:\nWhen dividing, ignores any remainders\n\nQuestion:\n\\( 0.4 \\div 0.6= \\)\n\nOptions:\nA. \\( 0.6 \\)\nB. \\( 4.6 \\)\nC. \\( 0.666 \\ldots \\)\nD. \\( 1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1407:D", "QuestionText": "\\( 0.4 \\div 0.6= \\)", "AnswerAText": "\\( 0.6 \\)", "AnswerBText": "\\( 4.6 \\)", "AnswerCText": "\\( 0.666 \\ldots \\)", "AnswerDText": "\\( 1.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1.5 \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n\\( 0.4 \\div 0.6= \\)\n\nOptions:\nA. \\( 0.6 \\)\nB. \\( 4.6 \\)\nC. \\( 0.666 \\ldots \\)\nD. \\( 1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1408:A", "QuestionText": "![A group of six squares and three circles]() What is the ratio of squares to circles?", "AnswerAText": "\\( 2: 3 \\)", "AnswerBText": "\\( 6: 9 \\)", "AnswerCText": "\\( 6: 3 \\)", "AnswerDText": "\\( 3: 6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2: 3 \\)", "MisconceptionId": "1986", "MisconceptionName": "When writing ratio from diagram, writes total as one side", "prompt": "Misconception:\nWhen writing ratio from diagram, writes total as one side\n\nQuestion:\n![A group of six squares and three circles]() What is the ratio of squares to circles?\n\nOptions:\nA. \\( 2: 3 \\)\nB. \\( 6: 9 \\)\nC. \\( 6: 3 \\)\nD. \\( 3: 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1408:B", "QuestionText": "![A group of six squares and three circles]() What is the ratio of squares to circles?", "AnswerAText": "\\( 2: 3 \\)", "AnswerBText": "\\( 6: 9 \\)", "AnswerCText": "\\( 6: 3 \\)", "AnswerDText": "\\( 3: 6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 6: 9 \\)", "MisconceptionId": "1986", "MisconceptionName": "When writing ratio from diagram, writes total as one side", "prompt": "Misconception:\nWhen writing ratio from diagram, writes total as one side\n\nQuestion:\n![A group of six squares and three circles]() What is the ratio of squares to circles?\n\nOptions:\nA. \\( 2: 3 \\)\nB. \\( 6: 9 \\)\nC. \\( 6: 3 \\)\nD. \\( 3: 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1408:D", "QuestionText": "![A group of six squares and three circles]() What is the ratio of squares to circles?", "AnswerAText": "\\( 2: 3 \\)", "AnswerBText": "\\( 6: 9 \\)", "AnswerCText": "\\( 6: 3 \\)", "AnswerDText": "\\( 3: 6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3: 6 \\)", "MisconceptionId": "105", "MisconceptionName": "Mixes up sides of a ratio", "prompt": "Misconception:\nMixes up sides of a ratio\n\nQuestion:\n![A group of six squares and three circles]() What is the ratio of squares to circles?\n\nOptions:\nA. \\( 2: 3 \\)\nB. \\( 6: 9 \\)\nC. \\( 6: 3 \\)\nD. \\( 3: 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1409:B", "QuestionText": "Kate and Isaac share some biscuits in the ratio \\( 1: 4 \\). Isaac has  \\( _____ \\) times as many biscuits as Kate.\nWhat number completes the sentence?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "498", "MisconceptionName": "Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part", "prompt": "Misconception:\nDoes not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part\n\nQuestion:\nKate and Isaac share some biscuits in the ratio \\( 1: 4 \\). Isaac has  \\( _____ \\) times as many biscuits as Kate.\nWhat number completes the sentence?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 5 \\)\nC. \\( 1 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1409:D", "QuestionText": "Kate and Isaac share some biscuits in the ratio \\( 1: 4 \\). Isaac has  \\( _____ \\) times as many biscuits as Kate.\nWhat number completes the sentence?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "498", "MisconceptionName": "Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part", "prompt": "Misconception:\nDoes not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part\n\nQuestion:\nKate and Isaac share some biscuits in the ratio \\( 1: 4 \\). Isaac has  \\( _____ \\) times as many biscuits as Kate.\nWhat number completes the sentence?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 5 \\)\nC. \\( 1 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1410:B", "QuestionText": "The median of these four numbers is \\( 5 \\).\n\\(\n\\begin{array}{cccc}\n3&12&1&?\n\\end{array}\n\\)\nFind the value of the missing number.", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 6.5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "732", "MisconceptionName": "Finds the mean instead of the median", "prompt": "Misconception:\nFinds the mean instead of the median\n\nQuestion:\nThe median of these four numbers is \\( 5 \\).\n\\(\n\\begin{array}{cccc}\n3&12&1&?\n\\end{array}\n\\)\nFind the value of the missing number.\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 16 \\)\nD. \\( 6.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1411:A", "QuestionText": "What is the \\( 6 \\) th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is one orange square. The second pattern is 3 orange squares arranged in an incomplete 2 by 2 square shape with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle with base 3 and height 2, with the top left orange square missing.]()", "AnswerAText": "![6 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left and top right orange squares missing.]()", "AnswerBText": "![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()", "AnswerCText": "![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()", "AnswerDText": "![10 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left and top right orange squares missing.]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![6 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left and top right orange squares missing.]()", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWhat is the \\( 6 \\) th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is one orange square. The second pattern is 3 orange squares arranged in an incomplete 2 by 2 square shape with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle with base 3 and height 2, with the top left orange square missing.]()\n\nOptions:\nA. ![6 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left and top right orange squares missing.]()\nB. ![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()\nC. ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\nD. ![10 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left and top right orange squares missing.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1411:D", "QuestionText": "What is the \\( 6 \\) th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is one orange square. The second pattern is 3 orange squares arranged in an incomplete 2 by 2 square shape with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle with base 3 and height 2, with the top left orange square missing.]()", "AnswerAText": "![6 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left and top right orange squares missing.]()", "AnswerBText": "![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()", "AnswerCText": "![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()", "AnswerDText": "![10 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left and top right orange squares missing.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![10 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left and top right orange squares missing.]()", "MisconceptionId": "1055", "MisconceptionName": "Does not notice all changes in a sequence of visual patterns", "prompt": "Misconception:\nDoes not notice all changes in a sequence of visual patterns\n\nQuestion:\nWhat is the \\( 6 \\) th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is one orange square. The second pattern is 3 orange squares arranged in an incomplete 2 by 2 square shape with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle with base 3 and height 2, with the top left orange square missing.]()\n\nOptions:\nA. ![6 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left and top right orange squares missing.]()\nB. ![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()\nC. ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\nD. ![10 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left and top right orange squares missing.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1412:B", "QuestionText": "Convert \\( \\frac{97}{250} \\) into a decimal", "AnswerAText": "\\( 0.291 \\)", "AnswerBText": "\\( 0.97 \\)", "AnswerCText": "\\( 97.25 \\)", "AnswerDText": "\\( 0.388 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.97 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nConvert \\( \\frac{97}{250} \\) into a decimal\n\nOptions:\nA. \\( 0.291 \\)\nB. \\( 0.97 \\)\nC. \\( 97.25 \\)\nD. \\( 0.388 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1412:C", "QuestionText": "Convert \\( \\frac{97}{250} \\) into a decimal", "AnswerAText": "\\( 0.291 \\)", "AnswerBText": "\\( 0.97 \\)", "AnswerCText": "\\( 97.25 \\)", "AnswerDText": "\\( 0.388 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 97.25 \\)", "MisconceptionId": "2308", "MisconceptionName": "Converts a fraction to a decimal by placing a decimal point between the numerator and denominator", "prompt": "Misconception:\nConverts a fraction to a decimal by placing a decimal point between the numerator and denominator\n\nQuestion:\nConvert \\( \\frac{97}{250} \\) into a decimal\n\nOptions:\nA. \\( 0.291 \\)\nB. \\( 0.97 \\)\nC. \\( 97.25 \\)\nD. \\( 0.388 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1413:A", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()", "AnswerAText": "\\( 14 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 78 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 48 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 28 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 14 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()\n\nOptions:\nA. \\( 14 \\mathrm{~cm}^{2} \\)\nB. \\( 78 \\mathrm{~cm}^{2} \\)\nC. \\( 48 \\mathrm{~cm}^{2} \\)\nD. \\( 28 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1413:B", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()", "AnswerAText": "\\( 14 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 78 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 48 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 28 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 78 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "743", "MisconceptionName": "When calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle", "prompt": "Misconception:\nWhen calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()\n\nOptions:\nA. \\( 14 \\mathrm{~cm}^{2} \\)\nB. \\( 78 \\mathrm{~cm}^{2} \\)\nC. \\( 48 \\mathrm{~cm}^{2} \\)\nD. \\( 28 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1413:D", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()", "AnswerAText": "\\( 14 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 78 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 48 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 28 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 28 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape.  The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()\n\nOptions:\nA. \\( 14 \\mathrm{~cm}^{2} \\)\nB. \\( 78 \\mathrm{~cm}^{2} \\)\nC. \\( 48 \\mathrm{~cm}^{2} \\)\nD. \\( 28 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1414:A", "QuestionText": "Tom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "2104", "MisconceptionName": "Thinks that only the angles need to be the same for a polygon to be regular", "prompt": "Misconception:\nThinks that only the angles need to be the same for a polygon to be regular\n\nQuestion:\nTom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1414:B", "QuestionText": "Tom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "294", "MisconceptionName": "Thinks that only the sides need to be equal for a polygon to be regular", "prompt": "Misconception:\nThinks that only the sides need to be equal for a polygon to be regular\n\nQuestion:\nTom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1414:C", "QuestionText": "Tom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "570", "MisconceptionName": "Does not understand that all angles and sides must be equal for regular shapes", "prompt": "Misconception:\nDoes not understand that all angles and sides must be equal for regular shapes\n\nQuestion:\nTom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1415:A", "QuestionText": "What is \\( \\frac{17}{40} \\) written as a percentage?", "AnswerAText": "\\( 34 \\% \\)", "AnswerBText": "\\( 68 \\% \\)", "AnswerCText": "\\( 42.5 \\% \\)", "AnswerDText": "17%", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 34 \\% \\)", "MisconceptionId": "2361", "MisconceptionName": "Believes a fraction out of a number other than 100 represents a percentage", "prompt": "Misconception:\nBelieves a fraction out of a number other than 100 represents a percentage\n\nQuestion:\nWhat is \\( \\frac{17}{40} \\) written as a percentage?\n\nOptions:\nA. \\( 34 \\% \\)\nB. \\( 68 \\% \\)\nC. \\( 42.5 \\% \\)\nD. 17%\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1415:B", "QuestionText": "What is \\( \\frac{17}{40} \\) written as a percentage?", "AnswerAText": "\\( 34 \\% \\)", "AnswerBText": "\\( 68 \\% \\)", "AnswerCText": "\\( 42.5 \\% \\)", "AnswerDText": "17%", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 68 \\% \\)", "MisconceptionId": "2361", "MisconceptionName": "Believes a fraction out of a number other than 100 represents a percentage", "prompt": "Misconception:\nBelieves a fraction out of a number other than 100 represents a percentage\n\nQuestion:\nWhat is \\( \\frac{17}{40} \\) written as a percentage?\n\nOptions:\nA. \\( 34 \\% \\)\nB. \\( 68 \\% \\)\nC. \\( 42.5 \\% \\)\nD. 17%\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1415:D", "QuestionText": "What is \\( \\frac{17}{40} \\) written as a percentage?", "AnswerAText": "\\( 34 \\% \\)", "AnswerBText": "\\( 68 \\% \\)", "AnswerCText": "\\( 42.5 \\% \\)", "AnswerDText": "17%", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "17%", "MisconceptionId": "2361", "MisconceptionName": "Believes a fraction out of a number other than 100 represents a percentage", "prompt": "Misconception:\nBelieves a fraction out of a number other than 100 represents a percentage\n\nQuestion:\nWhat is \\( \\frac{17}{40} \\) written as a percentage?\n\nOptions:\nA. \\( 34 \\% \\)\nB. \\( 68 \\% \\)\nC. \\( 42.5 \\% \\)\nD. 17%\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1416:B", "QuestionText": "This pictogram shows the different types of music Bob has in his music collection.\nBob has \\( 2 \\) rave CDs.\n\nHow would he display this on the pictogram? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()", "AnswerAText": "![(1)]()", "AnswerBText": "![\\( 00 \\)]()", "AnswerCText": "![\\( 0 \\)]()", "AnswerDText": "![\\( \\Delta \\)]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![\\( 00 \\)]()", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\nThis pictogram shows the different types of music Bob has in his music collection.\nBob has \\( 2 \\) rave CDs.\n\nHow would he display this on the pictogram? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\n\nOptions:\nA. ![(1)]()\nB. ![\\( 00 \\)]()\nC. ![\\( 0 \\)]()\nD. ![\\( \\Delta \\)]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1417:D", "QuestionText": "Sunita accelerates quickly, then travels at a constant speed, then slowly comes to rest. Which of the following velocity \\( (v) \\) time \\( (t) \\) graphs is most likely to illustrate Sunita's journey?", "AnswerAText": "![A graph with time on the horizontal axis and velocity on the vertical axis. The graph at a point above the origin, travels horizontally right, travels down and right in a straight line, then travels horizontally right again.]()", "AnswerBText": "![A graph with time on the horizontal axis and velocity on the vertical axis. The graph starts at the origin, travels right and up in a steep straight line, travels horizontally right, then travels right and down in a less steep straight line than the start, until it reaches the horizontal axis.]()", "AnswerCText": "![A graph with time on the horizontal axis and velocity on the vertical axis. The graph starts at the origin, travels right and up in a straight line, travels horizontally right, then travels right and up in a more steep straight line than the start.]()", "AnswerDText": "![A graph with time on the horizontal axis and distance on the vertical axis. The graph starts at the origin, travels right and up in a straight line, travels horizontally right, then travels right and down in a more steep straight line than the start, until it reaches the horizontal axis.]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![A graph with time on the horizontal axis and distance on the vertical axis. The graph starts at the origin, travels right and up in a straight line, travels horizontally right, then travels right and down in a more steep straight line than the start, until it reaches the horizontal axis.]()", "MisconceptionId": "1530", "MisconceptionName": "Believes a steeper downwards line on a graph means a slower decrease", "prompt": "Misconception:\nBelieves a steeper downwards line on a graph means a slower decrease\n\nQuestion:\nSunita accelerates quickly, then travels at a constant speed, then slowly comes to rest. Which of the following velocity \\( (v) \\) time \\( (t) \\) graphs is most likely to illustrate Sunita's journey?\n\nOptions:\nA. ![A graph with time on the horizontal axis and velocity on the vertical axis. The graph at a point above the origin, travels horizontally right, travels down and right in a straight line, then travels horizontally right again.]()\nB. ![A graph with time on the horizontal axis and velocity on the vertical axis. The graph starts at the origin, travels right and up in a steep straight line, travels horizontally right, then travels right and down in a less steep straight line than the start, until it reaches the horizontal axis.]()\nC. ![A graph with time on the horizontal axis and velocity on the vertical axis. The graph starts at the origin, travels right and up in a straight line, travels horizontally right, then travels right and up in a more steep straight line than the start.]()\nD. ![A graph with time on the horizontal axis and distance on the vertical axis. The graph starts at the origin, travels right and up in a straight line, travels horizontally right, then travels right and down in a more steep straight line than the start, until it reaches the horizontal axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1418:A", "QuestionText": "What mixed number fraction is represented below? ![Four bars, each split into six equal parts. In three of the shapes, all six parts are shaded. In the fourth shape, five out of six parts are shaded.]()", "AnswerAText": "\\( 2 \\frac{3}{6} \\)", "AnswerBText": "\\( 3 \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{23}{6} \\)", "AnswerDText": "\\( 4 \\frac{5}{6} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 \\frac{3}{6} \\)", "MisconceptionId": "2484", "MisconceptionName": "When converting from an improper fraction to a mixed number, just writes the tens digit as the number of wholes", "prompt": "Misconception:\nWhen converting from an improper fraction to a mixed number, just writes the tens digit as the number of wholes\n\nQuestion:\nWhat mixed number fraction is represented below? ![Four bars, each split into six equal parts. In three of the shapes, all six parts are shaded. In the fourth shape, five out of six parts are shaded.]()\n\nOptions:\nA. \\( 2 \\frac{3}{6} \\)\nB. \\( 3 \\frac{5}{6} \\)\nC. \\( \\frac{23}{6} \\)\nD. \\( 4 \\frac{5}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1418:C", "QuestionText": "What mixed number fraction is represented below? ![Four bars, each split into six equal parts. In three of the shapes, all six parts are shaded. In the fourth shape, five out of six parts are shaded.]()", "AnswerAText": "\\( 2 \\frac{3}{6} \\)", "AnswerBText": "\\( 3 \\frac{5}{6} \\)", "AnswerCText": "\\( \\frac{23}{6} \\)", "AnswerDText": "\\( 4 \\frac{5}{6} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{23}{6} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\nWhat mixed number fraction is represented below? ![Four bars, each split into six equal parts. In three of the shapes, all six parts are shaded. In the fourth shape, five out of six parts are shaded.]()\n\nOptions:\nA. \\( 2 \\frac{3}{6} \\)\nB. \\( 3 \\frac{5}{6} \\)\nC. \\( \\frac{23}{6} \\)\nD. \\( 4 \\frac{5}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1419:A", "QuestionText": "What is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()", "AnswerAText": "![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()", "AnswerBText": "![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()", "AnswerCText": "![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()", "AnswerDText": "![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()", "MisconceptionId": "2284", "MisconceptionName": "When asked for a specific term in a sequence just gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence just gives the next term\n\nQuestion:\nWhat is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()\n\nOptions:\nA. ![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()\nB. ![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()\nC. ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\nD. ![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1419:B", "QuestionText": "What is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()", "AnswerAText": "![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()", "AnswerBText": "![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()", "AnswerCText": "![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()", "AnswerDText": "![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()", "MisconceptionId": "713", "MisconceptionName": "When asked for a specific term in a sequence gives a different term, which is not the next", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives a different term, which is not the next\n\nQuestion:\nWhat is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()\n\nOptions:\nA. ![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()\nB. ![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()\nC. ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\nD. ![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1419:C", "QuestionText": "What is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()", "AnswerAText": "![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()", "AnswerBText": "![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()", "AnswerCText": "![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()", "AnswerDText": "![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()", "MisconceptionId": "713", "MisconceptionName": "When asked for a specific term in a sequence gives a different term, which is not the next", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives a different term, which is not the next\n\nQuestion:\nWhat is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()\n\nOptions:\nA. ![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()\nB. ![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()\nC. ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\nD. ![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1420:A", "QuestionText": "What number is \\( 10,000 \\) more than \\( 298,603 \\) ?", "AnswerAText": "\\( 398,603 \\)", "AnswerBText": "\\( 2,986,030,000 \\)", "AnswerCText": "\\( 208,603 \\)", "AnswerDText": "\\( 308,603 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 398,603 \\)", "MisconceptionId": "1533", "MisconceptionName": "When adding powers of 10 adds onto the wrong column", "prompt": "Misconception:\nWhen adding powers of 10 adds onto the wrong column\n\nQuestion:\nWhat number is \\( 10,000 \\) more than \\( 298,603 \\) ?\n\nOptions:\nA. \\( 398,603 \\)\nB. \\( 2,986,030,000 \\)\nC. \\( 208,603 \\)\nD. \\( 308,603 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1420:B", "QuestionText": "What number is \\( 10,000 \\) more than \\( 298,603 \\) ?", "AnswerAText": "\\( 398,603 \\)", "AnswerBText": "\\( 2,986,030,000 \\)", "AnswerCText": "\\( 208,603 \\)", "AnswerDText": "\\( 308,603 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2,986,030,000 \\)", "MisconceptionId": "126", "MisconceptionName": "Multiplies rather than adds when given the command word 'more'", "prompt": "Misconception:\nMultiplies rather than adds when given the command word 'more'\n\nQuestion:\nWhat number is \\( 10,000 \\) more than \\( 298,603 \\) ?\n\nOptions:\nA. \\( 398,603 \\)\nB. \\( 2,986,030,000 \\)\nC. \\( 208,603 \\)\nD. \\( 308,603 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1420:C", "QuestionText": "What number is \\( 10,000 \\) more than \\( 298,603 \\) ?", "AnswerAText": "\\( 398,603 \\)", "AnswerBText": "\\( 2,986,030,000 \\)", "AnswerCText": "\\( 208,603 \\)", "AnswerDText": "\\( 308,603 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 208,603 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\nWhat number is \\( 10,000 \\) more than \\( 298,603 \\) ?\n\nOptions:\nA. \\( 398,603 \\)\nB. \\( 2,986,030,000 \\)\nC. \\( 208,603 \\)\nD. \\( 308,603 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1421:A", "QuestionText": "What is the size of angle \\( p \\) ? ![A triangle with angles labelled 49 degrees, 51 degrees and p [not to scale]]()", "AnswerAText": "\\( 51^{\\circ} \\)", "AnswerBText": "\\( 70^{\\circ} \\)", "AnswerCText": "\\( 80^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 51^{\\circ} \\)", "MisconceptionId": "1321", "MisconceptionName": "Thinks angles which look the same on diagram will be equal", "prompt": "Misconception:\nThinks angles which look the same on diagram will be equal\n\nQuestion:\nWhat is the size of angle \\( p \\) ? ![A triangle with angles labelled 49 degrees, 51 degrees and p [not to scale]]()\n\nOptions:\nA. \\( 51^{\\circ} \\)\nB. \\( 70^{\\circ} \\)\nC. \\( 80^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1421:D", "QuestionText": "What is the size of angle \\( p \\) ? ![A triangle with angles labelled 49 degrees, 51 degrees and p [not to scale]]()", "AnswerAText": "\\( 51^{\\circ} \\)", "AnswerBText": "\\( 70^{\\circ} \\)", "AnswerCText": "\\( 80^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "0", "MisconceptionName": "Does not know that angles in a triangle sum to 180 degrees", "prompt": "Misconception:\nDoes not know that angles in a triangle sum to 180 degrees\n\nQuestion:\nWhat is the size of angle \\( p \\) ? ![A triangle with angles labelled 49 degrees, 51 degrees and p [not to scale]]()\n\nOptions:\nA. \\( 51^{\\circ} \\)\nB. \\( 70^{\\circ} \\)\nC. \\( 80^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1422:A", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{8}{3} \\)", "AnswerBText": "\\( \\sqrt{8} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{8}{3} \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{8}{3} \\)\nB. \\( \\sqrt{8} \\)\nC. \\( 2 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1422:B", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{8}{3} \\)", "AnswerBText": "\\( \\sqrt{8} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{8} \\)", "MisconceptionId": "279", "MisconceptionName": "Mixes up square rooting and cube rooting", "prompt": "Misconception:\nMixes up square rooting and cube rooting\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{8}{3} \\)\nB. \\( \\sqrt{8} \\)\nC. \\( 2 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1422:D", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{8}{3} \\)", "AnswerBText": "\\( \\sqrt{8} \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "960", "MisconceptionName": "Divides by the index", "prompt": "Misconception:\nDivides by the index\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{8}{3} \\)\nB. \\( \\sqrt{8} \\)\nC. \\( 2 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1423:A", "QuestionText": "Write the following number in standard form:\n\\[\n0.0003001\n\\]", "AnswerAText": "\\( 3.001 \\times 10^{4} \\)", "AnswerBText": "\\( 3.1 \\times 10^{-4} \\)", "AnswerCText": "\\( 3.001 \\times 10^{-4} \\)", "AnswerDText": "\\( 3.1 \\times 10^{-7} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3.001 \\times 10^{4} \\)", "MisconceptionId": "1781", "MisconceptionName": "Does not think we can have negative powers in standard form", "prompt": "Misconception:\nDoes not think we can have negative powers in standard form\n\nQuestion:\nWrite the following number in standard form:\n\\[\n0.0003001\n\\]\n\nOptions:\nA. \\( 3.001 \\times 10^{4} \\)\nB. \\( 3.1 \\times 10^{-4} \\)\nC. \\( 3.001 \\times 10^{-4} \\)\nD. \\( 3.1 \\times 10^{-7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1423:B", "QuestionText": "Write the following number in standard form:\n\\[\n0.0003001\n\\]", "AnswerAText": "\\( 3.001 \\times 10^{4} \\)", "AnswerBText": "\\( 3.1 \\times 10^{-4} \\)", "AnswerCText": "\\( 3.001 \\times 10^{-4} \\)", "AnswerDText": "\\( 3.1 \\times 10^{-7} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3.1 \\times 10^{-4} \\)", "MisconceptionId": "702", "MisconceptionName": "When changing a number to standard form omits zero's of significance", "prompt": "Misconception:\nWhen changing a number to standard form omits zero's of significance\n\nQuestion:\nWrite the following number in standard form:\n\\[\n0.0003001\n\\]\n\nOptions:\nA. \\( 3.001 \\times 10^{4} \\)\nB. \\( 3.1 \\times 10^{-4} \\)\nC. \\( 3.001 \\times 10^{-4} \\)\nD. \\( 3.1 \\times 10^{-7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1423:D", "QuestionText": "Write the following number in standard form:\n\\[\n0.0003001\n\\]", "AnswerAText": "\\( 3.001 \\times 10^{4} \\)", "AnswerBText": "\\( 3.1 \\times 10^{-4} \\)", "AnswerCText": "\\( 3.001 \\times 10^{-4} \\)", "AnswerDText": "\\( 3.1 \\times 10^{-7} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3.1 \\times 10^{-7} \\)", "MisconceptionId": "1978", "MisconceptionName": "Subtracts instead of adds when answering worded problems", "prompt": "Misconception:\nSubtracts instead of adds when answering worded problems\n\nQuestion:\nWrite the following number in standard form:\n\\[\n0.0003001\n\\]\n\nOptions:\nA. \\( 3.001 \\times 10^{4} \\)\nB. \\( 3.1 \\times 10^{-4} \\)\nC. \\( 3.001 \\times 10^{-4} \\)\nD. \\( 3.1 \\times 10^{-7} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1424:A", "QuestionText": "Convert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)", "AnswerAText": "\\( \\frac{42}{3} \\)", "AnswerBText": "\\( \\frac{14}{3} \\)", "AnswerCText": "\\( \\frac{11}{3} \\)", "AnswerDText": "\\( \\frac{12}{3} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{42}{3} \\)", "MisconceptionId": "1841", "MisconceptionName": "Thinks the number of wholes in a mixed number represents the tens from the numerator of an improper fraction", "prompt": "Misconception:\nThinks the number of wholes in a mixed number represents the tens from the numerator of an improper fraction\n\nQuestion:\nConvert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)\n\nOptions:\nA. \\( \\frac{42}{3} \\)\nB. \\( \\frac{14}{3} \\)\nC. \\( \\frac{11}{3} \\)\nD. \\( \\frac{12}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1424:C", "QuestionText": "Convert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)", "AnswerAText": "\\( \\frac{42}{3} \\)", "AnswerBText": "\\( \\frac{14}{3} \\)", "AnswerCText": "\\( \\frac{11}{3} \\)", "AnswerDText": "\\( \\frac{12}{3} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{11}{3} \\)", "MisconceptionId": "1479", "MisconceptionName": "Thinks you multiply by the numerator and add the denominator when converting a mixed number to an improper fraction", "prompt": "Misconception:\nThinks you multiply by the numerator and add the denominator when converting a mixed number to an improper fraction\n\nQuestion:\nConvert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)\n\nOptions:\nA. \\( \\frac{42}{3} \\)\nB. \\( \\frac{14}{3} \\)\nC. \\( \\frac{11}{3} \\)\nD. \\( \\frac{12}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1424:D", "QuestionText": "Convert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)", "AnswerAText": "\\( \\frac{42}{3} \\)", "AnswerBText": "\\( \\frac{14}{3} \\)", "AnswerCText": "\\( \\frac{11}{3} \\)", "AnswerDText": "\\( \\frac{12}{3} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{12}{3} \\)", "MisconceptionId": "2579", "MisconceptionName": "Forgets to add the numerator when converting from a mixed number to an improper fraction", "prompt": "Misconception:\nForgets to add the numerator when converting from a mixed number to an improper fraction\n\nQuestion:\nConvert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)\n\nOptions:\nA. \\( \\frac{42}{3} \\)\nB. \\( \\frac{14}{3} \\)\nC. \\( \\frac{11}{3} \\)\nD. \\( \\frac{12}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1425:B", "QuestionText": "![A set of axes with a vertical line going through 3 on the x axis]() What is the equation of this line?", "AnswerAText": "\\( x=3 \\)", "AnswerBText": "\\( y=3 \\)", "AnswerCText": "\\( x y=3 \\)", "AnswerDText": "\\( y=3 x \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=3 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\n![A set of axes with a vertical line going through 3 on the x axis]() What is the equation of this line?\n\nOptions:\nA. \\( x=3 \\)\nB. \\( y=3 \\)\nC. \\( x y=3 \\)\nD. \\( y=3 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1425:D", "QuestionText": "![A set of axes with a vertical line going through 3 on the x axis]() What is the equation of this line?", "AnswerAText": "\\( x=3 \\)", "AnswerBText": "\\( y=3 \\)", "AnswerCText": "\\( x y=3 \\)", "AnswerDText": "\\( y=3 x \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( y=3 x \\)", "MisconceptionId": "1304", "MisconceptionName": "Confuses lines of the form y = a and y= ax", "prompt": "Misconception:\nConfuses lines of the form y = a and y= ax\n\nQuestion:\n![A set of axes with a vertical line going through 3 on the x axis]() What is the equation of this line?\n\nOptions:\nA. \\( x=3 \\)\nB. \\( y=3 \\)\nC. \\( x y=3 \\)\nD. \\( y=3 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1426:A", "QuestionText": "George has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)", "AnswerAText": "\\( m \\)", "AnswerBText": "\\(mm \\)", "AnswerCText": "\\( f t \\)", "AnswerDText": "\\( m l \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( m \\)", "MisconceptionId": "915", "MisconceptionName": "Does not recognise metres as a unit of length", "prompt": "Misconception:\nDoes not recognise metres as a unit of length\n\nQuestion:\nGeorge has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)\n\nOptions:\nA. \\( m \\)\nB. \\(mm \\)\nC. \\( f t \\)\nD. \\( m l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1426:B", "QuestionText": "George has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)", "AnswerAText": "\\( m \\)", "AnswerBText": "\\(mm \\)", "AnswerCText": "\\( f t \\)", "AnswerDText": "\\( m l \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\(mm \\)", "MisconceptionId": "1167", "MisconceptionName": "Does not recognise millimetres as a unit of length", "prompt": "Misconception:\nDoes not recognise millimetres as a unit of length\n\nQuestion:\nGeorge has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)\n\nOptions:\nA. \\( m \\)\nB. \\(mm \\)\nC. \\( f t \\)\nD. \\( m l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1426:C", "QuestionText": "George has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)", "AnswerAText": "\\( m \\)", "AnswerBText": "\\(mm \\)", "AnswerCText": "\\( f t \\)", "AnswerDText": "\\( m l \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( f t \\)", "MisconceptionId": "719", "MisconceptionName": "Does not recognise feet (ft) as a unit of length", "prompt": "Misconception:\nDoes not recognise feet (ft) as a unit of length\n\nQuestion:\nGeorge has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)\n\nOptions:\nA. \\( m \\)\nB. \\(mm \\)\nC. \\( f t \\)\nD. \\( m l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1427:A", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( \\times 7 \\)", "AnswerCText": "\\( \\div 7 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( +7 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( \\times 7 \\)\nC. \\( \\div 7 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1427:B", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( \\times 7 \\)", "AnswerCText": "\\( \\div 7 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\times 7 \\)", "MisconceptionId": "520", "MisconceptionName": "Thinks the inverse of addition is multiplication", "prompt": "Misconception:\nThinks the inverse of addition is multiplication\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( \\times 7 \\)\nC. \\( \\div 7 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1427:C", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( \\times 7 \\)", "AnswerCText": "\\( \\div 7 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\div 7 \\)", "MisconceptionId": "674", "MisconceptionName": "Thinks the inverse of addition is division", "prompt": "Misconception:\nThinks the inverse of addition is division\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( \\times 7 \\)\nC. \\( \\div 7 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1428:A", "QuestionText": "Which of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()", "AnswerAText": "\\( y=(x+1)(x+3) \\)", "AnswerBText": "\\( y=(x-1)(x-3) \\)", "AnswerCText": "\\( y=(x+1)(x-3) \\)", "AnswerDText": "\\( y=(x-1)(x+3) \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( y=(x+1)(x+3) \\)", "MisconceptionId": "224", "MisconceptionName": "Forgets to swap the sign of roots when placing into brackets", "prompt": "Misconception:\nForgets to swap the sign of roots when placing into brackets\n\nQuestion:\nWhich of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()\n\nOptions:\nA. \\( y=(x+1)(x+3) \\)\nB. \\( y=(x-1)(x-3) \\)\nC. \\( y=(x+1)(x-3) \\)\nD. \\( y=(x-1)(x+3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1428:C", "QuestionText": "Which of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()", "AnswerAText": "\\( y=(x+1)(x+3) \\)", "AnswerBText": "\\( y=(x-1)(x-3) \\)", "AnswerCText": "\\( y=(x+1)(x-3) \\)", "AnswerDText": "\\( y=(x-1)(x+3) \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( y=(x+1)(x-3) \\)", "MisconceptionId": "1697", "MisconceptionName": "Does not understand the link between the sign of the root and the sign in the bracket", "prompt": "Misconception:\nDoes not understand the link between the sign of the root and the sign in the bracket\n\nQuestion:\nWhich of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()\n\nOptions:\nA. \\( y=(x+1)(x+3) \\)\nB. \\( y=(x-1)(x-3) \\)\nC. \\( y=(x+1)(x-3) \\)\nD. \\( y=(x-1)(x+3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1428:D", "QuestionText": "Which of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()", "AnswerAText": "\\( y=(x+1)(x+3) \\)", "AnswerBText": "\\( y=(x-1)(x-3) \\)", "AnswerCText": "\\( y=(x+1)(x-3) \\)", "AnswerDText": "\\( y=(x-1)(x+3) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( y=(x-1)(x+3) \\)", "MisconceptionId": "1697", "MisconceptionName": "Does not understand the link between the sign of the root and the sign in the bracket", "prompt": "Misconception:\nDoes not understand the link between the sign of the root and the sign in the bracket\n\nQuestion:\nWhich of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()\n\nOptions:\nA. \\( y=(x+1)(x+3) \\)\nB. \\( y=(x-1)(x-3) \\)\nC. \\( y=(x+1)(x-3) \\)\nD. \\( y=(x-1)(x+3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1429:A", "QuestionText": "Tom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?", "AnswerAText": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()", "AnswerBText": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()", "AnswerCText": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()", "AnswerDText": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()", "MisconceptionId": "735", "MisconceptionName": "In ratio where total is given, treats that as one part without dividing", "prompt": "Misconception:\nIn ratio where total is given, treats that as one part without dividing\n\nQuestion:\nTom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?\n\nOptions:\nA. ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()\nB. ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()\nC. ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()\nD. ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1429:B", "QuestionText": "Tom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?", "AnswerAText": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()", "AnswerBText": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()", "AnswerCText": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()", "AnswerDText": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()", "MisconceptionId": "1371", "MisconceptionName": "When drawing bar diagram for ratio, shows the total as the difference between parts", "prompt": "Misconception:\nWhen drawing bar diagram for ratio, shows the total as the difference between parts\n\nQuestion:\nTom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?\n\nOptions:\nA. ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()\nB. ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()\nC. ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()\nD. ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1429:D", "QuestionText": "Tom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?", "AnswerAText": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()", "AnswerBText": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()", "AnswerCText": "![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()", "AnswerDText": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()", "MisconceptionId": "2428", "MisconceptionName": "When drawing bar diagram for ratio, shows the total amount as the total of one side", "prompt": "Misconception:\nWhen drawing bar diagram for ratio, shows the total amount as the total of one side\n\nQuestion:\nTom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?\n\nOptions:\nA. ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()\nB. ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()\nC. ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()\nD. ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1430:A", "QuestionText": "Calculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)", "AnswerAText": "\\( \\frac{2}{7} \\)", "AnswerBText": "\\( \\frac{2}{49} \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{3}{14} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{7} \\)", "MisconceptionId": "1218", "MisconceptionName": "Multiplies the numerators when adding fractions with a common denominator", "prompt": "Misconception:\nMultiplies the numerators when adding fractions with a common denominator\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)\n\nOptions:\nA. \\( \\frac{2}{7} \\)\nB. \\( \\frac{2}{49} \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{3}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1430:B", "QuestionText": "Calculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)", "AnswerAText": "\\( \\frac{2}{7} \\)", "AnswerBText": "\\( \\frac{2}{49} \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{3}{14} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{49} \\)", "MisconceptionId": "202", "MisconceptionName": "When asked to add fractions, multiplies instead", "prompt": "Misconception:\nWhen asked to add fractions, multiplies instead\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)\n\nOptions:\nA. \\( \\frac{2}{7} \\)\nB. \\( \\frac{2}{49} \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{3}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1430:D", "QuestionText": "Calculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)", "AnswerAText": "\\( \\frac{2}{7} \\)", "AnswerBText": "\\( \\frac{2}{49} \\)", "AnswerCText": "\\( \\frac{3}{7} \\)", "AnswerDText": "\\( \\frac{3}{14} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{3}{14} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)\n\nOptions:\nA. \\( \\frac{2}{7} \\)\nB. \\( \\frac{2}{49} \\)\nC. \\( \\frac{3}{7} \\)\nD. \\( \\frac{3}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1431:A", "QuestionText": "What is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 15^{2} \\)} \\\\\n\\hline\\( \\square^{2} \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 40.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "729", "MisconceptionName": "Thinks the sum of 2 numbers, each squared first, is the same as adding the two numbers and then squaring the total", "prompt": "Misconception:\nThinks the sum of 2 numbers, each squared first, is the same as adding the two numbers and then squaring the total\n\nQuestion:\nWhat is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 15^{2} \\)} \\\\\n\\hline\\( \\square^{2} \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 40.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1431:D", "QuestionText": "What is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 15^{2} \\)} \\\\\n\\hline\\( \\square^{2} \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 40.5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 40.5 \\)", "MisconceptionId": "2248", "MisconceptionName": "Halves when asked to find the square root", "prompt": "Misconception:\nHalves when asked to find the square root\n\nQuestion:\nWhat is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 15^{2} \\)} \\\\\n\\hline\\( \\square^{2} \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 40.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1432:B", "QuestionText": "A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\nA \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 3 \\)\nC. \\( 8 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1432:C", "QuestionText": "A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2321", "MisconceptionName": "does not know the meaning of the word digit", "prompt": "Misconception:\ndoes not know the meaning of the word digit\n\nQuestion:\nA \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 3 \\)\nC. \\( 8 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1432:D", "QuestionText": "A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "Not possible", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not possible", "MisconceptionId": "1361", "MisconceptionName": "Does not recognise that addition is the inverse operation of subtraction", "prompt": "Misconception:\nDoes not recognise that addition is the inverse operation of subtraction\n\nQuestion:\nA \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 3 \\)\nC. \\( 8 \\)\nD. Not possible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1433:A", "QuestionText": "\\( (-9)+(-4)= \\)", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 13 \\)", "AnswerDText": "\\( -13 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "971", "MisconceptionName": "Believes that adding a negative will increase the value of the original number", "prompt": "Misconception:\nBelieves that adding a negative will increase the value of the original number\n\nQuestion:\n\\( (-9)+(-4)= \\)\n\nOptions:\nA. \\( -5 \\)\nB. \\( 5 \\)\nC. \\( 13 \\)\nD. \\( -13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1433:C", "QuestionText": "\\( (-9)+(-4)= \\)", "AnswerAText": "\\( -5 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 13 \\)", "AnswerDText": "\\( -13 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 13 \\)", "MisconceptionId": "1639", "MisconceptionName": "Believes adding two negatives gives a positive answer", "prompt": "Misconception:\nBelieves adding two negatives gives a positive answer\n\nQuestion:\n\\( (-9)+(-4)= \\)\n\nOptions:\nA. \\( -5 \\)\nB. \\( 5 \\)\nC. \\( 13 \\)\nD. \\( -13 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1434:A", "QuestionText": "Tom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1434:C", "QuestionText": "Tom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1434:D", "QuestionText": "Tom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1164", "MisconceptionName": "Believes linear sequences cannot include fractions", "prompt": "Misconception:\nBelieves linear sequences cannot include fractions\n\nQuestion:\nTom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1435:A", "QuestionText": "\\( 3.52+2.75= \\)", "AnswerAText": "\\( 5.27 \\)", "AnswerBText": "\\( 7.17 \\)", "AnswerCText": "\\( 6.27 \\)", "AnswerDText": "\\( 5.127 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5.27 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\n\\( 3.52+2.75= \\)\n\nOptions:\nA. \\( 5.27 \\)\nB. \\( 7.17 \\)\nC. \\( 6.27 \\)\nD. \\( 5.127 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1435:B", "QuestionText": "\\( 3.52+2.75= \\)", "AnswerAText": "\\( 5.27 \\)", "AnswerBText": "\\( 7.17 \\)", "AnswerCText": "\\( 6.27 \\)", "AnswerDText": "\\( 5.127 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 7.17 \\)", "MisconceptionId": "1898", "MisconceptionName": "When adding decimals, just adds the digits and ignores place value", "prompt": "Misconception:\nWhen adding decimals, just adds the digits and ignores place value\n\nQuestion:\n\\( 3.52+2.75= \\)\n\nOptions:\nA. \\( 5.27 \\)\nB. \\( 7.17 \\)\nC. \\( 6.27 \\)\nD. \\( 5.127 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1435:D", "QuestionText": "\\( 3.52+2.75= \\)", "AnswerAText": "\\( 5.27 \\)", "AnswerBText": "\\( 7.17 \\)", "AnswerCText": "\\( 6.27 \\)", "AnswerDText": "\\( 5.127 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5.127 \\)", "MisconceptionId": "1898", "MisconceptionName": "When adding decimals, just adds the digits and ignores place value", "prompt": "Misconception:\nWhen adding decimals, just adds the digits and ignores place value\n\nQuestion:\n\\( 3.52+2.75= \\)\n\nOptions:\nA. \\( 5.27 \\)\nB. \\( 7.17 \\)\nC. \\( 6.27 \\)\nD. \\( 5.127 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1436:A", "QuestionText": "What is the equation of the \\( x \\) axis?", "AnswerAText": "\\( x=1 \\)", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=y \\)", "AnswerDText": "\\( y=0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x=1 \\)", "MisconceptionId": "1810", "MisconceptionName": "Thinks x = 1 at the x axis", "prompt": "Misconception:\nThinks x = 1 at the x axis\n\nQuestion:\nWhat is the equation of the \\( x \\) axis?\n\nOptions:\nA. \\( x=1 \\)\nB. \\( x=0 \\)\nC. \\( x=y \\)\nD. \\( y=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1436:B", "QuestionText": "What is the equation of the \\( x \\) axis?", "AnswerAText": "\\( x=1 \\)", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=y \\)", "AnswerDText": "\\( y=0 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x=0 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of the \\( x \\) axis?\n\nOptions:\nA. \\( x=1 \\)\nB. \\( x=0 \\)\nC. \\( x=y \\)\nD. \\( y=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1436:C", "QuestionText": "What is the equation of the \\( x \\) axis?", "AnswerAText": "\\( x=1 \\)", "AnswerBText": "\\( x=0 \\)", "AnswerCText": "\\( x=y \\)", "AnswerDText": "\\( y=0 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( x=y \\)", "MisconceptionId": "422", "MisconceptionName": "Thinks x = y is an axis", "prompt": "Misconception:\nThinks x = y is an axis\n\nQuestion:\nWhat is the equation of the \\( x \\) axis?\n\nOptions:\nA. \\( x=1 \\)\nB. \\( x=0 \\)\nC. \\( x=y \\)\nD. \\( y=0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1437:B", "QuestionText": "What is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]", "AnswerAText": "\\( 18 \\mathrm{~cm} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 26 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 22 \\mathrm{~cm} \\)", "MisconceptionId": "1177", "MisconceptionName": "Identifies the biggest value for the range", "prompt": "Misconception:\nIdentifies the biggest value for the range\n\nQuestion:\nWhat is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]\n\nOptions:\nA. \\( 18 \\mathrm{~cm} \\)\nB. \\( 22 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 26 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1437:C", "QuestionText": "What is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]", "AnswerAText": "\\( 18 \\mathrm{~cm} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 26 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\mathrm{~cm} \\)", "MisconceptionId": "1677", "MisconceptionName": "Thinks the range is just the first value subtracted from the last value, without ordering", "prompt": "Misconception:\nThinks the range is just the first value subtracted from the last value, without ordering\n\nQuestion:\nWhat is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]\n\nOptions:\nA. \\( 18 \\mathrm{~cm} \\)\nB. \\( 22 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 26 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1437:D", "QuestionText": "What is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]", "AnswerAText": "\\( 18 \\mathrm{~cm} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "\\( 26 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 26 \\mathrm{~cm} \\)", "MisconceptionId": "691", "MisconceptionName": "To find the range adds the biggest and smallest number rather than subtract", "prompt": "Misconception:\nTo find the range adds the biggest and smallest number rather than subtract\n\nQuestion:\nWhat is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]\n\nOptions:\nA. \\( 18 \\mathrm{~cm} \\)\nB. \\( 22 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. \\( 26 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1438:A", "QuestionText": "Which of the following is the most accurate way to describe this sequence?\n\n\\[\n4,10,16,22,28, \\ldots\n\\]", "AnswerAText": "The first term is \\( 6 \\) and the common difference is positive \\( 4 \\)", "AnswerBText": "The first term is \\( 6 \\) and the common difference is negative \\( 4 \\)", "AnswerCText": "The first term is \\( 4 \\) and the common difference is positive \\( 6 \\)", "AnswerDText": "The first term is \\( 4 \\) and the common difference is negative \\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "The first term is \\( 6 \\) and the common difference is positive \\( 4 \\)", "MisconceptionId": "2377", "MisconceptionName": "Does not know the definition of term or term-to-term rule", "prompt": "Misconception:\nDoes not know the definition of term or term-to-term rule\n\nQuestion:\nWhich of the following is the most accurate way to describe this sequence?\n\n\\[\n4,10,16,22,28, \\ldots\n\\]\n\nOptions:\nA. The first term is \\( 6 \\) and the common difference is positive \\( 4 \\)\nB. The first term is \\( 6 \\) and the common difference is negative \\( 4 \\)\nC. The first term is \\( 4 \\) and the common difference is positive \\( 6 \\)\nD. The first term is \\( 4 \\) and the common difference is negative \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1438:B", "QuestionText": "Which of the following is the most accurate way to describe this sequence?\n\n\\[\n4,10,16,22,28, \\ldots\n\\]", "AnswerAText": "The first term is \\( 6 \\) and the common difference is positive \\( 4 \\)", "AnswerBText": "The first term is \\( 6 \\) and the common difference is negative \\( 4 \\)", "AnswerCText": "The first term is \\( 4 \\) and the common difference is positive \\( 6 \\)", "AnswerDText": "The first term is \\( 4 \\) and the common difference is negative \\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "The first term is \\( 6 \\) and the common difference is negative \\( 4 \\)", "MisconceptionId": "2377", "MisconceptionName": "Does not know the definition of term or term-to-term rule", "prompt": "Misconception:\nDoes not know the definition of term or term-to-term rule\n\nQuestion:\nWhich of the following is the most accurate way to describe this sequence?\n\n\\[\n4,10,16,22,28, \\ldots\n\\]\n\nOptions:\nA. The first term is \\( 6 \\) and the common difference is positive \\( 4 \\)\nB. The first term is \\( 6 \\) and the common difference is negative \\( 4 \\)\nC. The first term is \\( 4 \\) and the common difference is positive \\( 6 \\)\nD. The first term is \\( 4 \\) and the common difference is negative \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1439:B", "QuestionText": "\\( 23+108= \\)", "AnswerAText": "\\( 1238 \\)", "AnswerBText": "\\( 338 \\)", "AnswerCText": "\\( 121 \\)", "AnswerDText": "\\( 131 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 338 \\)", "MisconceptionId": "285", "MisconceptionName": "Lines up the digits incorrectly when doing an addition involving two numbers with a different amount of digits", "prompt": "Misconception:\nLines up the digits incorrectly when doing an addition involving two numbers with a different amount of digits\n\nQuestion:\n\\( 23+108= \\)\n\nOptions:\nA. \\( 1238 \\)\nB. \\( 338 \\)\nC. \\( 121 \\)\nD. \\( 131 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1439:C", "QuestionText": "\\( 23+108= \\)", "AnswerAText": "\\( 1238 \\)", "AnswerBText": "\\( 338 \\)", "AnswerCText": "\\( 121 \\)", "AnswerDText": "\\( 131 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 121 \\)", "MisconceptionId": "1383", "MisconceptionName": "When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit", "prompt": "Misconception:\nWhen two digits sum to 10 or more during an addition problem, does not add one to the preceding digit\n\nQuestion:\n\\( 23+108= \\)\n\nOptions:\nA. \\( 1238 \\)\nB. \\( 338 \\)\nC. \\( 121 \\)\nD. \\( 131 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1440:A", "QuestionText": "\\( 0.2=\\frac{1}{5}=? \\% \\)", "AnswerAText": "\\( 15 \\% \\)", "AnswerBText": "\\( 20 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 2 \\% \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 15 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\n\\( 0.2=\\frac{1}{5}=? \\% \\)\n\nOptions:\nA. \\( 15 \\% \\)\nB. \\( 20 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 2 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1440:D", "QuestionText": "\\( 0.2=\\frac{1}{5}=? \\% \\)", "AnswerAText": "\\( 15 \\% \\)", "AnswerBText": "\\( 20 \\% \\)", "AnswerCText": "\\( 50 \\% \\)", "AnswerDText": "\\( 2 \\% \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\n\\( 0.2=\\frac{1}{5}=? \\% \\)\n\nOptions:\nA. \\( 15 \\% \\)\nB. \\( 20 \\% \\)\nC. \\( 50 \\% \\)\nD. \\( 2 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1441:A", "QuestionText": "What should replace the star and triangle when this expression is fully factorised? \\( 8 m - 10 \\equiv {\\bigstar}(\\triangle m-\\bigcirc) \\)", "AnswerAText": "\\( \\begin{array}{l}{\\bigstar}=8 \\\\ \\Delta=1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}{\\bigstar}=2 \\\\ \\Delta=4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}{\\bigstar}=5 \\\\ \\Delta=3\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}{\\bigstar}=4 \\\\ \\Delta=2\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}{\\bigstar}=8 \\\\ \\Delta=1\\end{array} \\)", "MisconceptionId": "628", "MisconceptionName": "When factorising, finds a factor that goes into only the first term of the expression", "prompt": "Misconception:\nWhen factorising, finds a factor that goes into only the first term of the expression\n\nQuestion:\nWhat should replace the star and triangle when this expression is fully factorised? \\( 8 m - 10 \\equiv {\\bigstar}(\\triangle m-\\bigcirc) \\)\n\nOptions:\nA. \\( \\begin{array}{l}{\\bigstar}=8 \\\\ \\Delta=1\\end{array} \\)\nB. \\( \\begin{array}{l}{\\bigstar}=2 \\\\ \\Delta=4\\end{array} \\)\nC. \\( \\begin{array}{l}{\\bigstar}=5 \\\\ \\Delta=3\\end{array} \\)\nD. \\( \\begin{array}{l}{\\bigstar}=4 \\\\ \\Delta=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1441:C", "QuestionText": "What should replace the star and triangle when this expression is fully factorised? \\( 8 m - 10 \\equiv {\\bigstar}(\\triangle m-\\bigcirc) \\)", "AnswerAText": "\\( \\begin{array}{l}{\\bigstar}=8 \\\\ \\Delta=1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}{\\bigstar}=2 \\\\ \\Delta=4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}{\\bigstar}=5 \\\\ \\Delta=3\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}{\\bigstar}=4 \\\\ \\Delta=2\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}{\\bigstar}=5 \\\\ \\Delta=3\\end{array} \\)", "MisconceptionId": "1079", "MisconceptionName": "Believes factors add to give a number", "prompt": "Misconception:\nBelieves factors add to give a number\n\nQuestion:\nWhat should replace the star and triangle when this expression is fully factorised? \\( 8 m - 10 \\equiv {\\bigstar}(\\triangle m-\\bigcirc) \\)\n\nOptions:\nA. \\( \\begin{array}{l}{\\bigstar}=8 \\\\ \\Delta=1\\end{array} \\)\nB. \\( \\begin{array}{l}{\\bigstar}=2 \\\\ \\Delta=4\\end{array} \\)\nC. \\( \\begin{array}{l}{\\bigstar}=5 \\\\ \\Delta=3\\end{array} \\)\nD. \\( \\begin{array}{l}{\\bigstar}=4 \\\\ \\Delta=2\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1442:A", "QuestionText": "The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 8, y-axis from -5 to 6. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (2, 3). Point (2, 3) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (2,3) \\)", "AnswerBText": "\\( (2,2) \\)", "AnswerCText": "\\( (3,2) \\)", "AnswerDText": "\\( (2,-3) \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (2,3) \\)", "MisconceptionId": "1748", "MisconceptionName": "Believes that when a shape touches the mirror line, all of its vertices will stay the same when reflected", "prompt": "Misconception:\nBelieves that when a shape touches the mirror line, all of its vertices will stay the same when reflected\n\nQuestion:\nThe triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 8, y-axis from -5 to 6. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (2, 3). Point (2, 3) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (2,3) \\)\nB. \\( (2,2) \\)\nC. \\( (3,2) \\)\nD. \\( (2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1442:C", "QuestionText": "The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 8, y-axis from -5 to 6. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (2, 3). Point (2, 3) is labelled with the letter \"P\". ]()", "AnswerAText": "\\( (2,3) \\)", "AnswerBText": "\\( (2,2) \\)", "AnswerCText": "\\( (3,2) \\)", "AnswerDText": "\\( (2,-3) \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (3,2) \\)", "MisconceptionId": "101", "MisconceptionName": "Believes that reflection always switches the x and y coordinates", "prompt": "Misconception:\nBelieves that reflection always switches the x and y coordinates\n\nQuestion:\nThe triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 8, y-axis from -5 to 6. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (2, 3). Point (2, 3) is labelled with the letter \"P\". ]()\n\nOptions:\nA. \\( (2,3) \\)\nB. \\( (2,2) \\)\nC. \\( (3,2) \\)\nD. \\( (2,-3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1443:B", "QuestionText": "What is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()", "AnswerAText": "\\( y=4 \\)", "AnswerBText": "\\( x=4 y \\)", "AnswerCText": "\\( y=4 x \\)", "AnswerDText": "\\( x=4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( x=4 y \\)", "MisconceptionId": "2301", "MisconceptionName": "Believes the equation of a horizontal line is in the form x = ay, where a is the y intercept", "prompt": "Misconception:\nBelieves the equation of a horizontal line is in the form x = ay, where a is the y intercept\n\nQuestion:\nWhat is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()\n\nOptions:\nA. \\( y=4 \\)\nB. \\( x=4 y \\)\nC. \\( y=4 x \\)\nD. \\( x=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1443:C", "QuestionText": "What is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()", "AnswerAText": "\\( y=4 \\)", "AnswerBText": "\\( x=4 y \\)", "AnswerCText": "\\( y=4 x \\)", "AnswerDText": "\\( x=4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( y=4 x \\)", "MisconceptionId": "1568", "MisconceptionName": "Includes the x variable when giving the equation of a horizontal line", "prompt": "Misconception:\nIncludes the x variable when giving the equation of a horizontal line\n\nQuestion:\nWhat is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()\n\nOptions:\nA. \\( y=4 \\)\nB. \\( x=4 y \\)\nC. \\( y=4 x \\)\nD. \\( x=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1443:D", "QuestionText": "What is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()", "AnswerAText": "\\( y=4 \\)", "AnswerBText": "\\( x=4 y \\)", "AnswerCText": "\\( y=4 x \\)", "AnswerDText": "\\( x=4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x=4 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nWhat is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()\n\nOptions:\nA. \\( y=4 \\)\nB. \\( x=4 y \\)\nC. \\( y=4 x \\)\nD. \\( x=4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1444:B", "QuestionText": "Which diagram shows an angle of \\( 135^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise , to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "MisconceptionId": "2251", "MisconceptionName": "Chooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes", "prompt": "Misconception:\nChooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes\n\nQuestion:\nWhich diagram shows an angle of \\( 135^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise , to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1444:C", "QuestionText": "Which diagram shows an angle of \\( 135^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise , to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise , to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "MisconceptionId": "1188", "MisconceptionName": "Reads the wrong scale on the protractor when measuring obtuse angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring obtuse angles\n\nQuestion:\nWhich diagram shows an angle of \\( 135^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise , to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the protractor, to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1445:A", "QuestionText": "The data is in ascending order.\n\\(\n\\begin{array}{llllll}\nx & 5 & 8 & y & 19 & 25\n\\end{array}\n\\)\nWrite an expression for the range.", "AnswerAText": "\\( x-25 \\)", "AnswerBText": "\\( y-8 \\)", "AnswerCText": "\\( 25-x \\)", "AnswerDText": "\\( \\frac{57+y+x}{6} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x-25 \\)", "MisconceptionId": "2319", "MisconceptionName": "subtracts the highest from the lowest when calculating the range", "prompt": "Misconception:\nsubtracts the highest from the lowest when calculating the range\n\nQuestion:\nThe data is in ascending order.\n\\(\n\\begin{array}{llllll}\nx & 5 & 8 & y & 19 & 25\n\\end{array}\n\\)\nWrite an expression for the range.\n\nOptions:\nA. \\( x-25 \\)\nB. \\( y-8 \\)\nC. \\( 25-x \\)\nD. \\( \\frac{57+y+x}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1445:D", "QuestionText": "The data is in ascending order.\n\\(\n\\begin{array}{llllll}\nx & 5 & 8 & y & 19 & 25\n\\end{array}\n\\)\nWrite an expression for the range.", "AnswerAText": "\\( x-25 \\)", "AnswerBText": "\\( y-8 \\)", "AnswerCText": "\\( 25-x \\)", "AnswerDText": "\\( \\frac{57+y+x}{6} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{57+y+x}{6} \\)", "MisconceptionId": "1098", "MisconceptionName": "Finds the mean instead of the range", "prompt": "Misconception:\nFinds the mean instead of the range\n\nQuestion:\nThe data is in ascending order.\n\\(\n\\begin{array}{llllll}\nx & 5 & 8 & y & 19 & 25\n\\end{array}\n\\)\nWrite an expression for the range.\n\nOptions:\nA. \\( x-25 \\)\nB. \\( y-8 \\)\nC. \\( 25-x \\)\nD. \\( \\frac{57+y+x}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1446:A", "QuestionText": "Which sequence matches this graph? ![Position]()", "AnswerAText": "![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()", "AnswerBText": "![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()", "AnswerCText": "![The sequence 4, 7, 10  represented pictorially using red line segments shaped to form squares.]()", "AnswerDText": "![The first three triangular numbers represented using purple dots.]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\nWhich sequence matches this graph? ![Position]()\n\nOptions:\nA. ![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()\nB. ![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()\nC. ![The sequence 4, 7, 10  represented pictorially using red line segments shaped to form squares.]()\nD. ![The first three triangular numbers represented using purple dots.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1446:B", "QuestionText": "Which sequence matches this graph? ![Position]()", "AnswerAText": "![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()", "AnswerBText": "![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()", "AnswerCText": "![The sequence 4, 7, 10  represented pictorially using red line segments shaped to form squares.]()", "AnswerDText": "![The first three triangular numbers represented using purple dots.]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\nWhich sequence matches this graph? ![Position]()\n\nOptions:\nA. ![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()\nB. ![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()\nC. ![The sequence 4, 7, 10  represented pictorially using red line segments shaped to form squares.]()\nD. ![The first three triangular numbers represented using purple dots.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1446:D", "QuestionText": "Which sequence matches this graph? ![Position]()", "AnswerAText": "![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()", "AnswerBText": "![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()", "AnswerCText": "![The sequence 4, 7, 10  represented pictorially using red line segments shaped to form squares.]()", "AnswerDText": "![The first three triangular numbers represented using purple dots.]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![The first three triangular numbers represented using purple dots.]()", "MisconceptionId": "142", "MisconceptionName": "When given a linear sequence, cannot match it to a visual pattern", "prompt": "Misconception:\nWhen given a linear sequence, cannot match it to a visual pattern\n\nQuestion:\nWhich sequence matches this graph? ![Position]()\n\nOptions:\nA. ![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()\nB. ![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()\nC. ![The sequence 4, 7, 10  represented pictorially using red line segments shaped to form squares.]()\nD. ![The first three triangular numbers represented using purple dots.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1447:B", "QuestionText": "Solve the following equation for \\( a \\) :\n\\[\n2=3 a-4\n\\]", "AnswerAText": "\\( a=2 \\)", "AnswerBText": "\\( a=-\\frac{2}{3} \\)", "AnswerCText": "\\( a=-6 \\)", "AnswerDText": "\\( a=-2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( a=-\\frac{2}{3} \\)", "MisconceptionId": "2530", "MisconceptionName": "Subtracts instead of adds when using inverse operations to solve an equation", "prompt": "Misconception:\nSubtracts instead of adds when using inverse operations to solve an equation\n\nQuestion:\nSolve the following equation for \\( a \\) :\n\\[\n2=3 a-4\n\\]\n\nOptions:\nA. \\( a=2 \\)\nB. \\( a=-\\frac{2}{3} \\)\nC. \\( a=-6 \\)\nD. \\( a=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1448:C", "QuestionText": "The graph on the right shows the mass of sand in a bucket over time\n\nThe gradient of the positive sloping section would tell us... ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()", "AnswerAText": "The temperature of the sand is rising", "AnswerBText": "The rate the mass of sand in the bucket is decreasing", "AnswerCText": "The mass of sand in the bucket", "AnswerDText": "The rate the mass of sand in the bucket is increasing", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "The mass of sand in the bucket", "MisconceptionId": "1187", "MisconceptionName": "Does not realise that gradient represents rate of change", "prompt": "Misconception:\nDoes not realise that gradient represents rate of change\n\nQuestion:\nThe graph on the right shows the mass of sand in a bucket over time\n\nThe gradient of the positive sloping section would tell us... ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()\n\nOptions:\nA. The temperature of the sand is rising\nB. The rate the mass of sand in the bucket is decreasing\nC. The mass of sand in the bucket\nD. The rate the mass of sand in the bucket is increasing\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1449:B", "QuestionText": "\\( -4+(-5) \\times 3= \\)", "AnswerAText": "\\( 27 \\)", "AnswerBText": "\\( -27 \\)", "AnswerCText": "\\( -11 \\)", "AnswerDText": "\\( -19 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -27 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( -4+(-5) \\times 3= \\)\n\nOptions:\nA. \\( 27 \\)\nB. \\( -27 \\)\nC. \\( -11 \\)\nD. \\( -19 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1450:B", "QuestionText": "![A solid yellow equilateral triangle (3 sided polygon with all 3 sides of equal length).]() What is the order of rotational symmetry of this equilateral triangle?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![A solid yellow equilateral triangle (3 sided polygon with all 3 sides of equal length).]() What is the order of rotational symmetry of this equilateral triangle?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1450:C", "QuestionText": "![A solid yellow equilateral triangle (3 sided polygon with all 3 sides of equal length).]() What is the order of rotational symmetry of this equilateral triangle?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1687", "MisconceptionName": "Gives one fewer order of rotational symmetry than there is", "prompt": "Misconception:\nGives one fewer order of rotational symmetry than there is\n\nQuestion:\n![A solid yellow equilateral triangle (3 sided polygon with all 3 sides of equal length).]() What is the order of rotational symmetry of this equilateral triangle?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 2 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1451:A", "QuestionText": "Tom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long.  ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long.  ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1451:B", "QuestionText": "Tom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long.  ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long.  ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1451:D", "QuestionText": "Tom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long.  ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nTom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long.  ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1452:B", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\frac{\\mathbf{1}}{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "The equation is undefined at this value", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1924", "MisconceptionName": "Believes that a number divided by itself equals 0", "prompt": "Misconception:\nBelieves that a number divided by itself equals 0\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\frac{\\mathbf{1}}{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 1 \\)\nC. \\( 0 \\)\nD. The equation is undefined at this value\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1452:C", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\frac{\\mathbf{1}}{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "The equation is undefined at this value", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "176", "MisconceptionName": "Believes that a reciprocal equation is defined when the denominator is 0", "prompt": "Misconception:\nBelieves that a reciprocal equation is defined when the denominator is 0\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\frac{\\mathbf{1}}{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 1 \\)\nC. \\( 0 \\)\nD. The equation is undefined at this value\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1453:B", "QuestionText": "What is the midpoint of these two coordinates? ![A set of axes with two points (-4,5) and (6,2) plotted.]()", "AnswerAText": "\\( (1,3.5) \\)", "AnswerBText": "\\( (5,3.5) \\)", "AnswerCText": "\\( (2,7) \\)", "AnswerDText": "\\( (2,3) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (5,3.5) \\)", "MisconceptionId": "2275", "MisconceptionName": "Believes midpoint calculation is just half of the difference", "prompt": "Misconception:\nBelieves midpoint calculation is just half of the difference\n\nQuestion:\nWhat is the midpoint of these two coordinates? ![A set of axes with two points (-4,5) and (6,2) plotted.]()\n\nOptions:\nA. \\( (1,3.5) \\)\nB. \\( (5,3.5) \\)\nC. \\( (2,7) \\)\nD. \\( (2,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1453:C", "QuestionText": "What is the midpoint of these two coordinates? ![A set of axes with two points (-4,5) and (6,2) plotted.]()", "AnswerAText": "\\( (1,3.5) \\)", "AnswerBText": "\\( (5,3.5) \\)", "AnswerCText": "\\( (2,7) \\)", "AnswerDText": "\\( (2,3) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (2,7) \\)", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nWhat is the midpoint of these two coordinates? ![A set of axes with two points (-4,5) and (6,2) plotted.]()\n\nOptions:\nA. \\( (1,3.5) \\)\nB. \\( (5,3.5) \\)\nC. \\( (2,7) \\)\nD. \\( (2,3) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1454:C", "QuestionText": "If three cups of tea and two cups of coffee cost \\( £ 2.40 \\), and two cups of tea and five cups of coffee cost £3.80, what is the cost of a cup of tea and a cup of coffee?", "AnswerAText": "\\( \\begin{array}{l}\\text { Tea }=60 p \\\\ \\text { coffee }=40 p\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}\\text { Tea }=40 p \\\\ \\text { coffee }=60 p\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}\\text { Tea }=80 p, \\\\ \\text { coffee }=44 p\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}\\text { Tea }=£ 2.40 \\\\ \\text { coffee }=£ 1.40\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}\\text { Tea }=80 p, \\\\ \\text { coffee }=44 p\\end{array} \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nIf three cups of tea and two cups of coffee cost \\( £ 2.40 \\), and two cups of tea and five cups of coffee cost £3.80, what is the cost of a cup of tea and a cup of coffee?\n\nOptions:\nA. \\( \\begin{array}{l}\\text { Tea }=60 p \\\\ \\text { coffee }=40 p\\end{array} \\)\nB. \\( \\begin{array}{l}\\text { Tea }=40 p \\\\ \\text { coffee }=60 p\\end{array} \\)\nC. \\( \\begin{array}{l}\\text { Tea }=80 p, \\\\ \\text { coffee }=44 p\\end{array} \\)\nD. \\( \\begin{array}{l}\\text { Tea }=£ 2.40 \\\\ \\text { coffee }=£ 1.40\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1455:A", "QuestionText": "I think of a number. I add on five and then multiply the result by four. The answer I get is \\( 17 \\).\nWhich of the following equations represents this?", "AnswerAText": "\\( n+5 \\times 4=17 \\)", "AnswerBText": "\\( 4 n+5=17 \\)", "AnswerCText": "\\( n^{4}+5=17 \\)", "AnswerDText": "\\( 4(n+5)=17 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( n+5 \\times 4=17 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nI think of a number. I add on five and then multiply the result by four. The answer I get is \\( 17 \\).\nWhich of the following equations represents this?\n\nOptions:\nA. \\( n+5 \\times 4=17 \\)\nB. \\( 4 n+5=17 \\)\nC. \\( n^{4}+5=17 \\)\nD. \\( 4(n+5)=17 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1455:B", "QuestionText": "I think of a number. I add on five and then multiply the result by four. The answer I get is \\( 17 \\).\nWhich of the following equations represents this?", "AnswerAText": "\\( n+5 \\times 4=17 \\)", "AnswerBText": "\\( 4 n+5=17 \\)", "AnswerCText": "\\( n^{4}+5=17 \\)", "AnswerDText": "\\( 4(n+5)=17 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 n+5=17 \\)", "MisconceptionId": "871", "MisconceptionName": "Does not include brackets when attempting to multiply an expression", "prompt": "Misconception:\nDoes not include brackets when attempting to multiply an expression\n\nQuestion:\nI think of a number. I add on five and then multiply the result by four. The answer I get is \\( 17 \\).\nWhich of the following equations represents this?\n\nOptions:\nA. \\( n+5 \\times 4=17 \\)\nB. \\( 4 n+5=17 \\)\nC. \\( n^{4}+5=17 \\)\nD. \\( 4(n+5)=17 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1456:B", "QuestionText": "![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?\n\nOptions:\nA. \\( 400 \\)\nB. \\( 40 \\)\nC. \\( 22 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1456:C", "QuestionText": "![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 22 \\)", "MisconceptionId": "2445", "MisconceptionName": "Mixes up squaring and addition", "prompt": "Misconception:\nMixes up squaring and addition\n\nQuestion:\n![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?\n\nOptions:\nA. \\( 400 \\)\nB. \\( 40 \\)\nC. \\( 22 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1456:D", "QuestionText": "![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "1664", "MisconceptionName": "Mixes up squaring and halving", "prompt": "Misconception:\nMixes up squaring and halving\n\nQuestion:\n![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?\n\nOptions:\nA. \\( 400 \\)\nB. \\( 40 \\)\nC. \\( 22 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1457:A", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1457:B", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1457:D", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1458:A", "QuestionText": "Tom and Katie are arguing about simplifying fractions. Tom says \\( \\frac{3 p-1}{p} \\equiv 2 \\) Katie says \\( \\frac{3 p-1}{p} \\equiv 3-\\frac{1}{p} \\) Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "363", "MisconceptionName": "Only applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction", "prompt": "Misconception:\nOnly applies a division to one of multiple terms in a numerator when simplifying an algebraic fraction\n\nQuestion:\nTom and Katie are arguing about simplifying fractions. Tom says \\( \\frac{3 p-1}{p} \\equiv 2 \\) Katie says \\( \\frac{3 p-1}{p} \\equiv 3-\\frac{1}{p} \\) Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1459:C", "QuestionText": "Work out:\n\\[\n0.6 \\times 11\n\\]", "AnswerAText": "\\( 6.6 \\)", "AnswerBText": "\\( 6.06 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 66 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1272", "MisconceptionName": "Gives a rounded whole number instead of a decimal", "prompt": "Misconception:\nGives a rounded whole number instead of a decimal\n\nQuestion:\nWork out:\n\\[\n0.6 \\times 11\n\\]\n\nOptions:\nA. \\( 6.6 \\)\nB. \\( 6.06 \\)\nC. \\( 7 \\)\nD. \\( 66 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1459:D", "QuestionText": "Work out:\n\\[\n0.6 \\times 11\n\\]", "AnswerAText": "\\( 6.6 \\)", "AnswerBText": "\\( 6.06 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 66 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 66 \\)", "MisconceptionId": "2055", "MisconceptionName": "When multiplying a decimal by an integer, ignores decimal point and just multiplies the digits", "prompt": "Misconception:\nWhen multiplying a decimal by an integer, ignores decimal point and just multiplies the digits\n\nQuestion:\nWork out:\n\\[\n0.6 \\times 11\n\\]\n\nOptions:\nA. \\( 6.6 \\)\nB. \\( 6.06 \\)\nC. \\( 7 \\)\nD. \\( 66 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1460:B", "QuestionText": "\\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?", "AnswerAText": "\\( 6.5 \\)", "AnswerBText": "\\( 0.65 \\)", "AnswerCText": "\\( 65000 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.65 \\)", "MisconceptionId": "2505", "MisconceptionName": "Confuses cl and ml", "prompt": "Misconception:\nConfuses cl and ml\n\nQuestion:\n\\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\n\nOptions:\nA. \\( 6.5 \\)\nB. \\( 0.65 \\)\nC. \\( 65000 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1460:C", "QuestionText": "\\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?", "AnswerAText": "\\( 6.5 \\)", "AnswerBText": "\\( 0.65 \\)", "AnswerCText": "\\( 65000 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 65000 \\)", "MisconceptionId": "1651", "MisconceptionName": "Multiplies when converting to a larger unit", "prompt": "Misconception:\nMultiplies when converting to a larger unit\n\nQuestion:\n\\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\n\nOptions:\nA. \\( 6.5 \\)\nB. \\( 0.65 \\)\nC. \\( 65000 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1460:D", "QuestionText": "\\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?", "AnswerAText": "\\( 6.5 \\)", "AnswerBText": "\\( 0.65 \\)", "AnswerCText": "\\( 65000 \\)", "AnswerDText": "\\( 65 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 65 \\)", "MisconceptionId": "187", "MisconceptionName": "Thinks there are 10cl in a litre", "prompt": "Misconception:\nThinks there are 10cl in a litre\n\nQuestion:\n\\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\n\nOptions:\nA. \\( 6.5 \\)\nB. \\( 0.65 \\)\nC. \\( 65000 \\)\nD. \\( 65 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1461:B", "QuestionText": "One of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?", "AnswerAText": "\\( \\begin{array}{l}d=-5 \\\\ h=-1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nOne of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?\n\nOptions:\nA. \\( \\begin{array}{l}d=-5 \\\\ h=-1\\end{array} \\)\nB. \\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)\nC. \\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)\nD. \\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1461:C", "QuestionText": "One of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?", "AnswerAText": "\\( \\begin{array}{l}d=-5 \\\\ h=-1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nOne of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?\n\nOptions:\nA. \\( \\begin{array}{l}d=-5 \\\\ h=-1\\end{array} \\)\nB. \\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)\nC. \\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)\nD. \\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1461:D", "QuestionText": "One of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?", "AnswerAText": "\\( \\begin{array}{l}d=-5 \\\\ h=-1\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nOne of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?\n\nOptions:\nA. \\( \\begin{array}{l}d=-5 \\\\ h=-1\\end{array} \\)\nB. \\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)\nC. \\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)\nD. \\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1462:A", "QuestionText": "\\( \\sqrt[3]{8}= \\)", "AnswerAText": "\\( 2 . \\dot{6} \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 2 . \\dot{6} \\)", "MisconceptionId": "414", "MisconceptionName": "Divides by the order of the root", "prompt": "Misconception:\nDivides by the order of the root\n\nQuestion:\n\\( \\sqrt[3]{8}= \\)\n\nOptions:\nA. \\( 2 . \\dot{6} \\)\nB. \\( 4 \\)\nC. \\( 64 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1462:B", "QuestionText": "\\( \\sqrt[3]{8}= \\)", "AnswerAText": "\\( 2 . \\dot{6} \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1881", "MisconceptionName": "Halves when asked to find the cube root", "prompt": "Misconception:\nHalves when asked to find the cube root\n\nQuestion:\n\\( \\sqrt[3]{8}= \\)\n\nOptions:\nA. \\( 2 . \\dot{6} \\)\nB. \\( 4 \\)\nC. \\( 64 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1462:C", "QuestionText": "\\( \\sqrt[3]{8}= \\)", "AnswerAText": "\\( 2 . \\dot{6} \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 64 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 64 \\)", "MisconceptionId": "1032", "MisconceptionName": "Confuses cube rooting with squaring a number", "prompt": "Misconception:\nConfuses cube rooting with squaring a number\n\nQuestion:\n\\( \\sqrt[3]{8}= \\)\n\nOptions:\nA. \\( 2 . \\dot{6} \\)\nB. \\( 4 \\)\nC. \\( 64 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1463:B", "QuestionText": "Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the triangle? \\( ?\\pm \\sqrt{\\triangle-?} \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( -9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -6 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nMo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the triangle? \\( ?\\pm \\sqrt{\\triangle-?} \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( -6 \\)\nC. \\( 9 \\)\nD. \\( -9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1463:D", "QuestionText": "Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the triangle? \\( ?\\pm \\sqrt{\\triangle-?} \\)", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( -9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( -9 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nMo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the triangle? \\( ?\\pm \\sqrt{\\triangle-?} \\)\n\nOptions:\nA. \\( 6 \\)\nB. \\( -6 \\)\nC. \\( 9 \\)\nD. \\( -9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1464:A", "QuestionText": "Jadon decides to go for a run starting from home.\nThe graph on the right shows Jadon's distance in metres \\( (d) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.5 \\).\n\nWhich of the following does that \\( 0.5 \\) best represent? ![A sketch of a graph with d on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()", "AnswerAText": "Jadon is travelling away from home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)", "AnswerBText": "Jadon is decelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "AnswerCText": "Jadon is accelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "AnswerDText": "Jadon is travelling back home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Jadon is travelling away from home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)", "MisconceptionId": "2437", "MisconceptionName": "Believes a downward slope on a distance-time graph means travelling away", "prompt": "Misconception:\nBelieves a downward slope on a distance-time graph means travelling away\n\nQuestion:\nJadon decides to go for a run starting from home.\nThe graph on the right shows Jadon's distance in metres \\( (d) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.5 \\).\n\nWhich of the following does that \\( 0.5 \\) best represent? ![A sketch of a graph with d on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\n\nOptions:\nA. Jadon is travelling away from home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\nB. Jadon is decelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nC. Jadon is accelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nD. Jadon is travelling back home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1464:B", "QuestionText": "Jadon decides to go for a run starting from home.\nThe graph on the right shows Jadon's distance in metres \\( (d) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.5 \\).\n\nWhich of the following does that \\( 0.5 \\) best represent? ![A sketch of a graph with d on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()", "AnswerAText": "Jadon is travelling away from home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)", "AnswerBText": "Jadon is decelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "AnswerCText": "Jadon is accelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "AnswerDText": "Jadon is travelling back home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Jadon is decelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "MisconceptionId": "2032", "MisconceptionName": "Believes the gradient of a distance-time graph is the acceleration", "prompt": "Misconception:\nBelieves the gradient of a distance-time graph is the acceleration\n\nQuestion:\nJadon decides to go for a run starting from home.\nThe graph on the right shows Jadon's distance in metres \\( (d) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.5 \\).\n\nWhich of the following does that \\( 0.5 \\) best represent? ![A sketch of a graph with d on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\n\nOptions:\nA. Jadon is travelling away from home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\nB. Jadon is decelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nC. Jadon is accelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nD. Jadon is travelling back home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1465:B", "QuestionText": "What does the following equal?\n\\[\n3-5+4 \\times 2\n\\]", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -12 \\)", "AnswerDText": "\\( -10 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhat does the following equal?\n\\[\n3-5+4 \\times 2\n\\]\n\nOptions:\nA. \\( 6 \\)\nB. \\( 4 \\)\nC. \\( -12 \\)\nD. \\( -10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1465:C", "QuestionText": "What does the following equal?\n\\[\n3-5+4 \\times 2\n\\]", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -12 \\)", "AnswerDText": "\\( -10 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -12 \\)", "MisconceptionId": "2181", "MisconceptionName": "Performs addition ahead of subtraction", "prompt": "Misconception:\nPerforms addition ahead of subtraction\n\nQuestion:\nWhat does the following equal?\n\\[\n3-5+4 \\times 2\n\\]\n\nOptions:\nA. \\( 6 \\)\nB. \\( 4 \\)\nC. \\( -12 \\)\nD. \\( -10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1465:D", "QuestionText": "What does the following equal?\n\\[\n3-5+4 \\times 2\n\\]", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( -12 \\)", "AnswerDText": "\\( -10 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\nWhat does the following equal?\n\\[\n3-5+4 \\times 2\n\\]\n\nOptions:\nA. \\( 6 \\)\nB. \\( 4 \\)\nC. \\( -12 \\)\nD. \\( -10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1466:B", "QuestionText": "When drawing an angle, which step will you complete last?", "AnswerAText": "Draw a line to join up the end of the line segment and the marker.", "AnswerBText": "Make sure the centre of the protractor is at the end of the line segment.", "AnswerCText": "Draw a marker to show where the angle needs to be drawn.", "AnswerDText": "Draw a line segment", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Make sure the centre of the protractor is at the end of the line segment.", "MisconceptionId": "1721", "MisconceptionName": "Does not recall the steps required to draw an angle", "prompt": "Misconception:\nDoes not recall the steps required to draw an angle\n\nQuestion:\nWhen drawing an angle, which step will you complete last?\n\nOptions:\nA. Draw a line to join up the end of the line segment and the marker.\nB. Make sure the centre of the protractor is at the end of the line segment.\nC. Draw a marker to show where the angle needs to be drawn.\nD. Draw a line segment\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1466:C", "QuestionText": "When drawing an angle, which step will you complete last?", "AnswerAText": "Draw a line to join up the end of the line segment and the marker.", "AnswerBText": "Make sure the centre of the protractor is at the end of the line segment.", "AnswerCText": "Draw a marker to show where the angle needs to be drawn.", "AnswerDText": "Draw a line segment", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Draw a marker to show where the angle needs to be drawn.", "MisconceptionId": "1721", "MisconceptionName": "Does not recall the steps required to draw an angle", "prompt": "Misconception:\nDoes not recall the steps required to draw an angle\n\nQuestion:\nWhen drawing an angle, which step will you complete last?\n\nOptions:\nA. Draw a line to join up the end of the line segment and the marker.\nB. Make sure the centre of the protractor is at the end of the line segment.\nC. Draw a marker to show where the angle needs to be drawn.\nD. Draw a line segment\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1466:D", "QuestionText": "When drawing an angle, which step will you complete last?", "AnswerAText": "Draw a line to join up the end of the line segment and the marker.", "AnswerBText": "Make sure the centre of the protractor is at the end of the line segment.", "AnswerCText": "Draw a marker to show where the angle needs to be drawn.", "AnswerDText": "Draw a line segment", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Draw a line segment", "MisconceptionId": "1721", "MisconceptionName": "Does not recall the steps required to draw an angle", "prompt": "Misconception:\nDoes not recall the steps required to draw an angle\n\nQuestion:\nWhen drawing an angle, which step will you complete last?\n\nOptions:\nA. Draw a line to join up the end of the line segment and the marker.\nB. Make sure the centre of the protractor is at the end of the line segment.\nC. Draw a marker to show where the angle needs to be drawn.\nD. Draw a line segment\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1467:A", "QuestionText": "Which diagram shows an angle of \\( 55^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()", "MisconceptionId": "1188", "MisconceptionName": "Reads the wrong scale on the protractor when measuring obtuse angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring obtuse angles\n\nQuestion:\nWhich diagram shows an angle of \\( 55^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1467:B", "QuestionText": "Which diagram shows an angle of \\( 55^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "MisconceptionId": "1188", "MisconceptionName": "Reads the wrong scale on the protractor when measuring obtuse angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring obtuse angles\n\nQuestion:\nWhich diagram shows an angle of \\( 55^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1467:C", "QuestionText": "Which diagram shows an angle of \\( 55^{\\circ} \\) ?", "AnswerAText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()", "AnswerBText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()", "AnswerCText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "AnswerDText": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()", "MisconceptionId": "2251", "MisconceptionName": "Chooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes", "prompt": "Misconception:\nChooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes\n\nQuestion:\nWhich diagram shows an angle of \\( 55^{\\circ} \\) ?\n\nOptions:\nA. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\nB. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()\nC. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()\nD. ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise to the red line that is half way between 50 and 60 (inner scale) and halfway between 130 and 120 (outer scale).]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1468:D", "QuestionText": "Which of the following answers shows a correct expansion of the expression below? \\( (x+5)(x-2) \\)", "AnswerAText": "\\( x^{2}-2 x+5 x-10 \\)", "AnswerBText": "\\( x^{2}+2 x+5 x-3 \\)", "AnswerCText": "\\( x^{2}-2 x-5 x+10 \\)", "AnswerDText": "\\( x^{2}-2 x+5 x+3 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( x^{2}-2 x+5 x+3 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nWhich of the following answers shows a correct expansion of the expression below? \\( (x+5)(x-2) \\)\n\nOptions:\nA. \\( x^{2}-2 x+5 x-10 \\)\nB. \\( x^{2}+2 x+5 x-3 \\)\nC. \\( x^{2}-2 x-5 x+10 \\)\nD. \\( x^{2}-2 x+5 x+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1469:B", "QuestionText": "Points \\( P, Q \\) and \\( R \\) are equally spaced along the line segment, as shown in the sketch.\n\nThe coordinates of \\( \\mathrm{P} \\) and \\( \\mathrm{R} \\) are marked on the diagram.\n\nWhat are the coordinates of \\( Q \\) ? ![A graph with 4 quadrants showing a line joining points R(2, 7), Q (unknown coordinate in 3rd quadrant) and P (-4, -10)]()", "AnswerAText": "\\( (-1,-1) \\)", "AnswerBText": "\\( (-2,-3) \\)", "AnswerCText": "\\( (-1,-2) \\)", "AnswerDText": "\\( (-1,-1.5) \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (-2,-3) \\)", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nPoints \\( P, Q \\) and \\( R \\) are equally spaced along the line segment, as shown in the sketch.\n\nThe coordinates of \\( \\mathrm{P} \\) and \\( \\mathrm{R} \\) are marked on the diagram.\n\nWhat are the coordinates of \\( Q \\) ? ![A graph with 4 quadrants showing a line joining points R(2, 7), Q (unknown coordinate in 3rd quadrant) and P (-4, -10)]()\n\nOptions:\nA. \\( (-1,-1) \\)\nB. \\( (-2,-3) \\)\nC. \\( (-1,-2) \\)\nD. \\( (-1,-1.5) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1470:A", "QuestionText": "The frequency table shows the grade achieved by some students in a maths exam.\nWhat was the modal grade? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 3 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2470", "MisconceptionName": "Believes the mode is the most common frequency rather than the highest frequency", "prompt": "Misconception:\nBelieves the mode is the most common frequency rather than the highest frequency\n\nQuestion:\nThe frequency table shows the grade achieved by some students in a maths exam.\nWhat was the modal grade? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 3 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 \\)\nC. \\( 9 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1470:C", "QuestionText": "The frequency table shows the grade achieved by some students in a maths exam.\nWhat was the modal grade? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 3 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "1364", "MisconceptionName": "Believes the mode is the frequency rather than the value/group", "prompt": "Misconception:\nBelieves the mode is the frequency rather than the value/group\n\nQuestion:\nThe frequency table shows the grade achieved by some students in a maths exam.\nWhat was the modal grade? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 3 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 \\)\nC. \\( 9 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1471:A", "QuestionText": "\\( \\square \\square \\square \\triangle \\square \\square \\square \\triangle \\square \\square \\square \\triangle \\) For every \\( 3 \\) triangles there are \\(___\\) squares", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1659", "MisconceptionName": "Finds one part of a ratio but doesn't multiply that by the number of parts needed", "prompt": "Misconception:\nFinds one part of a ratio but doesn't multiply that by the number of parts needed\n\nQuestion:\n\\( \\square \\square \\square \\triangle \\square \\square \\square \\triangle \\square \\square \\square \\triangle \\) For every \\( 3 \\) triangles there are \\(___\\) squares\n\nOptions:\nA. \\( 3 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1472:B", "QuestionText": "There are \\( 8 \\) shelves of plates. Four of the shelves hold \\( 15 \\) plates each. Two of the shelves hold \\( 23 \\) plates each. The other shelves hold \\( 17 \\) plates each.\nHow many plates are there in total?", "AnswerAText": "\\( 123 \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( 63 \\)", "AnswerDText": "\\( 140 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 55 \\)", "MisconceptionId": "1078", "MisconceptionName": "Ignores numbers written as words in worded questions, and just calculates using those written in digits", "prompt": "Misconception:\nIgnores numbers written as words in worded questions, and just calculates using those written in digits\n\nQuestion:\nThere are \\( 8 \\) shelves of plates. Four of the shelves hold \\( 15 \\) plates each. Two of the shelves hold \\( 23 \\) plates each. The other shelves hold \\( 17 \\) plates each.\nHow many plates are there in total?\n\nOptions:\nA. \\( 123 \\)\nB. \\( 55 \\)\nC. \\( 63 \\)\nD. \\( 140 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1472:C", "QuestionText": "There are \\( 8 \\) shelves of plates. Four of the shelves hold \\( 15 \\) plates each. Two of the shelves hold \\( 23 \\) plates each. The other shelves hold \\( 17 \\) plates each.\nHow many plates are there in total?", "AnswerAText": "\\( 123 \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( 63 \\)", "AnswerDText": "\\( 140 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 63 \\)", "MisconceptionId": "1078", "MisconceptionName": "Ignores numbers written as words in worded questions, and just calculates using those written in digits", "prompt": "Misconception:\nIgnores numbers written as words in worded questions, and just calculates using those written in digits\n\nQuestion:\nThere are \\( 8 \\) shelves of plates. Four of the shelves hold \\( 15 \\) plates each. Two of the shelves hold \\( 23 \\) plates each. The other shelves hold \\( 17 \\) plates each.\nHow many plates are there in total?\n\nOptions:\nA. \\( 123 \\)\nB. \\( 55 \\)\nC. \\( 63 \\)\nD. \\( 140 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1473:A", "QuestionText": "For every \\( 3 \\) green squares there are \\( 1 \\) red squares.\n\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|l|l|l|l|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1150", "MisconceptionName": "Does not believe you can scale up a proportional statement", "prompt": "Misconception:\nDoes not believe you can scale up a proportional statement\n\nQuestion:\nFor every \\( 3 \\) green squares there are \\( 1 \\) red squares.\n\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|l|l|l|l|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 3 \\)\nB. \\( 8 \\)\nC. \\( 12 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1473:B", "QuestionText": "For every \\( 3 \\) green squares there are \\( 1 \\) red squares.\n\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|l|l|l|l|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 12 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2071", "MisconceptionName": "Shares equally instead of in given ratio", "prompt": "Misconception:\nShares equally instead of in given ratio\n\nQuestion:\nFor every \\( 3 \\) green squares there are \\( 1 \\) red squares.\n\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|l|l|l|l|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 3 \\)\nB. \\( 8 \\)\nC. \\( 12 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1474:A", "QuestionText": "\\[\n6-3+2\n\\]\nTom and Katie are trying to make the calculation above equal to \\( 5 \\).\nTom says you can write it like this: \\( (6-3)+2 \\)\nKatie says you can leave it like this: \\( 6-3+2 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\n\\[\n6-3+2\n\\]\nTom and Katie are trying to make the calculation above equal to \\( 5 \\).\nTom says you can write it like this: \\( (6-3)+2 \\)\nKatie says you can leave it like this: \\( 6-3+2 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1475:B", "QuestionText": "What is the median of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01,\\quad 0.001 \\)", "AnswerAText": "\\( 0.055 \\)", "AnswerBText": "\\( 0.22 \\)", "AnswerCText": "\\( 0.55 \\)", "AnswerDText": "\\( 0.11 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.22 \\)", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nWhat is the median of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01,\\quad 0.001 \\)\n\nOptions:\nA. \\( 0.055 \\)\nB. \\( 0.22 \\)\nC. \\( 0.55 \\)\nD. \\( 0.11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1475:D", "QuestionText": "What is the median of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01,\\quad 0.001 \\)", "AnswerAText": "\\( 0.055 \\)", "AnswerBText": "\\( 0.22 \\)", "AnswerCText": "\\( 0.55 \\)", "AnswerDText": "\\( 0.11 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.11 \\)", "MisconceptionId": "2426", "MisconceptionName": "When finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle", "prompt": "Misconception:\nWhen finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle\n\nQuestion:\nWhat is the median of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01,\\quad 0.001 \\)\n\nOptions:\nA. \\( 0.055 \\)\nB. \\( 0.22 \\)\nC. \\( 0.55 \\)\nD. \\( 0.11 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1476:A", "QuestionText": "Which of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()", "AnswerAText": "Linear", "AnswerBText": "Quadratic", "AnswerCText": "Geometric", "AnswerDText": "Fibonacci", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Linear", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nWhich of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()\n\nOptions:\nA. Linear\nB. Quadratic\nC. Geometric\nD. Fibonacci\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1476:B", "QuestionText": "Which of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()", "AnswerAText": "Linear", "AnswerBText": "Quadratic", "AnswerCText": "Geometric", "AnswerDText": "Fibonacci", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Quadratic", "MisconceptionId": "1388", "MisconceptionName": "Does not understand the term quadratic", "prompt": "Misconception:\nDoes not understand the term quadratic\n\nQuestion:\nWhich of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()\n\nOptions:\nA. Linear\nB. Quadratic\nC. Geometric\nD. Fibonacci\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1476:C", "QuestionText": "Which of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()", "AnswerAText": "Linear", "AnswerBText": "Quadratic", "AnswerCText": "Geometric", "AnswerDText": "Fibonacci", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Geometric", "MisconceptionId": "2228", "MisconceptionName": "Does not know what a Fibonacci sequence is", "prompt": "Misconception:\nDoes not know what a Fibonacci sequence is\n\nQuestion:\nWhich of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()\n\nOptions:\nA. Linear\nB. Quadratic\nC. Geometric\nD. Fibonacci\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1477:B", "QuestionText": "Which letter describes the region where \\( \\boldsymbol{x}+\\boldsymbol{y} \\leq \\mathbf{3} \\) and \\( \\boldsymbol{y} \\leq \\mathbf{1} \\) ? ![A set of axes with two straight lines drawn on. The line x+y=3 goes through points (3,0) and (0,3). The line y=1 is a horizontal line going through (0,1). The lines intersect one another at (2,1).\nA is the region below x+y=3 and above y=1.\nB is the region above both lines.\nC is the region below y=1 but above x+y=3.\nD is the region below both lines. ]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich letter describes the region where \\( \\boldsymbol{x}+\\boldsymbol{y} \\leq \\mathbf{3} \\) and \\( \\boldsymbol{y} \\leq \\mathbf{1} \\) ? ![A set of axes with two straight lines drawn on. The line x+y=3 goes through points (3,0) and (0,3). The line y=1 is a horizontal line going through (0,1). The lines intersect one another at (2,1).\nA is the region below x+y=3 and above y=1.\nB is the region above both lines.\nC is the region below y=1 but above x+y=3.\nD is the region below both lines. ]()\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1478:B", "QuestionText": "Describe the movements to get from\n\n\\[\n(5,-2) \\text { to }(0,1)\n\\]", "AnswerAText": "Left \\( 5 \\) squares, up \\( 3 \\) squares", "AnswerBText": "Left \\( 5 \\) squares, down \\( 1 \\) square", "AnswerCText": "Right \\( 5 \\) squares, down \\( 3 \\) squares", "AnswerDText": "Left \\( 5 \\) squares, up \\( 4 \\) squares", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Left \\( 5 \\) squares, down \\( 1 \\) square", "MisconceptionId": "1488", "MisconceptionName": "Confuses negative and positive coordinates when working with graphs in four quadrants", "prompt": "Misconception:\nConfuses negative and positive coordinates when working with graphs in four quadrants\n\nQuestion:\nDescribe the movements to get from\n\n\\[\n(5,-2) \\text { to }(0,1)\n\\]\n\nOptions:\nA. Left \\( 5 \\) squares, up \\( 3 \\) squares\nB. Left \\( 5 \\) squares, down \\( 1 \\) square\nC. Right \\( 5 \\) squares, down \\( 3 \\) squares\nD. Left \\( 5 \\) squares, up \\( 4 \\) squares\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1478:D", "QuestionText": "Describe the movements to get from\n\n\\[\n(5,-2) \\text { to }(0,1)\n\\]", "AnswerAText": "Left \\( 5 \\) squares, up \\( 3 \\) squares", "AnswerBText": "Left \\( 5 \\) squares, down \\( 1 \\) square", "AnswerCText": "Right \\( 5 \\) squares, down \\( 3 \\) squares", "AnswerDText": "Left \\( 5 \\) squares, up \\( 4 \\) squares", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Left \\( 5 \\) squares, up \\( 4 \\) squares", "MisconceptionId": "2269", "MisconceptionName": "When finding the distance between coordinates, includes the starting number", "prompt": "Misconception:\nWhen finding the distance between coordinates, includes the starting number\n\nQuestion:\nDescribe the movements to get from\n\n\\[\n(5,-2) \\text { to }(0,1)\n\\]\n\nOptions:\nA. Left \\( 5 \\) squares, up \\( 3 \\) squares\nB. Left \\( 5 \\) squares, down \\( 1 \\) square\nC. Right \\( 5 \\) squares, down \\( 3 \\) squares\nD. Left \\( 5 \\) squares, up \\( 4 \\) squares\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1479:A", "QuestionText": "\\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 4000000 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 400 \\)", "MisconceptionId": "1050", "MisconceptionName": "Thinks there are 10g in a kilogram", "prompt": "Misconception:\nThinks there are 10g in a kilogram\n\nQuestion:\n\\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)\n\nOptions:\nA. \\( 400 \\)\nB. \\( 4000000 \\)\nC. \\( 4 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1479:B", "QuestionText": "\\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 4000000 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4000000 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)\n\nOptions:\nA. \\( 400 \\)\nB. \\( 4000000 \\)\nC. \\( 4 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1479:D", "QuestionText": "\\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)", "AnswerAText": "\\( 400 \\)", "AnswerBText": "\\( 4000000 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "784", "MisconceptionName": "Thinks there are 100g in a kilogram", "prompt": "Misconception:\nThinks there are 100g in a kilogram\n\nQuestion:\n\\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)\n\nOptions:\nA. \\( 400 \\)\nB. \\( 4000000 \\)\nC. \\( 4 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1480:A", "QuestionText": "\\( 3.06 \\div 100= \\)", "AnswerAText": "\\( 0.36 \\)", "AnswerBText": "\\( 0.0306 \\)", "AnswerCText": "\\( 0.036 \\)", "AnswerDText": "\\( 0.00306 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.36 \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\n\\( 3.06 \\div 100= \\)\n\nOptions:\nA. \\( 0.36 \\)\nB. \\( 0.0306 \\)\nC. \\( 0.036 \\)\nD. \\( 0.00306 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1480:C", "QuestionText": "\\( 3.06 \\div 100= \\)", "AnswerAText": "\\( 0.36 \\)", "AnswerBText": "\\( 0.0306 \\)", "AnswerCText": "\\( 0.036 \\)", "AnswerDText": "\\( 0.00306 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.036 \\)", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\n\\( 3.06 \\div 100= \\)\n\nOptions:\nA. \\( 0.36 \\)\nB. \\( 0.0306 \\)\nC. \\( 0.036 \\)\nD. \\( 0.00306 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1480:D", "QuestionText": "\\( 3.06 \\div 100= \\)", "AnswerAText": "\\( 0.36 \\)", "AnswerBText": "\\( 0.0306 \\)", "AnswerCText": "\\( 0.036 \\)", "AnswerDText": "\\( 0.00306 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.00306 \\)", "MisconceptionId": "2123", "MisconceptionName": "Divided by 100 rather than 10", "prompt": "Misconception:\nDivided by 100 rather than 10\n\nQuestion:\n\\( 3.06 \\div 100= \\)\n\nOptions:\nA. \\( 0.36 \\)\nB. \\( 0.0306 \\)\nC. \\( 0.036 \\)\nD. \\( 0.00306 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1481:B", "QuestionText": "\\( 0.7^{2}= \\)", "AnswerAText": "\\( 0.49 \\)", "AnswerBText": "\\( 1.4 \\)", "AnswerCText": "\\( 0.14 \\)", "AnswerDText": "\\( 4.9 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1.4 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 0.7^{2}= \\)\n\nOptions:\nA. \\( 0.49 \\)\nB. \\( 1.4 \\)\nC. \\( 0.14 \\)\nD. \\( 4.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1481:C", "QuestionText": "\\( 0.7^{2}= \\)", "AnswerAText": "\\( 0.49 \\)", "AnswerBText": "\\( 1.4 \\)", "AnswerCText": "\\( 0.14 \\)", "AnswerDText": "\\( 4.9 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.14 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 0.7^{2}= \\)\n\nOptions:\nA. \\( 0.49 \\)\nB. \\( 1.4 \\)\nC. \\( 0.14 \\)\nD. \\( 4.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1481:D", "QuestionText": "\\( 0.7^{2}= \\)", "AnswerAText": "\\( 0.49 \\)", "AnswerBText": "\\( 1.4 \\)", "AnswerCText": "\\( 0.14 \\)", "AnswerDText": "\\( 4.9 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4.9 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.7^{2}= \\)\n\nOptions:\nA. \\( 0.49 \\)\nB. \\( 1.4 \\)\nC. \\( 0.14 \\)\nD. \\( 4.9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1482:B", "QuestionText": "What is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()", "AnswerAText": "\\( 43^{\\circ} \\)", "AnswerBText": "\\( 137^{\\circ} \\)", "AnswerCText": "\\( 47^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 137^{\\circ} \\)", "MisconceptionId": "1997", "MisconceptionName": "Believes vertically opposite angles sum to 180 degrees", "prompt": "Misconception:\nBelieves vertically opposite angles sum to 180 degrees\n\nQuestion:\nWhat is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()\n\nOptions:\nA. \\( 43^{\\circ} \\)\nB. \\( 137^{\\circ} \\)\nC. \\( 47^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1482:C", "QuestionText": "What is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()", "AnswerAText": "\\( 43^{\\circ} \\)", "AnswerBText": "\\( 137^{\\circ} \\)", "AnswerCText": "\\( 47^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 47^{\\circ} \\)", "MisconceptionId": "1483", "MisconceptionName": "Believes vertically opposite angles sum to 90 degrees", "prompt": "Misconception:\nBelieves vertically opposite angles sum to 90 degrees\n\nQuestion:\nWhat is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()\n\nOptions:\nA. \\( 43^{\\circ} \\)\nB. \\( 137^{\\circ} \\)\nC. \\( 47^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1482:D", "QuestionText": "What is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()", "AnswerAText": "\\( 43^{\\circ} \\)", "AnswerBText": "\\( 137^{\\circ} \\)", "AnswerCText": "\\( 47^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1791", "MisconceptionName": "Does not know that vertically opposite angles are equal", "prompt": "Misconception:\nDoes not know that vertically opposite angles are equal\n\nQuestion:\nWhat is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()\n\nOptions:\nA. \\( 43^{\\circ} \\)\nB. \\( 137^{\\circ} \\)\nC. \\( 47^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1483:A", "QuestionText": "What fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( \\frac{1}{4} \\)", "AnswerDText": "\\( \\frac{1}{8} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "249", "MisconceptionName": "Does not understand a denominator represents equal parts", "prompt": "Misconception:\nDoes not understand a denominator represents equal parts\n\nQuestion:\nWhat fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 1 \\)\nC. \\( \\frac{1}{4} \\)\nD. \\( \\frac{1}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1483:B", "QuestionText": "What fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( \\frac{1}{4} \\)", "AnswerDText": "\\( \\frac{1}{8} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "659", "MisconceptionName": "Does not know how to write a fraction - just given an integer answer", "prompt": "Misconception:\nDoes not know how to write a fraction - just given an integer answer\n\nQuestion:\nWhat fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 1 \\)\nC. \\( \\frac{1}{4} \\)\nD. \\( \\frac{1}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1483:C", "QuestionText": "What fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( \\frac{1}{4} \\)", "AnswerDText": "\\( \\frac{1}{8} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{4} \\)", "MisconceptionId": "249", "MisconceptionName": "Does not understand a denominator represents equal parts", "prompt": "Misconception:\nDoes not understand a denominator represents equal parts\n\nQuestion:\nWhat fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 1 \\)\nC. \\( \\frac{1}{4} \\)\nD. \\( \\frac{1}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1484:A", "QuestionText": "What is the value of \"\\( 3 \\) cubed\"?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 33 \\)", "AnswerDText": "\\( 333 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2576", "MisconceptionName": "Mixes up square numbers and cube numbers", "prompt": "Misconception:\nMixes up square numbers and cube numbers\n\nQuestion:\nWhat is the value of \"\\( 3 \\) cubed\"?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 27 \\)\nC. \\( 33 \\)\nD. \\( 333 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1484:C", "QuestionText": "What is the value of \"\\( 3 \\) cubed\"?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 33 \\)", "AnswerDText": "\\( 333 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 33 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\nWhat is the value of \"\\( 3 \\) cubed\"?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 27 \\)\nC. \\( 33 \\)\nD. \\( 333 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1484:D", "QuestionText": "What is the value of \"\\( 3 \\) cubed\"?", "AnswerAText": "\\( 9 \\)", "AnswerBText": "\\( 27 \\)", "AnswerCText": "\\( 33 \\)", "AnswerDText": "\\( 333 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 333 \\)", "MisconceptionId": "66", "MisconceptionName": "Repeats the digits three times when cubing a number", "prompt": "Misconception:\nRepeats the digits three times when cubing a number\n\nQuestion:\nWhat is the value of \"\\( 3 \\) cubed\"?\n\nOptions:\nA. \\( 9 \\)\nB. \\( 27 \\)\nC. \\( 33 \\)\nD. \\( 333 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1485:A", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She labels them like this: \\( \\begin{array}{rrrr}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (1, & -6) & (-5, & 2)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the second bracket equal?", "AnswerAText": "\\( (-8)^{2} \\)", "AnswerBText": "\\( (-4)^{2} \\)", "AnswerCText": "\\( (8)^{2} \\)", "AnswerDText": "\\( (4)^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (-8)^{2} \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She labels them like this: \\( \\begin{array}{rrrr}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (1, & -6) & (-5, & 2)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the second bracket equal?\n\nOptions:\nA. \\( (-8)^{2} \\)\nB. \\( (-4)^{2} \\)\nC. \\( (8)^{2} \\)\nD. \\( (4)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1485:B", "QuestionText": "Amy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She labels them like this: \\( \\begin{array}{rrrr}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (1, & -6) & (-5, & 2)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the second bracket equal?", "AnswerAText": "\\( (-8)^{2} \\)", "AnswerBText": "\\( (-4)^{2} \\)", "AnswerCText": "\\( (8)^{2} \\)", "AnswerDText": "\\( (4)^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (-4)^{2} \\)", "MisconceptionId": "55", "MisconceptionName": "When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored", "prompt": "Misconception:\nWhen subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored\n\nQuestion:\nAmy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She labels them like this: \\( \\begin{array}{rrrr}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (1, & -6) & (-5, & 2)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the second bracket equal?\n\nOptions:\nA. \\( (-8)^{2} \\)\nB. \\( (-4)^{2} \\)\nC. \\( (8)^{2} \\)\nD. \\( (4)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1486:A", "QuestionText": "How should you line up the digits to calculate \\( 0.7+0.54 \\) ?", "AnswerAText": "![A column addition of 0.7 + 0.54. The 0 of 0.7 is directly above the decimal point of 0.54, the decimal point of 0.7 is directly above the 5 of 0.54 and the 7 of 0.7 is directly above the 4 of 0.54.]()", "AnswerBText": "![A column addition of 0.07 + 0.54 with the decimal points lined up.]()", "AnswerCText": "![A column addition of 0.7 + 5.4 with the decimal points lined up.]()", "AnswerDText": "![A column addition of 0.70 + 0.54 with the decimal points lined up.]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![A column addition of 0.7 + 0.54. The 0 of 0.7 is directly above the decimal point of 0.54, the decimal point of 0.7 is directly above the 5 of 0.54 and the 7 of 0.7 is directly above the 4 of 0.54.]()", "MisconceptionId": "587", "MisconceptionName": "Thinks that when adding decimals with a different number of decimal places, you should line up the digits to the right", "prompt": "Misconception:\nThinks that when adding decimals with a different number of decimal places, you should line up the digits to the right\n\nQuestion:\nHow should you line up the digits to calculate \\( 0.7+0.54 \\) ?\n\nOptions:\nA. ![A column addition of 0.7 + 0.54. The 0 of 0.7 is directly above the decimal point of 0.54, the decimal point of 0.7 is directly above the 5 of 0.54 and the 7 of 0.7 is directly above the 4 of 0.54.]()\nB. ![A column addition of 0.07 + 0.54 with the decimal points lined up.]()\nC. ![A column addition of 0.7 + 5.4 with the decimal points lined up.]()\nD. ![A column addition of 0.70 + 0.54 with the decimal points lined up.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1486:B", "QuestionText": "How should you line up the digits to calculate \\( 0.7+0.54 \\) ?", "AnswerAText": "![A column addition of 0.7 + 0.54. The 0 of 0.7 is directly above the decimal point of 0.54, the decimal point of 0.7 is directly above the 5 of 0.54 and the 7 of 0.7 is directly above the 4 of 0.54.]()", "AnswerBText": "![A column addition of 0.07 + 0.54 with the decimal points lined up.]()", "AnswerCText": "![A column addition of 0.7 + 5.4 with the decimal points lined up.]()", "AnswerDText": "![A column addition of 0.70 + 0.54 with the decimal points lined up.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A column addition of 0.07 + 0.54 with the decimal points lined up.]()", "MisconceptionId": "539", "MisconceptionName": "Does not understand the value of zeros as placeholders", "prompt": "Misconception:\nDoes not understand the value of zeros as placeholders\n\nQuestion:\nHow should you line up the digits to calculate \\( 0.7+0.54 \\) ?\n\nOptions:\nA. ![A column addition of 0.7 + 0.54. The 0 of 0.7 is directly above the decimal point of 0.54, the decimal point of 0.7 is directly above the 5 of 0.54 and the 7 of 0.7 is directly above the 4 of 0.54.]()\nB. ![A column addition of 0.07 + 0.54 with the decimal points lined up.]()\nC. ![A column addition of 0.7 + 5.4 with the decimal points lined up.]()\nD. ![A column addition of 0.70 + 0.54 with the decimal points lined up.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1487:A", "QuestionText": "Tom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "996", "MisconceptionName": "Does not know that units of volume are usually cubed", "prompt": "Misconception:\nDoes not know that units of volume are usually cubed\n\nQuestion:\nTom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1487:B", "QuestionText": "Tom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1520", "MisconceptionName": "Does not recognise litres as a unit of volume", "prompt": "Misconception:\nDoes not recognise litres as a unit of volume\n\nQuestion:\nTom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1487:D", "QuestionText": "Tom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "441", "MisconceptionName": "Does not recognise a unit of volume", "prompt": "Misconception:\nDoes not recognise a unit of volume\n\nQuestion:\nTom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1488:A", "QuestionText": "To calculate \\( 53^{2} \\) you need to do...", "AnswerAText": "\\( 53+2 \\)", "AnswerBText": "\\( 53 \\times 2 \\)", "AnswerCText": "\\( 53 \\times 53 \\)", "AnswerDText": "\\( 532 \\times 1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 53+2 \\)", "MisconceptionId": "2445", "MisconceptionName": "Mixes up squaring and addition", "prompt": "Misconception:\nMixes up squaring and addition\n\nQuestion:\nTo calculate \\( 53^{2} \\) you need to do...\n\nOptions:\nA. \\( 53+2 \\)\nB. \\( 53 \\times 2 \\)\nC. \\( 53 \\times 53 \\)\nD. \\( 532 \\times 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1488:B", "QuestionText": "To calculate \\( 53^{2} \\) you need to do...", "AnswerAText": "\\( 53+2 \\)", "AnswerBText": "\\( 53 \\times 2 \\)", "AnswerCText": "\\( 53 \\times 53 \\)", "AnswerDText": "\\( 532 \\times 1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 53 \\times 2 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nTo calculate \\( 53^{2} \\) you need to do...\n\nOptions:\nA. \\( 53+2 \\)\nB. \\( 53 \\times 2 \\)\nC. \\( 53 \\times 53 \\)\nD. \\( 532 \\times 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1489:A", "QuestionText": "Sally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)", "AnswerAText": "\\( \\mathrm{cm} \\)", "AnswerBText": "\\( m l \\)", "AnswerCText": "\\( \\mathrm{mm} \\)", "AnswerDText": "\\( \\mathrm{km} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\mathrm{cm} \\)", "MisconceptionId": "2050", "MisconceptionName": "Does not recognise a unit of length", "prompt": "Misconception:\nDoes not recognise a unit of length\n\nQuestion:\nSally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)\n\nOptions:\nA. \\( \\mathrm{cm} \\)\nB. \\( m l \\)\nC. \\( \\mathrm{mm} \\)\nD. \\( \\mathrm{km} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1489:C", "QuestionText": "Sally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)", "AnswerAText": "\\( \\mathrm{cm} \\)", "AnswerBText": "\\( m l \\)", "AnswerCText": "\\( \\mathrm{mm} \\)", "AnswerDText": "\\( \\mathrm{km} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\mathrm{mm} \\)", "MisconceptionId": "2050", "MisconceptionName": "Does not recognise a unit of length", "prompt": "Misconception:\nDoes not recognise a unit of length\n\nQuestion:\nSally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)\n\nOptions:\nA. \\( \\mathrm{cm} \\)\nB. \\( m l \\)\nC. \\( \\mathrm{mm} \\)\nD. \\( \\mathrm{km} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1489:D", "QuestionText": "Sally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)", "AnswerAText": "\\( \\mathrm{cm} \\)", "AnswerBText": "\\( m l \\)", "AnswerCText": "\\( \\mathrm{mm} \\)", "AnswerDText": "\\( \\mathrm{km} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\mathrm{km} \\)", "MisconceptionId": "2050", "MisconceptionName": "Does not recognise a unit of length", "prompt": "Misconception:\nDoes not recognise a unit of length\n\nQuestion:\nSally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)\n\nOptions:\nA. \\( \\mathrm{cm} \\)\nB. \\( m l \\)\nC. \\( \\mathrm{mm} \\)\nD. \\( \\mathrm{km} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1490:A", "QuestionText": "This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()", "AnswerAText": "\\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\end{array} \\)", "AnswerDText": "\\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)", "MisconceptionId": "1530", "MisconceptionName": "Believes a steeper downwards line on a graph means a slower decrease", "prompt": "Misconception:\nBelieves a steeper downwards line on a graph means a slower decrease\n\nQuestion:\nThis graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()\n\nOptions:\nA. \\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)\nB. \\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)\nC. \\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\end{array} \\)\nD. \\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1490:B", "QuestionText": "This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()", "AnswerAText": "\\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\end{array} \\)", "AnswerDText": "\\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)", "MisconceptionId": "1471", "MisconceptionName": "Mixes up colder and hotter when comparing temperatures", "prompt": "Misconception:\nMixes up colder and hotter when comparing temperatures\n\nQuestion:\nThis graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()\n\nOptions:\nA. \\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)\nB. \\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)\nC. \\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\end{array} \\)\nD. \\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1490:D", "QuestionText": "This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()", "AnswerAText": "\\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\end{array} \\)", "AnswerDText": "\\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)", "MisconceptionId": "1530", "MisconceptionName": "Believes a steeper downwards line on a graph means a slower decrease", "prompt": "Misconception:\nBelieves a steeper downwards line on a graph means a slower decrease\n\nQuestion:\nThis graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()\n\nOptions:\nA. \\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)\nB. \\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)\nC. \\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\end{array} \\)\nD. \\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1491:A", "QuestionText": "\\( (-2)^{4}= \\)", "AnswerAText": "\\( -16 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( -16 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\n\\( (-2)^{4}= \\)\n\nOptions:\nA. \\( -16 \\)\nB. \\( -8 \\)\nC. \\( 16 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1491:B", "QuestionText": "\\( (-2)^{4}= \\)", "AnswerAText": "\\( -16 \\)", "AnswerBText": "\\( -8 \\)", "AnswerCText": "\\( 16 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -8 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\n\\( (-2)^{4}= \\)\n\nOptions:\nA. \\( -16 \\)\nB. \\( -8 \\)\nC. \\( 16 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1492:A", "QuestionText": "The probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?", "AnswerAText": "Certain", "AnswerBText": "Unlikely", "AnswerCText": "Even chance", "AnswerDText": "Impossible", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Certain", "MisconceptionId": "344", "MisconceptionName": "Does not understand that a probability of 0 represents something that is impossible", "prompt": "Misconception:\nDoes not understand that a probability of 0 represents something that is impossible\n\nQuestion:\nThe probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\n\nOptions:\nA. Certain\nB. Unlikely\nC. Even chance\nD. Impossible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1492:B", "QuestionText": "The probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?", "AnswerAText": "Certain", "AnswerBText": "Unlikely", "AnswerCText": "Even chance", "AnswerDText": "Impossible", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Unlikely", "MisconceptionId": "344", "MisconceptionName": "Does not understand that a probability of 0 represents something that is impossible", "prompt": "Misconception:\nDoes not understand that a probability of 0 represents something that is impossible\n\nQuestion:\nThe probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\n\nOptions:\nA. Certain\nB. Unlikely\nC. Even chance\nD. Impossible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1492:C", "QuestionText": "The probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?", "AnswerAText": "Certain", "AnswerBText": "Unlikely", "AnswerCText": "Even chance", "AnswerDText": "Impossible", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Even chance", "MisconceptionId": "344", "MisconceptionName": "Does not understand that a probability of 0 represents something that is impossible", "prompt": "Misconception:\nDoes not understand that a probability of 0 represents something that is impossible\n\nQuestion:\nThe probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\n\nOptions:\nA. Certain\nB. Unlikely\nC. Even chance\nD. Impossible\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1493:B", "QuestionText": "\\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?", "AnswerAText": "\\( 6^{3} \\)", "AnswerBText": "\\( 7 \\div 6 \\)", "AnswerCText": "\\( 8-7 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 7 \\div 6 \\)", "MisconceptionId": "2140", "MisconceptionName": "Believes division is carried out before a power", "prompt": "Misconception:\nBelieves division is carried out before a power\n\nQuestion:\n\\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?\n\nOptions:\nA. \\( 6^{3} \\)\nB. \\( 7 \\div 6 \\)\nC. \\( 8-7 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1493:C", "QuestionText": "\\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?", "AnswerAText": "\\( 6^{3} \\)", "AnswerBText": "\\( 7 \\div 6 \\)", "AnswerCText": "\\( 8-7 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8-7 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?\n\nOptions:\nA. \\( 6^{3} \\)\nB. \\( 7 \\div 6 \\)\nC. \\( 8-7 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1493:D", "QuestionText": "\\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?", "AnswerAText": "\\( 6^{3} \\)", "AnswerBText": "\\( 7 \\div 6 \\)", "AnswerCText": "\\( 8-7 \\)", "AnswerDText": "It doesn't matter: you get the same answer", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "It doesn't matter: you get the same answer", "MisconceptionId": "2532", "MisconceptionName": "Believes order of operations does not affect the answer to a calculation", "prompt": "Misconception:\nBelieves order of operations does not affect the answer to a calculation\n\nQuestion:\n\\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?\n\nOptions:\nA. \\( 6^{3} \\)\nB. \\( 7 \\div 6 \\)\nC. \\( 8-7 \\)\nD. It doesn't matter: you get the same answer\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1494:B", "QuestionText": "Which expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"", "AnswerAText": "\\( 6(h-5) \\)", "AnswerBText": "\\( 6(5-h) \\)", "AnswerCText": "\\( (5-h) \\times 6 \\)", "AnswerDText": "\\( (h-5) \\times 6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 6(5-h) \\)", "MisconceptionId": "1453", "MisconceptionName": "Subtracts from left to right, ignoring the word ‘from’", "prompt": "Misconception:\nSubtracts from left to right, ignoring the word ‘from’\n\nQuestion:\nWhich expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"\n\nOptions:\nA. \\( 6(h-5) \\)\nB. \\( 6(5-h) \\)\nC. \\( (5-h) \\times 6 \\)\nD. \\( (h-5) \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1494:C", "QuestionText": "Which expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"", "AnswerAText": "\\( 6(h-5) \\)", "AnswerBText": "\\( 6(5-h) \\)", "AnswerCText": "\\( (5-h) \\times 6 \\)", "AnswerDText": "\\( (h-5) \\times 6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (5-h) \\times 6 \\)", "MisconceptionId": "1453", "MisconceptionName": "Subtracts from left to right, ignoring the word ‘from’", "prompt": "Misconception:\nSubtracts from left to right, ignoring the word ‘from’\n\nQuestion:\nWhich expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"\n\nOptions:\nA. \\( 6(h-5) \\)\nB. \\( 6(5-h) \\)\nC. \\( (5-h) \\times 6 \\)\nD. \\( (h-5) \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1494:D", "QuestionText": "Which expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"", "AnswerAText": "\\( 6(h-5) \\)", "AnswerBText": "\\( 6(5-h) \\)", "AnswerCText": "\\( (5-h) \\times 6 \\)", "AnswerDText": "\\( (h-5) \\times 6 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (h-5) \\times 6 \\)", "MisconceptionId": "1680", "MisconceptionName": "Does not realize we can omit the multiplication symbol in algebraic expressions", "prompt": "Misconception:\nDoes not realize we can omit the multiplication symbol in algebraic expressions\n\nQuestion:\nWhich expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"\n\nOptions:\nA. \\( 6(h-5) \\)\nB. \\( 6(5-h) \\)\nC. \\( (5-h) \\times 6 \\)\nD. \\( (h-5) \\times 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1495:A", "QuestionText": "Tom and Katie are arguing about what term could replace the star in this addition pyramid.\nTom says it could be: \\( f \\)\nKatie says it could be: \\( 2 f \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, 3g and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. Both are empty. The top row is one box, centered over the join of the two below, containing 2f + 8g.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1690", "MisconceptionName": "Assumes an addition pyramid works in a different way to how it actually does", "prompt": "Misconception:\nAssumes an addition pyramid works in a different way to how it actually does\n\nQuestion:\nTom and Katie are arguing about what term could replace the star in this addition pyramid.\nTom says it could be: \\( f \\)\nKatie says it could be: \\( 2 f \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, 3g and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. Both are empty. The top row is one box, centered over the join of the two below, containing 2f + 8g.]()\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1495:C", "QuestionText": "Tom and Katie are arguing about what term could replace the star in this addition pyramid.\nTom says it could be: \\( f \\)\nKatie says it could be: \\( 2 f \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, 3g and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. Both are empty. The top row is one box, centered over the join of the two below, containing 2f + 8g.]()", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1690", "MisconceptionName": "Assumes an addition pyramid works in a different way to how it actually does", "prompt": "Misconception:\nAssumes an addition pyramid works in a different way to how it actually does\n\nQuestion:\nTom and Katie are arguing about what term could replace the star in this addition pyramid.\nTom says it could be: \\( f \\)\nKatie says it could be: \\( 2 f \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, 3g and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. Both are empty. The top row is one box, centered over the join of the two below, containing 2f + 8g.]()\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1496:A", "QuestionText": "This is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( -16 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 16 \\)\nC. \\( 4 \\)\nD. \\( -16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1497:A", "QuestionText": "Using the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()", "AnswerAText": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)", "AnswerBText": "\\( \\{-2 \\leq x \\leq 5\\} \\)", "AnswerCText": "\\( \\{-2 \\geq x \\geq 5\\} \\)", "AnswerDText": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nUsing the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()\n\nOptions:\nA. \\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)\nB. \\( \\{-2 \\leq x \\leq 5\\} \\)\nC. \\( \\{-2 \\geq x \\geq 5\\} \\)\nD. \\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1497:C", "QuestionText": "Using the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()", "AnswerAText": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)", "AnswerBText": "\\( \\{-2 \\leq x \\leq 5\\} \\)", "AnswerCText": "\\( \\{-2 \\geq x \\geq 5\\} \\)", "AnswerDText": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\{-2 \\geq x \\geq 5\\} \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nUsing the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()\n\nOptions:\nA. \\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)\nB. \\( \\{-2 \\leq x \\leq 5\\} \\)\nC. \\( \\{-2 \\geq x \\geq 5\\} \\)\nD. \\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1497:D", "QuestionText": "Using the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()", "AnswerAText": "\\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)", "AnswerBText": "\\( \\{-2 \\leq x \\leq 5\\} \\)", "AnswerCText": "\\( \\{-2 \\geq x \\geq 5\\} \\)", "AnswerDText": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)", "MisconceptionId": "981", "MisconceptionName": "Believes inequalities cannot be combined", "prompt": "Misconception:\nBelieves inequalities cannot be combined\n\nQuestion:\nUsing the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()\n\nOptions:\nA. \\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)\nB. \\( \\{-2 \\leq x \\leq 5\\} \\)\nC. \\( \\{-2 \\geq x \\geq 5\\} \\)\nD. \\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1498:A", "QuestionText": "I am facing East. \\( \\mathrm{E} \\longrightarrow \\) How many degrees anti-clockwise will I need to turn so I am facing South?", "AnswerAText": "\\( 90^{\\circ} \\)", "AnswerBText": "\\( 180^{\\circ} \\)", "AnswerCText": "\\( 270^{\\circ} \\)", "AnswerDText": "\\( 360^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 90^{\\circ} \\)", "MisconceptionId": "860", "MisconceptionName": "Mixes up clockwise and anticlockwise", "prompt": "Misconception:\nMixes up clockwise and anticlockwise\n\nQuestion:\nI am facing East. \\( \\mathrm{E} \\longrightarrow \\) How many degrees anti-clockwise will I need to turn so I am facing South?\n\nOptions:\nA. \\( 90^{\\circ} \\)\nB. \\( 180^{\\circ} \\)\nC. \\( 270^{\\circ} \\)\nD. \\( 360^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1499:A", "QuestionText": "Calculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)", "AnswerAText": "\\( \\frac{4}{6} \\)", "AnswerBText": "\\( \\frac{4}{9} \\)", "AnswerCText": "\\( \\frac{8}{9} \\)", "AnswerDText": "\\( \\frac{2}{9} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\frac{4}{6} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\nCalculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)\n\nOptions:\nA. \\( \\frac{4}{6} \\)\nB. \\( \\frac{4}{9} \\)\nC. \\( \\frac{8}{9} \\)\nD. \\( \\frac{2}{9} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1499:B", "QuestionText": "Calculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)", "AnswerAText": "\\( \\frac{4}{6} \\)", "AnswerBText": "\\( \\frac{4}{9} \\)", "AnswerCText": "\\( \\frac{8}{9} \\)", "AnswerDText": "\\( \\frac{2}{9} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{4}{9} \\)", "MisconceptionId": "1909", "MisconceptionName": "Does not consider the denominator when adding/ subtracting fractions. Adds/subtracts the numerator and makes the denominator the one with the highest value.", "prompt": "Misconception:\nDoes not consider the denominator when adding/ subtracting fractions. Adds/subtracts the numerator and makes the denominator the one with the highest value.\n\nQuestion:\nCalculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)\n\nOptions:\nA. \\( \\frac{4}{6} \\)\nB. \\( \\frac{4}{9} \\)\nC. \\( \\frac{8}{9} \\)\nD. \\( \\frac{2}{9} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1499:C", "QuestionText": "Calculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)", "AnswerAText": "\\( \\frac{4}{6} \\)", "AnswerBText": "\\( \\frac{4}{9} \\)", "AnswerCText": "\\( \\frac{8}{9} \\)", "AnswerDText": "\\( \\frac{2}{9} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{8}{9} \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\nCalculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)\n\nOptions:\nA. \\( \\frac{4}{6} \\)\nB. \\( \\frac{4}{9} \\)\nC. \\( \\frac{8}{9} \\)\nD. \\( \\frac{2}{9} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1500:A", "QuestionText": "What is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?", "AnswerAText": "\\( 29.267 \\)", "AnswerBText": "\\( 29.16 \\)", "AnswerCText": "\\( 29.156 \\)", "AnswerDText": "\\( 29.157 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 29.267 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?\n\nOptions:\nA. \\( 29.267 \\)\nB. \\( 29.16 \\)\nC. \\( 29.156 \\)\nD. \\( 29.157 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1500:B", "QuestionText": "What is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?", "AnswerAText": "\\( 29.267 \\)", "AnswerBText": "\\( 29.16 \\)", "AnswerCText": "\\( 29.156 \\)", "AnswerDText": "\\( 29.157 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 29.16 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?\n\nOptions:\nA. \\( 29.267 \\)\nB. \\( 29.16 \\)\nC. \\( 29.156 \\)\nD. \\( 29.157 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1500:C", "QuestionText": "What is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?", "AnswerAText": "\\( 29.267 \\)", "AnswerBText": "\\( 29.16 \\)", "AnswerCText": "\\( 29.156 \\)", "AnswerDText": "\\( 29.157 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 29.156 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?\n\nOptions:\nA. \\( 29.267 \\)\nB. \\( 29.16 \\)\nC. \\( 29.156 \\)\nD. \\( 29.157 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1501:B", "QuestionText": "Simplify the following, if possible: \\( \\frac{4 t^{2}+1}{4 t-2} \\)", "AnswerAText": "\\( t+1 \\)", "AnswerBText": "\\( t+\\frac{1}{2} \\)", "AnswerCText": "\\( t-\\frac{1}{2} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( t+\\frac{1}{2} \\)", "MisconceptionId": "1256", "MisconceptionName": "Believes the difference of 2 squares method of factorising also works for the addition of 2 squares", "prompt": "Misconception:\nBelieves the difference of 2 squares method of factorising also works for the addition of 2 squares\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{4 t^{2}+1}{4 t-2} \\)\n\nOptions:\nA. \\( t+1 \\)\nB. \\( t+\\frac{1}{2} \\)\nC. \\( t-\\frac{1}{2} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1501:C", "QuestionText": "Simplify the following, if possible: \\( \\frac{4 t^{2}+1}{4 t-2} \\)", "AnswerAText": "\\( t+1 \\)", "AnswerBText": "\\( t+\\frac{1}{2} \\)", "AnswerCText": "\\( t-\\frac{1}{2} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( t-\\frac{1}{2} \\)", "MisconceptionId": "2398", "MisconceptionName": "Thinks you can divide terms by different factors when simplifying an algebraic fraction", "prompt": "Misconception:\nThinks you can divide terms by different factors when simplifying an algebraic fraction\n\nQuestion:\nSimplify the following, if possible: \\( \\frac{4 t^{2}+1}{4 t-2} \\)\n\nOptions:\nA. \\( t+1 \\)\nB. \\( t+\\frac{1}{2} \\)\nC. \\( t-\\frac{1}{2} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1502:A", "QuestionText": "This graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many potatoes were consumed on Friday? ![Graph of potatoes consumed with kilos against day of week]()", "AnswerAText": "\\( 3 \\mathrm{~kg} \\)", "AnswerBText": "\\( 10 \\mathrm{~kg} \\)", "AnswerCText": "\\( 15 \\mathrm{~kg} \\)", "AnswerDText": "\\( 25 \\mathrm{~kg} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\mathrm{~kg} \\)", "MisconceptionId": "445", "MisconceptionName": "Counts squares instead of the correct scale when plotting coordinates", "prompt": "Misconception:\nCounts squares instead of the correct scale when plotting coordinates\n\nQuestion:\nThis graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many potatoes were consumed on Friday? ![Graph of potatoes consumed with kilos against day of week]()\n\nOptions:\nA. \\( 3 \\mathrm{~kg} \\)\nB. \\( 10 \\mathrm{~kg} \\)\nC. \\( 15 \\mathrm{~kg} \\)\nD. \\( 25 \\mathrm{~kg} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1503:A", "QuestionText": "Two different numbers are equal to \\( 7.46 \\) to two decimal places.\nThe numbers could be....", "AnswerAText": "\\( 7.4651 \\)\nand\n\\( 7.4559 \\)", "AnswerBText": "\\( 7.4628 \\)\nand\n\\( 7.4528 \\)", "AnswerCText": "\\( 7.463 \\)\nand\n\\( 6.461 \\)", "AnswerDText": "\\( 7.4608 \\)\nand\n\\( 7.4551 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 7.4651 \\)\nand\n\\( 7.4559 \\)", "MisconceptionId": "1402", "MisconceptionName": "Rounds down instead of up when next digit is 5", "prompt": "Misconception:\nRounds down instead of up when next digit is 5\n\nQuestion:\nTwo different numbers are equal to \\( 7.46 \\) to two decimal places.\nThe numbers could be....\n\nOptions:\nA. \\( 7.4651 \\)\nand\n\\( 7.4559 \\)\nB. \\( 7.4628 \\)\nand\n\\( 7.4528 \\)\nC. \\( 7.463 \\)\nand\n\\( 6.461 \\)\nD. \\( 7.4608 \\)\nand\n\\( 7.4551 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1503:B", "QuestionText": "Two different numbers are equal to \\( 7.46 \\) to two decimal places.\nThe numbers could be....", "AnswerAText": "\\( 7.4651 \\)\nand\n\\( 7.4559 \\)", "AnswerBText": "\\( 7.4628 \\)\nand\n\\( 7.4528 \\)", "AnswerCText": "\\( 7.463 \\)\nand\n\\( 6.461 \\)", "AnswerDText": "\\( 7.4608 \\)\nand\n\\( 7.4551 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 7.4628 \\)\nand\n\\( 7.4528 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nTwo different numbers are equal to \\( 7.46 \\) to two decimal places.\nThe numbers could be....\n\nOptions:\nA. \\( 7.4651 \\)\nand\n\\( 7.4559 \\)\nB. \\( 7.4628 \\)\nand\n\\( 7.4528 \\)\nC. \\( 7.463 \\)\nand\n\\( 6.461 \\)\nD. \\( 7.4608 \\)\nand\n\\( 7.4551 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1504:A", "QuestionText": "Which of the following is a power of \\( 4 \\) ?", "AnswerAText": "\\( 44 \\)", "AnswerBText": "\\( 64 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 44 \\)", "MisconceptionId": "968", "MisconceptionName": "Confuses powers and multiples", "prompt": "Misconception:\nConfuses powers and multiples\n\nQuestion:\nWhich of the following is a power of \\( 4 \\) ?\n\nOptions:\nA. \\( 44 \\)\nB. \\( 64 \\)\nC. \\( 400 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1504:C", "QuestionText": "Which of the following is a power of \\( 4 \\) ?", "AnswerAText": "\\( 44 \\)", "AnswerBText": "\\( 64 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 400 \\)", "MisconceptionId": "968", "MisconceptionName": "Confuses powers and multiples", "prompt": "Misconception:\nConfuses powers and multiples\n\nQuestion:\nWhich of the following is a power of \\( 4 \\) ?\n\nOptions:\nA. \\( 44 \\)\nB. \\( 64 \\)\nC. \\( 400 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1504:D", "QuestionText": "Which of the following is a power of \\( 4 \\) ?", "AnswerAText": "\\( 44 \\)", "AnswerBText": "\\( 64 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "968", "MisconceptionName": "Confuses powers and multiples", "prompt": "Misconception:\nConfuses powers and multiples\n\nQuestion:\nWhich of the following is a power of \\( 4 \\) ?\n\nOptions:\nA. \\( 44 \\)\nB. \\( 64 \\)\nC. \\( 400 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1505:C", "QuestionText": "Which of the following best describes how to construct a triangle with side length \\( 7 \\mathrm{~cm} \\) with angles of \\( 40^{\\degree} \\) and \\( 50^{\\degree} \\) either side?", "AnswerAText": "- Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Draw a line \\( 50 \\mathrm{~cm} \\) long that starts at the same end of the line and goes through the dot.\n- Join up the end of this line with the other end of the \\( 7 \\mathrm{~cm} \\) line.", "AnswerBText": "- Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Set the compass width to \\( 40 \\mathrm{~cm} \\) and draw an arc from one end of the line\n- Set the compass width to \\( 50 \\mathrm{~cm} \\) and draw an arc from the other end of the line\n- Join up the ends of the line to the intersection of the arcs with straight lines", "AnswerCText": "- Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the same end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle", "AnswerDText": "- Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the other end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "- Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the same end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle", "MisconceptionId": "796", "MisconceptionName": "Draws both angles at the same end of the line when constructing a triangle", "prompt": "Misconception:\nDraws both angles at the same end of the line when constructing a triangle\n\nQuestion:\nWhich of the following best describes how to construct a triangle with side length \\( 7 \\mathrm{~cm} \\) with angles of \\( 40^{\\degree} \\) and \\( 50^{\\degree} \\) either side?\n\nOptions:\nA. - Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Draw a line \\( 50 \\mathrm{~cm} \\) long that starts at the same end of the line and goes through the dot.\n- Join up the end of this line with the other end of the \\( 7 \\mathrm{~cm} \\) line.\nB. - Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Set the compass width to \\( 40 \\mathrm{~cm} \\) and draw an arc from one end of the line\n- Set the compass width to \\( 50 \\mathrm{~cm} \\) and draw an arc from the other end of the line\n- Join up the ends of the line to the intersection of the arcs with straight lines\nC. - Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the same end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle\nD. - Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the other end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1506:A", "QuestionText": "Which option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)", "AnswerAText": "\\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerBText": "\\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerCText": "\\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerDText": "\\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nWhich option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)\n\nOptions:\nA. \\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nB. \\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nC. \\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nD. \\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1506:B", "QuestionText": "Which option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)", "AnswerAText": "\\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerBText": "\\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerCText": "\\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerDText": "\\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nWhich option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)\n\nOptions:\nA. \\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nB. \\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nC. \\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nD. \\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1506:C", "QuestionText": "Which option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)", "AnswerAText": "\\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerBText": "\\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerCText": "\\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "AnswerDText": "\\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)", "MisconceptionId": "1044", "MisconceptionName": "Misremembers the quadratic formula", "prompt": "Misconception:\nMisremembers the quadratic formula\n\nQuestion:\nWhich option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)\n\nOptions:\nA. \\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nB. \\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nC. \\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nD. \\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1507:A", "QuestionText": "What is \\( 6 \\) out of \\( 25 \\) as a percentage?", "AnswerAText": "\\( 12 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 62.5 \\% \\)", "AnswerDText": "\\( 24 \\% \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 12 \\% \\)", "MisconceptionId": "658", "MisconceptionName": "Thinks they double the numerator to turn a fraction into a percentage", "prompt": "Misconception:\nThinks they double the numerator to turn a fraction into a percentage\n\nQuestion:\nWhat is \\( 6 \\) out of \\( 25 \\) as a percentage?\n\nOptions:\nA. \\( 12 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 62.5 \\% \\)\nD. \\( 24 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1507:C", "QuestionText": "What is \\( 6 \\) out of \\( 25 \\) as a percentage?", "AnswerAText": "\\( 12 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 62.5 \\% \\)", "AnswerDText": "\\( 24 \\% \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 62.5 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\nWhat is \\( 6 \\) out of \\( 25 \\) as a percentage?\n\nOptions:\nA. \\( 12 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 62.5 \\% \\)\nD. \\( 24 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1508:B", "QuestionText": "\\( 3+6 \\div 2+1= \\)", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 5.5 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "15", "MisconceptionName": "Confuses the order of operations, believes addition comes before division", "prompt": "Misconception:\nConfuses the order of operations, believes addition comes before division\n\nQuestion:\n\\( 3+6 \\div 2+1= \\)\n\nOptions:\nA. \\( 7 \\)\nB. \\( 3 \\)\nC. \\( 5.5 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1508:C", "QuestionText": "\\( 3+6 \\div 2+1= \\)", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 5.5 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5.5 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 3+6 \\div 2+1= \\)\n\nOptions:\nA. \\( 7 \\)\nB. \\( 3 \\)\nC. \\( 5.5 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1509:A", "QuestionText": "Find \\( d \\) in the following equation \\( \\frac{5 d-2}{3}=2 d-1 \\)", "AnswerAText": "\\( d=-1 \\)", "AnswerBText": "\\( d=\\frac{5}{13} \\)", "AnswerCText": "\\( d=\\frac{3}{13} \\)", "AnswerDText": "\\( d=1 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( d=-1 \\)", "MisconceptionId": "1294", "MisconceptionName": "When solving an equation where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative value", "prompt": "Misconception:\nWhen solving an equation where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative value\n\nQuestion:\nFind \\( d \\) in the following equation \\( \\frac{5 d-2}{3}=2 d-1 \\)\n\nOptions:\nA. \\( d=-1 \\)\nB. \\( d=\\frac{5}{13} \\)\nC. \\( d=\\frac{3}{13} \\)\nD. \\( d=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1510:A", "QuestionText": "Work out:\n\\[\n0.04 \\times 21\n\\]", "AnswerAText": "\\( 8.4 \\)", "AnswerBText": "\\( 8.04 \\)", "AnswerCText": "\\( 0.84 \\)", "AnswerDText": "\\( 0.084 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 8.4 \\)", "MisconceptionId": "2350", "MisconceptionName": "When multiplying a decimal less than 1 by an integer, gives an answer 10 times bigger than it should be", "prompt": "Misconception:\nWhen multiplying a decimal less than 1 by an integer, gives an answer 10 times bigger than it should be\n\nQuestion:\nWork out:\n\\[\n0.04 \\times 21\n\\]\n\nOptions:\nA. \\( 8.4 \\)\nB. \\( 8.04 \\)\nC. \\( 0.84 \\)\nD. \\( 0.084 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1510:B", "QuestionText": "Work out:\n\\[\n0.04 \\times 21\n\\]", "AnswerAText": "\\( 8.4 \\)", "AnswerBText": "\\( 8.04 \\)", "AnswerCText": "\\( 0.84 \\)", "AnswerDText": "\\( 0.084 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 8.04 \\)", "MisconceptionId": "2288", "MisconceptionName": "When multiplying decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.", "prompt": "Misconception:\nWhen multiplying decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.\n\nQuestion:\nWork out:\n\\[\n0.04 \\times 21\n\\]\n\nOptions:\nA. \\( 8.4 \\)\nB. \\( 8.04 \\)\nC. \\( 0.84 \\)\nD. \\( 0.084 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1510:D", "QuestionText": "Work out:\n\\[\n0.04 \\times 21\n\\]", "AnswerAText": "\\( 8.4 \\)", "AnswerBText": "\\( 8.04 \\)", "AnswerCText": "\\( 0.84 \\)", "AnswerDText": "\\( 0.084 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.084 \\)", "MisconceptionId": "1035", "MisconceptionName": "When multiplying a decimal less than 1 by an integer, gives an answer 10 times smaller than it should be", "prompt": "Misconception:\nWhen multiplying a decimal less than 1 by an integer, gives an answer 10 times smaller than it should be\n\nQuestion:\nWork out:\n\\[\n0.04 \\times 21\n\\]\n\nOptions:\nA. \\( 8.4 \\)\nB. \\( 8.04 \\)\nC. \\( 0.84 \\)\nD. \\( 0.084 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1511:B", "QuestionText": "Tom has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\nP \\text { for } 0 \\leq x<Q \\\\\n2.5 \\text { for } 2 \\leq x<4 \\\\\n1 \\text { for } 4 \\leq x \\leq 6\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and Q? ![The graph is three separate horizontal lines. It goes from (0,3.5) to (2, 3.5), then (2, 2.5) to (4, 2.5) and the last section is from (4, 1) to (6, 1)]()", "AnswerAText": "\\( \\begin{array}{c}P=3.5 \\\\ Q=2\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}P=2 \\\\ Q=3.5\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}P=0 \\\\ Q=2\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}P=0 \\\\ Q=3.5\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}P=2 \\\\ Q=3.5\\end{array} \\)", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nTom has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\nP \\text { for } 0 \\leq x<Q \\\\\n2.5 \\text { for } 2 \\leq x<4 \\\\\n1 \\text { for } 4 \\leq x \\leq 6\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and Q? ![The graph is three separate horizontal lines. It goes from (0,3.5) to (2, 3.5), then (2, 2.5) to (4, 2.5) and the last section is from (4, 1) to (6, 1)]()\n\nOptions:\nA. \\( \\begin{array}{c}P=3.5 \\\\ Q=2\\end{array} \\)\nB. \\( \\begin{array}{c}P=2 \\\\ Q=3.5\\end{array} \\)\nC. \\( \\begin{array}{l}P=0 \\\\ Q=2\\end{array} \\)\nD. \\( \\begin{array}{c}P=0 \\\\ Q=3.5\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1512:B", "QuestionText": "\\( \\sqrt{8^{2}}= \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 64 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 64 \\)", "MisconceptionId": "657", "MisconceptionName": "Has completed only one of the two operations.", "prompt": "Misconception:\nHas completed only one of the two operations.\n\nQuestion:\n\\( \\sqrt{8^{2}}= \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 64 \\)\nC. \\( 4 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1512:C", "QuestionText": "\\( \\sqrt{8^{2}}= \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 64 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( \\sqrt{8^{2}}= \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 64 \\)\nC. \\( 4 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1512:D", "QuestionText": "\\( \\sqrt{8^{2}}= \\)", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 64 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "2175", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling, and not square rooted", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling, and not square rooted\n\nQuestion:\n\\( \\sqrt{8^{2}}= \\)\n\nOptions:\nA. \\( 8 \\)\nB. \\( 64 \\)\nC. \\( 4 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1513:B", "QuestionText": "In a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?", "AnswerAText": "Chocolate", "AnswerBText": "Vanilla", "AnswerCText": "Lemon", "AnswerDText": "There is the same amount of each.", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Vanilla", "MisconceptionId": "684", "MisconceptionName": "Does not find a common denominator when comparing fractions", "prompt": "Misconception:\nDoes not find a common denominator when comparing fractions\n\nQuestion:\nIn a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?\n\nOptions:\nA. Chocolate\nB. Vanilla\nC. Lemon\nD. There is the same amount of each.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1513:C", "QuestionText": "In a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?", "AnswerAText": "Chocolate", "AnswerBText": "Vanilla", "AnswerCText": "Lemon", "AnswerDText": "There is the same amount of each.", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Lemon", "MisconceptionId": "684", "MisconceptionName": "Does not find a common denominator when comparing fractions", "prompt": "Misconception:\nDoes not find a common denominator when comparing fractions\n\nQuestion:\nIn a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?\n\nOptions:\nA. Chocolate\nB. Vanilla\nC. Lemon\nD. There is the same amount of each.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1513:D", "QuestionText": "In a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?", "AnswerAText": "Chocolate", "AnswerBText": "Vanilla", "AnswerCText": "Lemon", "AnswerDText": "There is the same amount of each.", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "There is the same amount of each.", "MisconceptionId": "684", "MisconceptionName": "Does not find a common denominator when comparing fractions", "prompt": "Misconception:\nDoes not find a common denominator when comparing fractions\n\nQuestion:\nIn a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?\n\nOptions:\nA. Chocolate\nB. Vanilla\nC. Lemon\nD. There is the same amount of each.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1514:A", "QuestionText": "Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nTom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1514:B", "QuestionText": "Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2092", "MisconceptionName": "Error finding percentage value after finding 1%", "prompt": "Misconception:\nError finding percentage value after finding 1%\n\nQuestion:\nTom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1514:C", "QuestionText": "Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nTom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1515:B", "QuestionText": "John walks from home at a constant speed to a bench, stops for a rest, and then runs home at a constant speed. Which of the following displacement \\( (d) \\) time \\( (t) \\) graphs is most likely to illustrate John's journey?", "AnswerAText": "![The graph has three sections.\nThe first section is a horizontal line, then a sloped line with negative gradient. The last section is a horizontal line.]()", "AnswerBText": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with steep, positive, uphill gradient, then a horizontal line. The third section is a sloped line with gentle, negative gradient that ends when it touches the horizontal axis.]()", "AnswerCText": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with positive, uphill gradient, then a horizontal line. The third section is another sloped line with a steeper positive gradient.]()", "AnswerDText": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with gentle, positive, uphill gradient, then a horizontal line. The third section is a sloped line with very steep negative gradient that ends when it touches the horizontal axis.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with steep, positive, uphill gradient, then a horizontal line. The third section is a sloped line with gentle, negative gradient that ends when it touches the horizontal axis.]()", "MisconceptionId": "601", "MisconceptionName": "Believes a less steep gradient corresponds to a faster speed", "prompt": "Misconception:\nBelieves a less steep gradient corresponds to a faster speed\n\nQuestion:\nJohn walks from home at a constant speed to a bench, stops for a rest, and then runs home at a constant speed. Which of the following displacement \\( (d) \\) time \\( (t) \\) graphs is most likely to illustrate John's journey?\n\nOptions:\nA. ![The graph has three sections.\nThe first section is a horizontal line, then a sloped line with negative gradient. The last section is a horizontal line.]()\nB. ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with steep, positive, uphill gradient, then a horizontal line. The third section is a sloped line with gentle, negative gradient that ends when it touches the horizontal axis.]()\nC. ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with positive, uphill gradient, then a horizontal line. The third section is another sloped line with a steeper positive gradient.]()\nD. ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with gentle, positive, uphill gradient, then a horizontal line. The third section is a sloped line with very steep negative gradient that ends when it touches the horizontal axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1515:C", "QuestionText": "John walks from home at a constant speed to a bench, stops for a rest, and then runs home at a constant speed. Which of the following displacement \\( (d) \\) time \\( (t) \\) graphs is most likely to illustrate John's journey?", "AnswerAText": "![The graph has three sections.\nThe first section is a horizontal line, then a sloped line with negative gradient. The last section is a horizontal line.]()", "AnswerBText": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with steep, positive, uphill gradient, then a horizontal line. The third section is a sloped line with gentle, negative gradient that ends when it touches the horizontal axis.]()", "AnswerCText": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with positive, uphill gradient, then a horizontal line. The third section is another sloped line with a steeper positive gradient.]()", "AnswerDText": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with gentle, positive, uphill gradient, then a horizontal line. The third section is a sloped line with very steep negative gradient that ends when it touches the horizontal axis.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with positive, uphill gradient, then a horizontal line. The third section is another sloped line with a steeper positive gradient.]()", "MisconceptionId": "211", "MisconceptionName": "Believes displacement continues to increase even when returning to starting point", "prompt": "Misconception:\nBelieves displacement continues to increase even when returning to starting point\n\nQuestion:\nJohn walks from home at a constant speed to a bench, stops for a rest, and then runs home at a constant speed. Which of the following displacement \\( (d) \\) time \\( (t) \\) graphs is most likely to illustrate John's journey?\n\nOptions:\nA. ![The graph has three sections.\nThe first section is a horizontal line, then a sloped line with negative gradient. The last section is a horizontal line.]()\nB. ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with steep, positive, uphill gradient, then a horizontal line. The third section is a sloped line with gentle, negative gradient that ends when it touches the horizontal axis.]()\nC. ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with positive, uphill gradient, then a horizontal line. The third section is another sloped line with a steeper positive gradient.]()\nD. ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with gentle, positive, uphill gradient, then a horizontal line. The third section is a sloped line with very steep negative gradient that ends when it touches the horizontal axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1516:A", "QuestionText": "How many millimetres in \\( 100 \\) kilometres?", "AnswerAText": "One hundred thousand", "AnswerBText": "One million", "AnswerCText": "One hundred million", "AnswerDText": "One billion", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "One hundred thousand", "MisconceptionId": "205", "MisconceptionName": "Thinks there are 1000mm in a km", "prompt": "Misconception:\nThinks there are 1000mm in a km\n\nQuestion:\nHow many millimetres in \\( 100 \\) kilometres?\n\nOptions:\nA. One hundred thousand\nB. One million\nC. One hundred million\nD. One billion\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1516:B", "QuestionText": "How many millimetres in \\( 100 \\) kilometres?", "AnswerAText": "One hundred thousand", "AnswerBText": "One million", "AnswerCText": "One hundred million", "AnswerDText": "One billion", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "One million", "MisconceptionId": "526", "MisconceptionName": "Thinks there are 10000mm in a km", "prompt": "Misconception:\nThinks there are 10000mm in a km\n\nQuestion:\nHow many millimetres in \\( 100 \\) kilometres?\n\nOptions:\nA. One hundred thousand\nB. One million\nC. One hundred million\nD. One billion\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1516:D", "QuestionText": "How many millimetres in \\( 100 \\) kilometres?", "AnswerAText": "One hundred thousand", "AnswerBText": "One million", "AnswerCText": "One hundred million", "AnswerDText": "One billion", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "One billion", "MisconceptionId": "2333", "MisconceptionName": "Thinks there are 10 million mm in 1 km", "prompt": "Misconception:\nThinks there are 10 million mm in 1 km\n\nQuestion:\nHow many millimetres in \\( 100 \\) kilometres?\n\nOptions:\nA. One hundred thousand\nB. One million\nC. One hundred million\nD. One billion\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1517:C", "QuestionText": "Which of the following is a correct simplification of: \\( 4 x^{2}+2 x-x \\)", "AnswerAText": "\\( 5 x^{3} \\)", "AnswerBText": "\\( 4 x^{2}+x \\)", "AnswerCText": "\\( 4 x^{2}+3 x \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4 x^{2}+3 x \\)", "MisconceptionId": "2046", "MisconceptionName": "When collecting like terms, treats subtractions as if they are additions", "prompt": "Misconception:\nWhen collecting like terms, treats subtractions as if they are additions\n\nQuestion:\nWhich of the following is a correct simplification of: \\( 4 x^{2}+2 x-x \\)\n\nOptions:\nA. \\( 5 x^{3} \\)\nB. \\( 4 x^{2}+x \\)\nC. \\( 4 x^{2}+3 x \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1518:A", "QuestionText": "Which is the correct net for this shape? ![A 3D image of a triangular prism]()", "AnswerAText": "![Net showing 3 rectangles and two triangles]()", "AnswerBText": "![\\( \\theta \\)]()", "AnswerCText": "![Net showing four triangles]()", "AnswerDText": "![None of the above]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![Net showing 3 rectangles and two triangles]()", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nWhich is the correct net for this shape? ![A 3D image of a triangular prism]()\n\nOptions:\nA. ![Net showing 3 rectangles and two triangles]()\nB. ![\\( \\theta \\)]()\nC. ![Net showing four triangles]()\nD. ![None of the above]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1518:B", "QuestionText": "Which is the correct net for this shape? ![A 3D image of a triangular prism]()", "AnswerAText": "![Net showing 3 rectangles and two triangles]()", "AnswerBText": "![\\( \\theta \\)]()", "AnswerCText": "![Net showing four triangles]()", "AnswerDText": "![None of the above]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![\\( \\theta \\)]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich is the correct net for this shape? ![A 3D image of a triangular prism]()\n\nOptions:\nA. ![Net showing 3 rectangles and two triangles]()\nB. ![\\( \\theta \\)]()\nC. ![Net showing four triangles]()\nD. ![None of the above]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1518:D", "QuestionText": "Which is the correct net for this shape? ![A 3D image of a triangular prism]()", "AnswerAText": "![Net showing 3 rectangles and two triangles]()", "AnswerBText": "![\\( \\theta \\)]()", "AnswerCText": "![Net showing four triangles]()", "AnswerDText": "![None of the above]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![None of the above]()", "MisconceptionId": "690", "MisconceptionName": "Struggles to visualise nets of 3D shapes", "prompt": "Misconception:\nStruggles to visualise nets of 3D shapes\n\nQuestion:\nWhich is the correct net for this shape? ![A 3D image of a triangular prism]()\n\nOptions:\nA. ![Net showing 3 rectangles and two triangles]()\nB. ![\\( \\theta \\)]()\nC. ![Net showing four triangles]()\nD. ![None of the above]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1519:C", "QuestionText": "Tom and Katie are discussing this sequence. ![3 consecutive patterns of a sequence are shown. The first pattern is a green triangle inside a square shape that is made from 4 separate red sticks. The second term is Pattern 1 but with 1 more green triangle and 3 more red sticks so that the 2 triangles are enclosed by squares made from red sticks. The third term is Pattern 2 but with 1 more green triangle and 3 more red sticks so that the 3 triangles are enclosed by squares made from red sticks.]() Tom says the number of triangles in the \\( 6^{\\text {th }} \\) term will be \ndouble the number of triangles in the \\( 3^{\\text {rd }} \\) term.\n\nKatie says the number of sticks in the \\( 6^{\\text {th }} \\) term will be \ndouble the number of sticks in the \\( 3^{\\text {rd }} \\) term.\n\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2386", "MisconceptionName": "Believes there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term", "prompt": "Misconception:\nBelieves there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term\n\nQuestion:\nTom and Katie are discussing this sequence. ![3 consecutive patterns of a sequence are shown. The first pattern is a green triangle inside a square shape that is made from 4 separate red sticks. The second term is Pattern 1 but with 1 more green triangle and 3 more red sticks so that the 2 triangles are enclosed by squares made from red sticks. The third term is Pattern 2 but with 1 more green triangle and 3 more red sticks so that the 3 triangles are enclosed by squares made from red sticks.]() Tom says the number of triangles in the \\( 6^{\\text {th }} \\) term will be \ndouble the number of triangles in the \\( 3^{\\text {rd }} \\) term.\n\nKatie says the number of sticks in the \\( 6^{\\text {th }} \\) term will be \ndouble the number of sticks in the \\( 3^{\\text {rd }} \\) term.\n\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1520:A", "QuestionText": "What transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)", "AnswerAText": "Reflection in the line\n\\[\ny=x\n\\]", "AnswerBText": "Reflection in the line\n\\[\ny=-x\n\\]", "AnswerCText": "Reflection in the\n\\[\nx \\text {-axis }\n\\]", "AnswerDText": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Reflection in the line\n\\[\ny=x\n\\]", "MisconceptionId": "47", "MisconceptionName": "Believes y=-f(x) is a reflection in y=x", "prompt": "Misconception:\nBelieves y=-f(x) is a reflection in y=x\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)\n\nOptions:\nA. Reflection in the line\n\\[\ny=x\n\\]\nB. Reflection in the line\n\\[\ny=-x\n\\]\nC. Reflection in the\n\\[\nx \\text {-axis }\n\\]\nD. Reflection in the\n\\[\ny \\text {-axis }\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1520:B", "QuestionText": "What transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)", "AnswerAText": "Reflection in the line\n\\[\ny=x\n\\]", "AnswerBText": "Reflection in the line\n\\[\ny=-x\n\\]", "AnswerCText": "Reflection in the\n\\[\nx \\text {-axis }\n\\]", "AnswerDText": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Reflection in the line\n\\[\ny=-x\n\\]", "MisconceptionId": "1303", "MisconceptionName": "Believes y=-f(x) is a reflection in y=-x", "prompt": "Misconception:\nBelieves y=-f(x) is a reflection in y=-x\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)\n\nOptions:\nA. Reflection in the line\n\\[\ny=x\n\\]\nB. Reflection in the line\n\\[\ny=-x\n\\]\nC. Reflection in the\n\\[\nx \\text {-axis }\n\\]\nD. Reflection in the\n\\[\ny \\text {-axis }\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1520:D", "QuestionText": "What transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)", "AnswerAText": "Reflection in the line\n\\[\ny=x\n\\]", "AnswerBText": "Reflection in the line\n\\[\ny=-x\n\\]", "AnswerCText": "Reflection in the\n\\[\nx \\text {-axis }\n\\]", "AnswerDText": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Reflection in the\n\\[\ny \\text {-axis }\n\\]", "MisconceptionId": "594", "MisconceptionName": "Believes y=-f(x) is a reflection in the y-axis", "prompt": "Misconception:\nBelieves y=-f(x) is a reflection in the y-axis\n\nQuestion:\nWhat transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)\n\nOptions:\nA. Reflection in the line\n\\[\ny=x\n\\]\nB. Reflection in the line\n\\[\ny=-x\n\\]\nC. Reflection in the\n\\[\nx \\text {-axis }\n\\]\nD. Reflection in the\n\\[\ny \\text {-axis }\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1521:A", "QuestionText": "What length replaces the \\( \\color{green}\\bigstar \\) ? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is x+4. The left full height is 5, the partial height on the right is 3. There is a green star on the left partial width at the bottom of the diagram.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 x \\)", "AnswerCText": "\\( 4 x+16 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2504", "MisconceptionName": "Does not realise that two letters together, or a number and letter together, are multiplying", "prompt": "Misconception:\nDoes not realise that two letters together, or a number and letter together, are multiplying\n\nQuestion:\nWhat length replaces the \\( \\color{green}\\bigstar \\) ? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is x+4. The left full height is 5, the partial height on the right is 3. There is a green star on the left partial width at the bottom of the diagram.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 x \\)\nC. \\( 4 x+16 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1521:D", "QuestionText": "What length replaces the \\( \\color{green}\\bigstar \\) ? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is x+4. The left full height is 5, the partial height on the right is 3. There is a green star on the left partial width at the bottom of the diagram.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 x \\)", "AnswerCText": "\\( 4 x+16 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat length replaces the \\( \\color{green}\\bigstar \\) ? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is x+4. The left full height is 5, the partial height on the right is 3. There is a green star on the left partial width at the bottom of the diagram.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 x \\)\nC. \\( 4 x+16 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1522:A", "QuestionText": "![A bar chart with blue bars. The x-axis is labelled with fruits and the y-axis is titled \"Number of Children\" and its scale is from 0 to 60 in steps of 10. The bars represent the following numbers of children: Banana, 20; Apple, 40; Kiwi Fruits, 50; Orange, 30; Pineapple, 25.]() Which of the following statements is true?", "AnswerAText": "Banana is the most popular fruit", "AnswerBText": "Only pineapple is liked less than oranges", "AnswerCText": "Kiwi is the most popular fruit", "AnswerDText": "Apple is the third most popular fruit", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Banana is the most popular fruit", "MisconceptionId": "1118", "MisconceptionName": "Thinks the smallest bar in a bar chart is the mode", "prompt": "Misconception:\nThinks the smallest bar in a bar chart is the mode\n\nQuestion:\n![A bar chart with blue bars. The x-axis is labelled with fruits and the y-axis is titled \"Number of Children\" and its scale is from 0 to 60 in steps of 10. The bars represent the following numbers of children: Banana, 20; Apple, 40; Kiwi Fruits, 50; Orange, 30; Pineapple, 25.]() Which of the following statements is true?\n\nOptions:\nA. Banana is the most popular fruit\nB. Only pineapple is liked less than oranges\nC. Kiwi is the most popular fruit\nD. Apple is the third most popular fruit\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1523:A", "QuestionText": "Tom and Katie are discussing whether simultaneous equations are in an appropriate form to be added or subtracted, or whether they need transforming first. Tom says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n5 x+3 y=18\n\\end{array}\n\\) Katie says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n2 x+y=4\n\\end{array}\n\\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1146", "MisconceptionName": "When solving simultaneous equations, believes the terms must be of opposite signs in order to be eliminated.", "prompt": "Misconception:\nWhen solving simultaneous equations, believes the terms must be of opposite signs in order to be eliminated.\n\nQuestion:\nTom and Katie are discussing whether simultaneous equations are in an appropriate form to be added or subtracted, or whether they need transforming first. Tom says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n5 x+3 y=18\n\\end{array}\n\\) Katie says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n2 x+y=4\n\\end{array}\n\\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1523:B", "QuestionText": "Tom and Katie are discussing whether simultaneous equations are in an appropriate form to be added or subtracted, or whether they need transforming first. Tom says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n5 x+3 y=18\n\\end{array}\n\\) Katie says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n2 x+y=4\n\\end{array}\n\\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "370", "MisconceptionName": "When solving simultaneous equations, believes the terms must have the same sign in order to be eliminated.", "prompt": "Misconception:\nWhen solving simultaneous equations, believes the terms must have the same sign in order to be eliminated.\n\nQuestion:\nTom and Katie are discussing whether simultaneous equations are in an appropriate form to be added or subtracted, or whether they need transforming first. Tom says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n5 x+3 y=18\n\\end{array}\n\\) Katie says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n2 x+y=4\n\\end{array}\n\\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1524:C", "QuestionText": "\\( p \\) increases slowly at first, then quickly, then slowly again\nWhich of the following sketches best shows this?", "AnswerAText": "![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards, gradually getting more steep as you move right.]()", "AnswerBText": "![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off.]()", "AnswerCText": "![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()", "AnswerDText": "![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()", "MisconceptionId": "601", "MisconceptionName": "Believes a less steep gradient corresponds to a faster speed", "prompt": "Misconception:\nBelieves a less steep gradient corresponds to a faster speed\n\nQuestion:\n\\( p \\) increases slowly at first, then quickly, then slowly again\nWhich of the following sketches best shows this?\n\nOptions:\nA. ![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards, gradually getting more steep as you move right.]()\nB. ![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off.]()\nC. ![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()\nD. ![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1525:D", "QuestionText": "When \\( x^{2}-x-12 \\) is factorised, what will appear in the box below ![\\( (x+3) \\)]()", "AnswerAText": "\\( (x+9) \\)", "AnswerBText": "\\( (x-4) \\)", "AnswerCText": "\\( (x+4) \\)", "AnswerDText": "\\( (x-15) \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( (x-15) \\)", "MisconceptionId": "2256", "MisconceptionName": "Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets", "prompt": "Misconception:\nBelieves the constant in an expanded quadratic comes from adding the two numbers in the brackets\n\nQuestion:\nWhen \\( x^{2}-x-12 \\) is factorised, what will appear in the box below ![\\( (x+3) \\)]()\n\nOptions:\nA. \\( (x+9) \\)\nB. \\( (x-4) \\)\nC. \\( (x+4) \\)\nD. \\( (x-15) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1526:A", "QuestionText": "The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()", "AnswerAText": "\\( \\frac{11}{35} \\)", "AnswerBText": "\\( \\frac{31}{35} \\)", "AnswerCText": "\\( \\frac{5}{12} \\)", "AnswerDText": "\\( \\frac{5}{35} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{11}{35} \\)", "MisconceptionId": "234", "MisconceptionName": "Subtracts instead of adds", "prompt": "Misconception:\nSubtracts instead of adds\n\nQuestion:\nThe fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()\n\nOptions:\nA. \\( \\frac{11}{35} \\)\nB. \\( \\frac{31}{35} \\)\nC. \\( \\frac{5}{12} \\)\nD. \\( \\frac{5}{35} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1526:C", "QuestionText": "The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()", "AnswerAText": "\\( \\frac{11}{35} \\)", "AnswerBText": "\\( \\frac{31}{35} \\)", "AnswerCText": "\\( \\frac{5}{12} \\)", "AnswerDText": "\\( \\frac{5}{35} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{5}{12} \\)", "MisconceptionId": "217", "MisconceptionName": "When adding fractions, adds the numerators and denominators", "prompt": "Misconception:\nWhen adding fractions, adds the numerators and denominators\n\nQuestion:\nThe fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()\n\nOptions:\nA. \\( \\frac{11}{35} \\)\nB. \\( \\frac{31}{35} \\)\nC. \\( \\frac{5}{12} \\)\nD. \\( \\frac{5}{35} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1526:D", "QuestionText": "The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()", "AnswerAText": "\\( \\frac{11}{35} \\)", "AnswerBText": "\\( \\frac{31}{35} \\)", "AnswerCText": "\\( \\frac{5}{12} \\)", "AnswerDText": "\\( \\frac{5}{35} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{5}{35} \\)", "MisconceptionId": "2234", "MisconceptionName": "Forgets to change the numerators when finding equivalent fractions", "prompt": "Misconception:\nForgets to change the numerators when finding equivalent fractions\n\nQuestion:\nThe fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()\n\nOptions:\nA. \\( \\frac{11}{35} \\)\nB. \\( \\frac{31}{35} \\)\nC. \\( \\frac{5}{12} \\)\nD. \\( \\frac{5}{35} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1527:A", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it.  The marked angle is between the lines EG and GH.]()", "AnswerAText": "EGCE", "AnswerBText": "HCE", "AnswerCText": "\\( \\mathrm{EGH} \\)", "AnswerDText": "CGE", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "EGCE", "MisconceptionId": "33", "MisconceptionName": "Uses more than 3 letters to describe an angle", "prompt": "Misconception:\nUses more than 3 letters to describe an angle\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it.  The marked angle is between the lines EG and GH.]()\n\nOptions:\nA. EGCE\nB. HCE\nC. \\( \\mathrm{EGH} \\)\nD. CGE\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1527:B", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it.  The marked angle is between the lines EG and GH.]()", "AnswerAText": "EGCE", "AnswerBText": "HCE", "AnswerCText": "\\( \\mathrm{EGH} \\)", "AnswerDText": "CGE", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "HCE", "MisconceptionId": "1942", "MisconceptionName": "Chooses the wrong 3 letters to describe an angle", "prompt": "Misconception:\nChooses the wrong 3 letters to describe an angle\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it.  The marked angle is between the lines EG and GH.]()\n\nOptions:\nA. EGCE\nB. HCE\nC. \\( \\mathrm{EGH} \\)\nD. CGE\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1527:D", "QuestionText": "Which of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it.  The marked angle is between the lines EG and GH.]()", "AnswerAText": "EGCE", "AnswerBText": "HCE", "AnswerCText": "\\( \\mathrm{EGH} \\)", "AnswerDText": "CGE", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "CGE", "MisconceptionId": "1942", "MisconceptionName": "Chooses the wrong 3 letters to describe an angle", "prompt": "Misconception:\nChooses the wrong 3 letters to describe an angle\n\nQuestion:\nWhich of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it.  The marked angle is between the lines EG and GH.]()\n\nOptions:\nA. EGCE\nB. HCE\nC. \\( \\mathrm{EGH} \\)\nD. CGE\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1528:B", "QuestionText": "Simplify the following by collecting like terms.\n\\[\n10 t-4 h-15 t+4 h\n\\]", "AnswerAText": "\\( -5 t \\)", "AnswerBText": "\\( 0-5 t \\)", "AnswerCText": "\\( 0 h-5 t \\)", "AnswerDText": "\\( h-5 t \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0-5 t \\)", "MisconceptionId": "2148", "MisconceptionName": "When simplifying, thinks they write 0 in front of a negative number in the final answer, instead of just writing the negative number", "prompt": "Misconception:\nWhen simplifying, thinks they write 0 in front of a negative number in the final answer, instead of just writing the negative number\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\n10 t-4 h-15 t+4 h\n\\]\n\nOptions:\nA. \\( -5 t \\)\nB. \\( 0-5 t \\)\nC. \\( 0 h-5 t \\)\nD. \\( h-5 t \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1528:D", "QuestionText": "Simplify the following by collecting like terms.\n\\[\n10 t-4 h-15 t+4 h\n\\]", "AnswerAText": "\\( -5 t \\)", "AnswerBText": "\\( 0-5 t \\)", "AnswerCText": "\\( 0 h-5 t \\)", "AnswerDText": "\\( h-5 t \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( h-5 t \\)", "MisconceptionId": "528", "MisconceptionName": "Does not think that a variable with no coefficient has a coefficient of 1.", "prompt": "Misconception:\nDoes not think that a variable with no coefficient has a coefficient of 1.\n\nQuestion:\nSimplify the following by collecting like terms.\n\\[\n10 t-4 h-15 t+4 h\n\\]\n\nOptions:\nA. \\( -5 t \\)\nB. \\( 0-5 t \\)\nC. \\( 0 h-5 t \\)\nD. \\( h-5 t \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1529:A", "QuestionText": "\\( 0.4-\\frac{1}{5} \\times 3= \\)", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.6 \\)", "AnswerCText": "\\( -0.2 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\n\\( 0.4-\\frac{1}{5} \\times 3= \\)\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.6 \\)\nC. \\( -0.2 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1529:B", "QuestionText": "\\( 0.4-\\frac{1}{5} \\times 3= \\)", "AnswerAText": "\\( 0.2 \\)", "AnswerBText": "\\( 0.6 \\)", "AnswerCText": "\\( -0.2 \\)", "AnswerDText": "\\( 0.06 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.6 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( 0.4-\\frac{1}{5} \\times 3= \\)\n\nOptions:\nA. \\( 0.2 \\)\nB. \\( 0.6 \\)\nC. \\( -0.2 \\)\nD. \\( 0.06 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1530:B", "QuestionText": "What is the answer to \\( 4 c \\times 5 d \\) ?", "AnswerAText": "\\( 20 c d \\)", "AnswerBText": "\\( 45 c d \\)", "AnswerCText": "\\( 20 c d^{2} \\)", "AnswerDText": "\\( 9 c d \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 45 c d \\)", "MisconceptionId": "261", "MisconceptionName": "When multiplying just writes the numbers next to each other", "prompt": "Misconception:\nWhen multiplying just writes the numbers next to each other\n\nQuestion:\nWhat is the answer to \\( 4 c \\times 5 d \\) ?\n\nOptions:\nA. \\( 20 c d \\)\nB. \\( 45 c d \\)\nC. \\( 20 c d^{2} \\)\nD. \\( 9 c d \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1530:C", "QuestionText": "What is the answer to \\( 4 c \\times 5 d \\) ?", "AnswerAText": "\\( 20 c d \\)", "AnswerBText": "\\( 45 c d \\)", "AnswerCText": "\\( 20 c d^{2} \\)", "AnswerDText": "\\( 9 c d \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 20 c d^{2} \\)", "MisconceptionId": "1172", "MisconceptionName": "Thinks any 2 values multiplied together can be denoted with a squared symbol", "prompt": "Misconception:\nThinks any 2 values multiplied together can be denoted with a squared symbol\n\nQuestion:\nWhat is the answer to \\( 4 c \\times 5 d \\) ?\n\nOptions:\nA. \\( 20 c d \\)\nB. \\( 45 c d \\)\nC. \\( 20 c d^{2} \\)\nD. \\( 9 c d \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1530:D", "QuestionText": "What is the answer to \\( 4 c \\times 5 d \\) ?", "AnswerAText": "\\( 20 c d \\)", "AnswerBText": "\\( 45 c d \\)", "AnswerCText": "\\( 20 c d^{2} \\)", "AnswerDText": "\\( 9 c d \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 9 c d \\)", "MisconceptionId": "2085", "MisconceptionName": "Adds instead of multiplies when multiplying algebraic terms", "prompt": "Misconception:\nAdds instead of multiplies when multiplying algebraic terms\n\nQuestion:\nWhat is the answer to \\( 4 c \\times 5 d \\) ?\n\nOptions:\nA. \\( 20 c d \\)\nB. \\( 45 c d \\)\nC. \\( 20 c d^{2} \\)\nD. \\( 9 c d \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1531:A", "QuestionText": "These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()", "AnswerAText": "\\( 3.75 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4.5 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3.75 \\mathrm{~cm} \\)", "MisconceptionId": "1956", "MisconceptionName": "Doubles side length for similar shape instead of using correct scale factor", "prompt": "Misconception:\nDoubles side length for similar shape instead of using correct scale factor\n\nQuestion:\nThese two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()\n\nOptions:\nA. \\( 3.75 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 4.5 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1531:C", "QuestionText": "These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()", "AnswerAText": "\\( 3.75 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4.5 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4.5 \\mathrm{~cm} \\)", "MisconceptionId": "912", "MisconceptionName": "Thinks adding the same value to each side makes shapes similar", "prompt": "Misconception:\nThinks adding the same value to each side makes shapes similar\n\nQuestion:\nThese two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()\n\nOptions:\nA. \\( 3.75 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 4.5 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1531:D", "QuestionText": "These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()", "AnswerAText": "\\( 3.75 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 4.5 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2555", "MisconceptionName": "Does not understand how to find a scale factor", "prompt": "Misconception:\nDoes not understand how to find a scale factor\n\nQuestion:\nThese two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()\n\nOptions:\nA. \\( 3.75 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 4.5 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1532:A", "QuestionText": "This is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8.  66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?", "AnswerAText": "\\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8.  66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?\n\nOptions:\nA. \\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)\nB. \\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\end{array} \\)\nC. \\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)\nD. \\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1532:C", "QuestionText": "This is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8.  66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?", "AnswerAText": "\\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8.  66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?\n\nOptions:\nA. \\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)\nB. \\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\end{array} \\)\nC. \\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)\nD. \\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1532:D", "QuestionText": "This is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8.  66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?", "AnswerAText": "\\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)", "MisconceptionId": "2438", "MisconceptionName": "Does not copy a given method accurately", "prompt": "Misconception:\nDoes not copy a given method accurately\n\nQuestion:\nThis is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8.  66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?\n\nOptions:\nA. \\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)\nB. \\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\end{array} \\)\nC. \\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)\nD. \\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1533:B", "QuestionText": "Natalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()", "AnswerAText": "\\( \\sqrt{146} \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( \\sqrt{32} \\)", "AnswerDText": "\\( \\sqrt{96} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 55 \\)", "MisconceptionId": "1658", "MisconceptionName": "Does not link Pythagoras Theorem to finding distance between two points", "prompt": "Misconception:\nDoes not link Pythagoras Theorem to finding distance between two points\n\nQuestion:\nNatalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()\n\nOptions:\nA. \\( \\sqrt{146} \\)\nB. \\( 55 \\)\nC. \\( \\sqrt{32} \\)\nD. \\( \\sqrt{96} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1533:C", "QuestionText": "Natalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()", "AnswerAText": "\\( \\sqrt{146} \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( \\sqrt{32} \\)", "AnswerDText": "\\( \\sqrt{96} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\sqrt{32} \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nNatalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()\n\nOptions:\nA. \\( \\sqrt{146} \\)\nB. \\( 55 \\)\nC. \\( \\sqrt{32} \\)\nD. \\( \\sqrt{96} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1533:D", "QuestionText": "Natalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()", "AnswerAText": "\\( \\sqrt{146} \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( \\sqrt{32} \\)", "AnswerDText": "\\( \\sqrt{96} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\sqrt{96} \\)", "MisconceptionId": "2517", "MisconceptionName": "Does not rearrange the Pythagoras' Theorem formula accurately", "prompt": "Misconception:\nDoes not rearrange the Pythagoras' Theorem formula accurately\n\nQuestion:\nNatalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()\n\nOptions:\nA. \\( \\sqrt{146} \\)\nB. \\( 55 \\)\nC. \\( \\sqrt{32} \\)\nD. \\( \\sqrt{96} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1534:C", "QuestionText": "When using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 771, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 0 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "339", "MisconceptionName": "When dividing, ignores any remainders", "prompt": "Misconception:\nWhen dividing, ignores any remainders\n\nQuestion:\nWhen using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 771, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()\n\nOptions:\nA. \\( 7 \\)\nB. \\( 2 \\)\nC. \\( 0 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1535:A", "QuestionText": "An angle measures \\( 192^{\\degree} \\).\nThis means it is...", "AnswerAText": "Acute", "AnswerBText": "Obtuse", "AnswerCText": "Reflex", "AnswerDText": "A right angle", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Acute", "MisconceptionId": "1202", "MisconceptionName": "Does not understand that an acute angle is between 0 and 90 degrees", "prompt": "Misconception:\nDoes not understand that an acute angle is between 0 and 90 degrees\n\nQuestion:\nAn angle measures \\( 192^{\\degree} \\).\nThis means it is...\n\nOptions:\nA. Acute\nB. Obtuse\nC. Reflex\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1535:B", "QuestionText": "An angle measures \\( 192^{\\degree} \\).\nThis means it is...", "AnswerAText": "Acute", "AnswerBText": "Obtuse", "AnswerCText": "Reflex", "AnswerDText": "A right angle", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Obtuse", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nAn angle measures \\( 192^{\\degree} \\).\nThis means it is...\n\nOptions:\nA. Acute\nB. Obtuse\nC. Reflex\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1535:D", "QuestionText": "An angle measures \\( 192^{\\degree} \\).\nThis means it is...", "AnswerAText": "Acute", "AnswerBText": "Obtuse", "AnswerCText": "Reflex", "AnswerDText": "A right angle", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "A right angle", "MisconceptionId": "219", "MisconceptionName": "Does not know that a right angle is 90 degrees", "prompt": "Misconception:\nDoes not know that a right angle is 90 degrees\n\nQuestion:\nAn angle measures \\( 192^{\\degree} \\).\nThis means it is...\n\nOptions:\nA. Acute\nB. Obtuse\nC. Reflex\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1536:A", "QuestionText": "What is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "631", "MisconceptionName": "When calculating the mean from a list of data, adds up the numbers but does not divide", "prompt": "Misconception:\nWhen calculating the mean from a list of data, adds up the numbers but does not divide\n\nQuestion:\nWhat is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]\n\nOptions:\nA. \\( 20 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1536:C", "QuestionText": "What is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2457", "MisconceptionName": "When asked for the mean of a list of data, gives the median", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the median\n\nQuestion:\nWhat is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]\n\nOptions:\nA. \\( 20 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1536:D", "QuestionText": "What is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "377", "MisconceptionName": "When asked for the mean of a list of data, gives the mode", "prompt": "Misconception:\nWhen asked for the mean of a list of data, gives the mode\n\nQuestion:\nWhat is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]\n\nOptions:\nA. \\( 20 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1537:B", "QuestionText": "Tom and Katie are discussing how to order decimals\nTom says \\( 0.06 \\) is greater than \\( 0.006 \\)\nKatie says \\( 0.5 \\) is greater than \\( 0.6087 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2237", "MisconceptionName": "Thinks the more digits a number has the greater it is, regardless of place value", "prompt": "Misconception:\nThinks the more digits a number has the greater it is, regardless of place value\n\nQuestion:\nTom and Katie are discussing how to order decimals\nTom says \\( 0.06 \\) is greater than \\( 0.006 \\)\nKatie says \\( 0.5 \\) is greater than \\( 0.6087 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1537:D", "QuestionText": "Tom and Katie are discussing how to order decimals\nTom says \\( 0.06 \\) is greater than \\( 0.006 \\)\nKatie says \\( 0.5 \\) is greater than \\( 0.6087 \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1365", "MisconceptionName": "When ordering integers, orders from the digits at the end of the number instead of the digits at the start", "prompt": "Misconception:\nWhen ordering integers, orders from the digits at the end of the number instead of the digits at the start\n\nQuestion:\nTom and Katie are discussing how to order decimals\nTom says \\( 0.06 \\) is greater than \\( 0.006 \\)\nKatie says \\( 0.5 \\) is greater than \\( 0.6087 \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1538:A", "QuestionText": "What is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2345", "MisconceptionName": "Counts half-squares as full squares when calculating area on a square grid", "prompt": "Misconception:\nCounts half-squares as full squares when calculating area on a square grid\n\nQuestion:\nWhat is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()\n\nOptions:\nA. \\( 12 \\)\nB. \\( 8 \\)\nC. \\( 9 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1538:B", "QuestionText": "What is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "584", "MisconceptionName": "Underestimates the area of shapes when counting squares when some squares are neither wholes nor halves", "prompt": "Misconception:\nUnderestimates the area of shapes when counting squares when some squares are neither wholes nor halves\n\nQuestion:\nWhat is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()\n\nOptions:\nA. \\( 12 \\)\nB. \\( 8 \\)\nC. \\( 9 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1538:D", "QuestionText": "What is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1996", "MisconceptionName": "Only includes fully shaded squares when counting area", "prompt": "Misconception:\nOnly includes fully shaded squares when counting area\n\nQuestion:\nWhat is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()\n\nOptions:\nA. \\( 12 \\)\nB. \\( 8 \\)\nC. \\( 9 \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1539:A", "QuestionText": "People from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?", "AnswerAText": "Fish are the least preferred food from the list", "AnswerBText": "\\( 25 \\% \\) of the people picked fish as their favourite food", "AnswerCText": "Lamb is the most preferred food from the list", "AnswerDText": "\\( 90 \\% \\) of the people prefer fish", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Fish are the least preferred food from the list", "MisconceptionId": "603", "MisconceptionName": "Believes you can make assumptions about size of pie chart sectors without enough information", "prompt": "Misconception:\nBelieves you can make assumptions about size of pie chart sectors without enough information\n\nQuestion:\nPeople from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?\n\nOptions:\nA. Fish are the least preferred food from the list\nB. \\( 25 \\% \\) of the people picked fish as their favourite food\nC. Lamb is the most preferred food from the list\nD. \\( 90 \\% \\) of the people prefer fish\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1539:C", "QuestionText": "People from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?", "AnswerAText": "Fish are the least preferred food from the list", "AnswerBText": "\\( 25 \\% \\) of the people picked fish as their favourite food", "AnswerCText": "Lamb is the most preferred food from the list", "AnswerDText": "\\( 90 \\% \\) of the people prefer fish", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Lamb is the most preferred food from the list", "MisconceptionId": "603", "MisconceptionName": "Believes you can make assumptions about size of pie chart sectors without enough information", "prompt": "Misconception:\nBelieves you can make assumptions about size of pie chart sectors without enough information\n\nQuestion:\nPeople from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?\n\nOptions:\nA. Fish are the least preferred food from the list\nB. \\( 25 \\% \\) of the people picked fish as their favourite food\nC. Lamb is the most preferred food from the list\nD. \\( 90 \\% \\) of the people prefer fish\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1539:D", "QuestionText": "People from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?", "AnswerAText": "Fish are the least preferred food from the list", "AnswerBText": "\\( 25 \\% \\) of the people picked fish as their favourite food", "AnswerCText": "Lamb is the most preferred food from the list", "AnswerDText": "\\( 90 \\% \\) of the people prefer fish", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 90 \\% \\) of the people prefer fish", "MisconceptionId": "248", "MisconceptionName": "Believes a pie chart makes 360% not 360 degrees", "prompt": "Misconception:\nBelieves a pie chart makes 360% not 360 degrees\n\nQuestion:\nPeople from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?\n\nOptions:\nA. Fish are the least preferred food from the list\nB. \\( 25 \\% \\) of the people picked fish as their favourite food\nC. Lamb is the most preferred food from the list\nD. \\( 90 \\% \\) of the people prefer fish\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1540:A", "QuestionText": "This is part of a table of values for\n\\[y=x^{2} -2 x+1\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -1 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -2 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nThis is part of a table of values for\n\\[y=x^{2} -2 x+1\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -1 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -2 \\)\nB. \\( 4 \\)\nC. \\( 2 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1540:C", "QuestionText": "This is part of a table of values for\n\\[y=x^{2} -2 x+1\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -1 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -2 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "82", "MisconceptionName": "Believes the square of a negative will also be negative", "prompt": "Misconception:\nBelieves the square of a negative will also be negative\n\nQuestion:\nThis is part of a table of values for\n\\[y=x^{2} -2 x+1\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -1 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -2 \\)\nB. \\( 4 \\)\nC. \\( 2 \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1541:A", "QuestionText": "One of these quadratic equations will give exactly one solution.\nWhich one?", "AnswerAText": "\\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)", "AnswerBText": "\\( \\frac{-3 \\pm \\sqrt{0}}{5} \\)", "AnswerCText": "\\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)", "AnswerDText": "\\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)", "MisconceptionId": "2577", "MisconceptionName": "Does not think a square root can be negative", "prompt": "Misconception:\nDoes not think a square root can be negative\n\nQuestion:\nOne of these quadratic equations will give exactly one solution.\nWhich one?\n\nOptions:\nA. \\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)\nB. \\( \\frac{-3 \\pm \\sqrt{0}}{5} \\)\nC. \\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)\nD. \\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1541:C", "QuestionText": "One of these quadratic equations will give exactly one solution.\nWhich one?", "AnswerAText": "\\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)", "AnswerBText": "\\( \\frac{-3 \\pm \\sqrt{0}}{5} \\)", "AnswerCText": "\\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)", "AnswerDText": "\\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)", "MisconceptionId": "1487", "MisconceptionName": "Believes you can square root a negative number", "prompt": "Misconception:\nBelieves you can square root a negative number\n\nQuestion:\nOne of these quadratic equations will give exactly one solution.\nWhich one?\n\nOptions:\nA. \\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)\nB. \\( \\frac{-3 \\pm \\sqrt{0}}{5} \\)\nC. \\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)\nD. \\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1541:D", "QuestionText": "One of these quadratic equations will give exactly one solution.\nWhich one?", "AnswerAText": "\\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)", "AnswerBText": "\\( \\frac{-3 \\pm \\sqrt{0}}{5} \\)", "AnswerCText": "\\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)", "AnswerDText": "\\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)", "MisconceptionId": "2577", "MisconceptionName": "Does not think a square root can be negative", "prompt": "Misconception:\nDoes not think a square root can be negative\n\nQuestion:\nOne of these quadratic equations will give exactly one solution.\nWhich one?\n\nOptions:\nA. \\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)\nB. \\( \\frac{-3 \\pm \\sqrt{0}}{5} \\)\nC. \\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)\nD. \\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1542:A", "QuestionText": "To calculate \\( 47^{2} \\) you need to do...", "AnswerAText": "\\( 47 \\div 2 \\)", "AnswerBText": "\\( 47 \\times 47 \\)", "AnswerCText": "\\( 47+2 \\)", "AnswerDText": "\\( 47 \\times 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 47 \\div 2 \\)", "MisconceptionId": "960", "MisconceptionName": "Divides by the index", "prompt": "Misconception:\nDivides by the index\n\nQuestion:\nTo calculate \\( 47^{2} \\) you need to do...\n\nOptions:\nA. \\( 47 \\div 2 \\)\nB. \\( 47 \\times 47 \\)\nC. \\( 47+2 \\)\nD. \\( 47 \\times 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1542:C", "QuestionText": "To calculate \\( 47^{2} \\) you need to do...", "AnswerAText": "\\( 47 \\div 2 \\)", "AnswerBText": "\\( 47 \\times 47 \\)", "AnswerCText": "\\( 47+2 \\)", "AnswerDText": "\\( 47 \\times 2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 47+2 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\nTo calculate \\( 47^{2} \\) you need to do...\n\nOptions:\nA. \\( 47 \\div 2 \\)\nB. \\( 47 \\times 47 \\)\nC. \\( 47+2 \\)\nD. \\( 47 \\times 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1542:D", "QuestionText": "To calculate \\( 47^{2} \\) you need to do...", "AnswerAText": "\\( 47 \\div 2 \\)", "AnswerBText": "\\( 47 \\times 47 \\)", "AnswerCText": "\\( 47+2 \\)", "AnswerDText": "\\( 47 \\times 2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 47 \\times 2 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nTo calculate \\( 47^{2} \\) you need to do...\n\nOptions:\nA. \\( 47 \\div 2 \\)\nB. \\( 47 \\times 47 \\)\nC. \\( 47+2 \\)\nD. \\( 47 \\times 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1543:B", "QuestionText": "What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure.  The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()", "AnswerAText": "\\( 118 \\mathrm{~m} \\)", "AnswerBText": "\\( 121 \\mathrm{~m} \\)", "AnswerCText": "\\( 130 \\mathrm{~m} \\)", "AnswerDText": "\\( 105 \\mathrm{~m} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 121 \\mathrm{~m} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure.  The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()\n\nOptions:\nA. \\( 118 \\mathrm{~m} \\)\nB. \\( 121 \\mathrm{~m} \\)\nC. \\( 130 \\mathrm{~m} \\)\nD. \\( 105 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1543:C", "QuestionText": "What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure.  The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()", "AnswerAText": "\\( 118 \\mathrm{~m} \\)", "AnswerBText": "\\( 121 \\mathrm{~m} \\)", "AnswerCText": "\\( 130 \\mathrm{~m} \\)", "AnswerDText": "\\( 105 \\mathrm{~m} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 130 \\mathrm{~m} \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure.  The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()\n\nOptions:\nA. \\( 118 \\mathrm{~m} \\)\nB. \\( 121 \\mathrm{~m} \\)\nC. \\( 130 \\mathrm{~m} \\)\nD. \\( 105 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1543:D", "QuestionText": "What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure.  The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()", "AnswerAText": "\\( 118 \\mathrm{~m} \\)", "AnswerBText": "\\( 121 \\mathrm{~m} \\)", "AnswerCText": "\\( 130 \\mathrm{~m} \\)", "AnswerDText": "\\( 105 \\mathrm{~m} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 105 \\mathrm{~m} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure.  The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()\n\nOptions:\nA. \\( 118 \\mathrm{~m} \\)\nB. \\( 121 \\mathrm{~m} \\)\nC. \\( 130 \\mathrm{~m} \\)\nD. \\( 105 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1544:A", "QuestionText": "Kate and Isaac share some sweets in the ratio \\( 3: 2 \\)\n\nKate receives \\( 60 \\) sweets.\n\nHow many sweets does Isaac receive?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 24 \\)", "AnswerCText": "\\( 40 \\)", "AnswerDText": "\\( 90 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "1659", "MisconceptionName": "Finds one part of a ratio but doesn't multiply that by the number of parts needed", "prompt": "Misconception:\nFinds one part of a ratio but doesn't multiply that by the number of parts needed\n\nQuestion:\nKate and Isaac share some sweets in the ratio \\( 3: 2 \\)\n\nKate receives \\( 60 \\) sweets.\n\nHow many sweets does Isaac receive?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 24 \\)\nC. \\( 40 \\)\nD. \\( 90 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1544:B", "QuestionText": "Kate and Isaac share some sweets in the ratio \\( 3: 2 \\)\n\nKate receives \\( 60 \\) sweets.\n\nHow many sweets does Isaac receive?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 24 \\)", "AnswerCText": "\\( 40 \\)", "AnswerDText": "\\( 90 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 24 \\)", "MisconceptionId": "624", "MisconceptionName": "In ratio question where one side of ratio is given, treats that as the total", "prompt": "Misconception:\nIn ratio question where one side of ratio is given, treats that as the total\n\nQuestion:\nKate and Isaac share some sweets in the ratio \\( 3: 2 \\)\n\nKate receives \\( 60 \\) sweets.\n\nHow many sweets does Isaac receive?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 24 \\)\nC. \\( 40 \\)\nD. \\( 90 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1545:B", "QuestionText": "\\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( < \\)", "AnswerCText": "\\( = \\)", "AnswerDText": "\\( \\geq \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( < \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\n\\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?\n\nOptions:\nA. \\( > \\)\nB. \\( < \\)\nC. \\( = \\)\nD. \\( \\geq \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1545:C", "QuestionText": "\\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( < \\)", "AnswerCText": "\\( = \\)", "AnswerDText": "\\( \\geq \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( = \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?\n\nOptions:\nA. \\( > \\)\nB. \\( < \\)\nC. \\( = \\)\nD. \\( \\geq \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1545:D", "QuestionText": "\\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( < \\)", "AnswerCText": "\\( = \\)", "AnswerDText": "\\( \\geq \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\geq \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\n\\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?\n\nOptions:\nA. \\( > \\)\nB. \\( < \\)\nC. \\( = \\)\nD. \\( \\geq \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1546:A", "QuestionText": "What is value of the shaded angle in this diagram? ![[not to scale]]()", "AnswerAText": "\\( 80^{\\circ} \\)", "AnswerBText": "\\( 140^{\\circ} \\)", "AnswerCText": "\\( 70^{\\circ} \\)", "AnswerDText": "\\( 110^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 80^{\\circ} \\)", "MisconceptionId": "154", "MisconceptionName": "Assumes an angle has been split into equal parts", "prompt": "Misconception:\nAssumes an angle has been split into equal parts\n\nQuestion:\nWhat is value of the shaded angle in this diagram? ![[not to scale]]()\n\nOptions:\nA. \\( 80^{\\circ} \\)\nB. \\( 140^{\\circ} \\)\nC. \\( 70^{\\circ} \\)\nD. \\( 110^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1546:B", "QuestionText": "What is value of the shaded angle in this diagram? ![[not to scale]]()", "AnswerAText": "\\( 80^{\\circ} \\)", "AnswerBText": "\\( 140^{\\circ} \\)", "AnswerCText": "\\( 70^{\\circ} \\)", "AnswerDText": "\\( 110^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 140^{\\circ} \\)", "MisconceptionId": "154", "MisconceptionName": "Assumes an angle has been split into equal parts", "prompt": "Misconception:\nAssumes an angle has been split into equal parts\n\nQuestion:\nWhat is value of the shaded angle in this diagram? ![[not to scale]]()\n\nOptions:\nA. \\( 80^{\\circ} \\)\nB. \\( 140^{\\circ} \\)\nC. \\( 70^{\\circ} \\)\nD. \\( 110^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1547:B", "QuestionText": "Which of the following means the same as\n\\(a^{2} b\\)", "AnswerAText": "\\( a \\times b \\times b \\)", "AnswerBText": "\\( 2 \\times a \\times b \\)", "AnswerCText": "\\( a \\times b \\times a \\times b \\)", "AnswerDText": "\\( a \\times a \\times b \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2 \\times a \\times b \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhich of the following means the same as\n\\(a^{2} b\\)\n\nOptions:\nA. \\( a \\times b \\times b \\)\nB. \\( 2 \\times a \\times b \\)\nC. \\( a \\times b \\times a \\times b \\)\nD. \\( a \\times a \\times b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1547:C", "QuestionText": "Which of the following means the same as\n\\(a^{2} b\\)", "AnswerAText": "\\( a \\times b \\times b \\)", "AnswerBText": "\\( 2 \\times a \\times b \\)", "AnswerCText": "\\( a \\times b \\times a \\times b \\)", "AnswerDText": "\\( a \\times a \\times b \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( a \\times b \\times a \\times b \\)", "MisconceptionId": "452", "MisconceptionName": "When a variable in an expression has a power, thinks the power applies to the whole expression", "prompt": "Misconception:\nWhen a variable in an expression has a power, thinks the power applies to the whole expression\n\nQuestion:\nWhich of the following means the same as\n\\(a^{2} b\\)\n\nOptions:\nA. \\( a \\times b \\times b \\)\nB. \\( 2 \\times a \\times b \\)\nC. \\( a \\times b \\times a \\times b \\)\nD. \\( a \\times a \\times b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1548:B", "QuestionText": "Which diagram represents the largest fraction?", "AnswerAText": "![An equilateral triangle divided into 4 smaller equilateral triangles that are identical to each other in size and shape. 2 of the smaller triangles are shaded orange, the rest are white.]()", "AnswerBText": "![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top rectangle, of the 3, is shaded orange, the rest are white.]()", "AnswerCText": "![A rectangle divided into a grid of 30 smaller rectangles (5 high by 6 wide) that are identical to each other in size and shape. 8 of these smaller rectangles are shaded orange, the rest are white.]()", "AnswerDText": "![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top 2 rectangles, of the 3, are shaded orange, the other is white.]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top rectangle, of the 3, is shaded orange, the rest are white.]()", "MisconceptionId": "1376", "MisconceptionName": "Thinks that a larger shaded area represents a larger fraction", "prompt": "Misconception:\nThinks that a larger shaded area represents a larger fraction\n\nQuestion:\nWhich diagram represents the largest fraction?\n\nOptions:\nA. ![An equilateral triangle divided into 4 smaller equilateral triangles that are identical to each other in size and shape. 2 of the smaller triangles are shaded orange, the rest are white.]()\nB. ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top rectangle, of the 3, is shaded orange, the rest are white.]()\nC. ![A rectangle divided into a grid of 30 smaller rectangles (5 high by 6 wide) that are identical to each other in size and shape. 8 of these smaller rectangles are shaded orange, the rest are white.]()\nD. ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top 2 rectangles, of the 3, are shaded orange, the other is white.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1548:C", "QuestionText": "Which diagram represents the largest fraction?", "AnswerAText": "![An equilateral triangle divided into 4 smaller equilateral triangles that are identical to each other in size and shape. 2 of the smaller triangles are shaded orange, the rest are white.]()", "AnswerBText": "![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top rectangle, of the 3, is shaded orange, the rest are white.]()", "AnswerCText": "![A rectangle divided into a grid of 30 smaller rectangles (5 high by 6 wide) that are identical to each other in size and shape. 8 of these smaller rectangles are shaded orange, the rest are white.]()", "AnswerDText": "![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top 2 rectangles, of the 3, are shaded orange, the other is white.]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A rectangle divided into a grid of 30 smaller rectangles (5 high by 6 wide) that are identical to each other in size and shape. 8 of these smaller rectangles are shaded orange, the rest are white.]()", "MisconceptionId": "1212", "MisconceptionName": "Thinks a greater number of shaded parts represents a greater fraction", "prompt": "Misconception:\nThinks a greater number of shaded parts represents a greater fraction\n\nQuestion:\nWhich diagram represents the largest fraction?\n\nOptions:\nA. ![An equilateral triangle divided into 4 smaller equilateral triangles that are identical to each other in size and shape. 2 of the smaller triangles are shaded orange, the rest are white.]()\nB. ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top rectangle, of the 3, is shaded orange, the rest are white.]()\nC. ![A rectangle divided into a grid of 30 smaller rectangles (5 high by 6 wide) that are identical to each other in size and shape. 8 of these smaller rectangles are shaded orange, the rest are white.]()\nD. ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top 2 rectangles, of the 3, are shaded orange, the other is white.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1549:A", "QuestionText": "Jo and Paul are discussing how to estimate the answer to\n\\[\n188.945 \\div 15.3382\n\\]\n\nJo says \\( 200 \\div 15.3382 \\) would give an overestimate.\n\nPaul says \\( 188.945 \\div 15 \\) would give an overestimate.\n\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Jo", "MisconceptionId": "152", "MisconceptionName": "Believes that the smaller a divisor is, the smaller the answer will be", "prompt": "Misconception:\nBelieves that the smaller a divisor is, the smaller the answer will be\n\nQuestion:\nJo and Paul are discussing how to estimate the answer to\n\\[\n188.945 \\div 15.3382\n\\]\n\nJo says \\( 200 \\div 15.3382 \\) would give an overestimate.\n\nPaul says \\( 188.945 \\div 15 \\) would give an overestimate.\n\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1549:B", "QuestionText": "Jo and Paul are discussing how to estimate the answer to\n\\[\n188.945 \\div 15.3382\n\\]\n\nJo says \\( 200 \\div 15.3382 \\) would give an overestimate.\n\nPaul says \\( 188.945 \\div 15 \\) would give an overestimate.\n\nWho is correct?", "AnswerAText": "Only Jo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Paul", "MisconceptionId": "2461", "MisconceptionName": "Believes that the larger the dividend, the smaller the answer.", "prompt": "Misconception:\nBelieves that the larger the dividend, the smaller the answer.\n\nQuestion:\nJo and Paul are discussing how to estimate the answer to\n\\[\n188.945 \\div 15.3382\n\\]\n\nJo says \\( 200 \\div 15.3382 \\) would give an overestimate.\n\nPaul says \\( 188.945 \\div 15 \\) would give an overestimate.\n\nWho is correct?\n\nOptions:\nA. Only Jo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1550:C", "QuestionText": "Tom and Katie are arguing about \\( 4^{2} \\times 2^{2} \\)\nTom says \\( 4^{2} \\times 2^{2}=64 \\)\nKatie says \\( 4^{2} \\times 2^{2}=8^{4} \\)\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2084", "MisconceptionName": "When multiplying numbers with different bases, multiplies the powers and multiplies the base numbers.", "prompt": "Misconception:\nWhen multiplying numbers with different bases, multiplies the powers and multiplies the base numbers.\n\nQuestion:\nTom and Katie are arguing about \\( 4^{2} \\times 2^{2} \\)\nTom says \\( 4^{2} \\times 2^{2}=64 \\)\nKatie says \\( 4^{2} \\times 2^{2}=8^{4} \\)\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1551:C", "QuestionText": "A quick way to change approximately from miles to kilometers is to divide the number of miles by \\( 3 \\) and then multiply by \\( 5 \\).\nUsing this method, how many kilometres are equal to \\( 15 \\) miles?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 15 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 17 \\)", "MisconceptionId": "2273", "MisconceptionName": "Subtracts instead of divides", "prompt": "Misconception:\nSubtracts instead of divides\n\nQuestion:\nA quick way to change approximately from miles to kilometers is to divide the number of miles by \\( 3 \\) and then multiply by \\( 5 \\).\nUsing this method, how many kilometres are equal to \\( 15 \\) miles?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 9 \\)\nC. \\( 17 \\)\nD. \\( 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1551:D", "QuestionText": "A quick way to change approximately from miles to kilometers is to divide the number of miles by \\( 3 \\) and then multiply by \\( 5 \\).\nUsing this method, how many kilometres are equal to \\( 15 \\) miles?", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 17 \\)", "AnswerDText": "\\( 15 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "643", "MisconceptionName": "Think 1km = 1 mile", "prompt": "Misconception:\nThink 1km = 1 mile\n\nQuestion:\nA quick way to change approximately from miles to kilometers is to divide the number of miles by \\( 3 \\) and then multiply by \\( 5 \\).\nUsing this method, how many kilometres are equal to \\( 15 \\) miles?\n\nOptions:\nA. \\( 25 \\)\nB. \\( 9 \\)\nC. \\( 17 \\)\nD. \\( 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1552:C", "QuestionText": "Tom and Katie are discussing standard form.\n\nTom says \\( 9.3 \\times 10^{5}>2.3 \\times 10^{6} \\)\n\nKatie says \\( 9.3 \\times 10^{-5}>2.3 \\times 10^{-6} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1124", "MisconceptionName": "When ordering numbers in standard form just looks at the decimal without multiplying by a power of 10", "prompt": "Misconception:\nWhen ordering numbers in standard form just looks at the decimal without multiplying by a power of 10\n\nQuestion:\nTom and Katie are discussing standard form.\n\nTom says \\( 9.3 \\times 10^{5}>2.3 \\times 10^{6} \\)\n\nKatie says \\( 9.3 \\times 10^{-5}>2.3 \\times 10^{-6} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1553:A", "QuestionText": "This is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()", "AnswerAText": "\\( 56^{\\circ} \\)", "AnswerBText": "\\( 68^{\\circ} \\)", "AnswerCText": "\\( 124^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 56^{\\circ} \\)", "MisconceptionId": "97", "MisconceptionName": "Believes there is only one orientation for the isosceles triangle base angles", "prompt": "Misconception:\nBelieves there is only one orientation for the isosceles triangle base angles\n\nQuestion:\nThis is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()\n\nOptions:\nA. \\( 56^{\\circ} \\)\nB. \\( 68^{\\circ} \\)\nC. \\( 124^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1553:B", "QuestionText": "This is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()", "AnswerAText": "\\( 56^{\\circ} \\)", "AnswerBText": "\\( 68^{\\circ} \\)", "AnswerCText": "\\( 124^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 68^{\\circ} \\)", "MisconceptionId": "97", "MisconceptionName": "Believes there is only one orientation for the isosceles triangle base angles", "prompt": "Misconception:\nBelieves there is only one orientation for the isosceles triangle base angles\n\nQuestion:\nThis is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()\n\nOptions:\nA. \\( 56^{\\circ} \\)\nB. \\( 68^{\\circ} \\)\nC. \\( 124^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1553:C", "QuestionText": "This is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()", "AnswerAText": "\\( 56^{\\circ} \\)", "AnswerBText": "\\( 68^{\\circ} \\)", "AnswerCText": "\\( 124^{\\circ} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 124^{\\circ} \\)", "MisconceptionId": "793", "MisconceptionName": "Forgets to subtract sum of angles we know from 180 to find missing angle in a triangle", "prompt": "Misconception:\nForgets to subtract sum of angles we know from 180 to find missing angle in a triangle\n\nQuestion:\nThis is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()\n\nOptions:\nA. \\( 56^{\\circ} \\)\nB. \\( 68^{\\circ} \\)\nC. \\( 124^{\\circ} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1554:A", "QuestionText": "Complete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 500 \\)", "AnswerCText": "\\( 5000 \\)", "AnswerDText": "\\( 50 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "273", "MisconceptionName": "Thinks 1l = 1 cubic centimetre", "prompt": "Misconception:\nThinks 1l = 1 cubic centimetre\n\nQuestion:\nComplete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 500 \\)\nC. \\( 5000 \\)\nD. \\( 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1554:B", "QuestionText": "Complete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 500 \\)", "AnswerCText": "\\( 5000 \\)", "AnswerDText": "\\( 50 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 500 \\)", "MisconceptionId": "474", "MisconceptionName": "Thinks 1l = 100 cubic centimetres", "prompt": "Misconception:\nThinks 1l = 100 cubic centimetres\n\nQuestion:\nComplete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 500 \\)\nC. \\( 5000 \\)\nD. \\( 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1554:D", "QuestionText": "Complete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 500 \\)", "AnswerCText": "\\( 5000 \\)", "AnswerDText": "\\( 50 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "1863", "MisconceptionName": "Thinks 1l = 10 cubic centimetres", "prompt": "Misconception:\nThinks 1l = 10 cubic centimetres\n\nQuestion:\nComplete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 500 \\)\nC. \\( 5000 \\)\nD. \\( 50 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1555:A", "QuestionText": "Tom and Katie want to share £2 between \\( 4 \\) people.\nTom says you would calculate the amount each person gets by doing \\( 4 \\div 2 \\)\nKatie says you would calculate the amount each person gets by doing \\( 2 \\div 4 \\)\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both of them", "AnswerDText": "Neither of them", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nTom and Katie want to share £2 between \\( 4 \\) people.\nTom says you would calculate the amount each person gets by doing \\( 4 \\div 2 \\)\nKatie says you would calculate the amount each person gets by doing \\( 2 \\div 4 \\)\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both of them\nD. Neither of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1555:C", "QuestionText": "Tom and Katie want to share £2 between \\( 4 \\) people.\nTom says you would calculate the amount each person gets by doing \\( 4 \\div 2 \\)\nKatie says you would calculate the amount each person gets by doing \\( 2 \\div 4 \\)\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both of them", "AnswerDText": "Neither of them", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both of them", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\nTom and Katie want to share £2 between \\( 4 \\) people.\nTom says you would calculate the amount each person gets by doing \\( 4 \\div 2 \\)\nKatie says you would calculate the amount each person gets by doing \\( 2 \\div 4 \\)\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both of them\nD. Neither of them\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1556:A", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()", "AnswerAText": "\\( 44 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 28 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 24 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 44 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()\n\nOptions:\nA. \\( 44 \\mathrm{~cm}^{2} \\)\nB. \\( 22 \\mathrm{~cm}^{2} \\)\nC. \\( 28 \\mathrm{~cm}^{2} \\)\nD. \\( 24 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1556:B", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()", "AnswerAText": "\\( 44 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 28 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 24 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 22 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()\n\nOptions:\nA. \\( 44 \\mathrm{~cm}^{2} \\)\nB. \\( 22 \\mathrm{~cm}^{2} \\)\nC. \\( 28 \\mathrm{~cm}^{2} \\)\nD. \\( 24 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1556:C", "QuestionText": "What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()", "AnswerAText": "\\( 44 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 22 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 28 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 24 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 28 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "1148", "MisconceptionName": "Uses an incorrect side length when splitting a composite shape into parts", "prompt": "Misconception:\nUses an incorrect side length when splitting a composite shape into parts\n\nQuestion:\nWhat is the area of the shaded section of this composite shape made from rectangles? ![A composite shape that makes a backwards \"L\" shape from 2 rectangles.  The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()\n\nOptions:\nA. \\( 44 \\mathrm{~cm}^{2} \\)\nB. \\( 22 \\mathrm{~cm}^{2} \\)\nC. \\( 28 \\mathrm{~cm}^{2} \\)\nD. \\( 24 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1557:B", "QuestionText": "Which is the correct point for \\( \\mathrm{E} \\) when reflected in the line \\( x=0 \\) ? ![A 4 quadrant, coordinate grid with a triangle drawn on it with the coordinates (-4,1) (-1,1) and (-2,3). E is the point (-2,3)]()", "AnswerAText": "A is the coordinate (2,3)", "AnswerBText": "B is the coordinate (-2,-3)", "AnswerCText": "C is the coordinate (2,-3)", "AnswerDText": "None of these", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B is the coordinate (-2,-3)", "MisconceptionId": "898", "MisconceptionName": "Thinks x = 0 is the x axis", "prompt": "Misconception:\nThinks x = 0 is the x axis\n\nQuestion:\nWhich is the correct point for \\( \\mathrm{E} \\) when reflected in the line \\( x=0 \\) ? ![A 4 quadrant, coordinate grid with a triangle drawn on it with the coordinates (-4,1) (-1,1) and (-2,3). E is the point (-2,3)]()\n\nOptions:\nA. A is the coordinate (2,3)\nB. B is the coordinate (-2,-3)\nC. C is the coordinate (2,-3)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1557:C", "QuestionText": "Which is the correct point for \\( \\mathrm{E} \\) when reflected in the line \\( x=0 \\) ? ![A 4 quadrant, coordinate grid with a triangle drawn on it with the coordinates (-4,1) (-1,1) and (-2,3). E is the point (-2,3)]()", "AnswerAText": "A is the coordinate (2,3)", "AnswerBText": "B is the coordinate (-2,-3)", "AnswerCText": "C is the coordinate (2,-3)", "AnswerDText": "None of these", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "C is the coordinate (2,-3)", "MisconceptionId": "772", "MisconceptionName": "Rotates instead of reflects", "prompt": "Misconception:\nRotates instead of reflects\n\nQuestion:\nWhich is the correct point for \\( \\mathrm{E} \\) when reflected in the line \\( x=0 \\) ? ![A 4 quadrant, coordinate grid with a triangle drawn on it with the coordinates (-4,1) (-1,1) and (-2,3). E is the point (-2,3)]()\n\nOptions:\nA. A is the coordinate (2,3)\nB. B is the coordinate (-2,-3)\nC. C is the coordinate (2,-3)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1558:A", "QuestionText": "Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "551", "MisconceptionName": "Believes a rectangle has four equal sides", "prompt": "Misconception:\nBelieves a rectangle has four equal sides\n\nQuestion:\nTom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1558:C", "QuestionText": "Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "551", "MisconceptionName": "Believes a rectangle has four equal sides", "prompt": "Misconception:\nBelieves a rectangle has four equal sides\n\nQuestion:\nTom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1558:D", "QuestionText": "Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "551", "MisconceptionName": "Believes a rectangle has four equal sides", "prompt": "Misconception:\nBelieves a rectangle has four equal sides\n\nQuestion:\nTom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1559:B", "QuestionText": "Tom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1559:C", "QuestionText": "Tom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1559:D", "QuestionText": "Tom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1318", "MisconceptionName": "Does not understand that shapes are congruent if they have the same size and shape", "prompt": "Misconception:\nDoes not understand that shapes are congruent if they have the same size and shape\n\nQuestion:\nTom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1560:A", "QuestionText": "Sally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)", "AnswerAText": "\\( m \\)", "AnswerBText": "\\( \\mathrm{km} \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( m g \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( m \\)", "MisconceptionId": "915", "MisconceptionName": "Does not recognise metres as a unit of length", "prompt": "Misconception:\nDoes not recognise metres as a unit of length\n\nQuestion:\nSally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)\n\nOptions:\nA. \\( m \\)\nB. \\( \\mathrm{km} \\)\nC. \\( 11 \\)\nD. \\( m g \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1560:B", "QuestionText": "Sally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)", "AnswerAText": "\\( m \\)", "AnswerBText": "\\( \\mathrm{km} \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( m g \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\mathrm{km} \\)", "MisconceptionId": "1422", "MisconceptionName": "Does not recognise km as a unit of length", "prompt": "Misconception:\nDoes not recognise km as a unit of length\n\nQuestion:\nSally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)\n\nOptions:\nA. \\( m \\)\nB. \\( \\mathrm{km} \\)\nC. \\( 11 \\)\nD. \\( m g \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1560:C", "QuestionText": "Sally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)", "AnswerAText": "\\( m \\)", "AnswerBText": "\\( \\mathrm{km} \\)", "AnswerCText": "\\( 11 \\)", "AnswerDText": "\\( m g \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "1725", "MisconceptionName": "Does not recognise inches (\") as a unit of length", "prompt": "Misconception:\nDoes not recognise inches (\") as a unit of length\n\nQuestion:\nSally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)\n\nOptions:\nA. \\( m \\)\nB. \\( \\mathrm{km} \\)\nC. \\( 11 \\)\nD. \\( m g \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1561:B", "QuestionText": "Solve the equation:\n\\(20 t-5=0\\)", "AnswerAText": "\\( t=\\frac{1}{4} \\)", "AnswerBText": "\\( t=4 \\)", "AnswerCText": "\\( t=-4 \\)", "AnswerDText": "\\( t=-\\frac{1}{4} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( t=4 \\)", "MisconceptionId": "1717", "MisconceptionName": "Swaps the dividend and divisor in order to get an integer answer", "prompt": "Misconception:\nSwaps the dividend and divisor in order to get an integer answer\n\nQuestion:\nSolve the equation:\n\\(20 t-5=0\\)\n\nOptions:\nA. \\( t=\\frac{1}{4} \\)\nB. \\( t=4 \\)\nC. \\( t=-4 \\)\nD. \\( t=-\\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1561:D", "QuestionText": "Solve the equation:\n\\(20 t-5=0\\)", "AnswerAText": "\\( t=\\frac{1}{4} \\)", "AnswerBText": "\\( t=4 \\)", "AnswerCText": "\\( t=-4 \\)", "AnswerDText": "\\( t=-\\frac{1}{4} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( t=-\\frac{1}{4} \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve the equation:\n\\(20 t-5=0\\)\n\nOptions:\nA. \\( t=\\frac{1}{4} \\)\nB. \\( t=4 \\)\nC. \\( t=-4 \\)\nD. \\( t=-\\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1562:B", "QuestionText": "What is the value of:\n\\(\n\\frac{54+58}{2}\n\\)", "AnswerAText": "\\( 56 \\)", "AnswerBText": "\\( 224 \\)", "AnswerCText": "\\( 85 \\)", "AnswerDText": "\\( 51 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 224 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\nWhat is the value of:\n\\(\n\\frac{54+58}{2}\n\\)\n\nOptions:\nA. \\( 56 \\)\nB. \\( 224 \\)\nC. \\( 85 \\)\nD. \\( 51 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1562:C", "QuestionText": "What is the value of:\n\\(\n\\frac{54+58}{2}\n\\)", "AnswerAText": "\\( 56 \\)", "AnswerBText": "\\( 224 \\)", "AnswerCText": "\\( 85 \\)", "AnswerDText": "\\( 51 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 85 \\)", "MisconceptionId": "1119", "MisconceptionName": "Does not interpret the correct order of operations in a fraction when there is an addition on the numerator", "prompt": "Misconception:\nDoes not interpret the correct order of operations in a fraction when there is an addition on the numerator\n\nQuestion:\nWhat is the value of:\n\\(\n\\frac{54+58}{2}\n\\)\n\nOptions:\nA. \\( 56 \\)\nB. \\( 224 \\)\nC. \\( 85 \\)\nD. \\( 51 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1563:A", "QuestionText": "Cara is trying to work out the midpoint of these two points: \\( (-5,7) \\) and \\( (-2,-1) \\) She labels them like this: \\( \\left.\\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (-5, & 7) & (-2, & -1) \\end{array}\\right.\\) And then decides to use this formula: \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\) What is the \\( \\boldsymbol{y} \\) value of the midpoint?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 3.5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nCara is trying to work out the midpoint of these two points: \\( (-5,7) \\) and \\( (-2,-1) \\) She labels them like this: \\( \\left.\\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (-5, & 7) & (-2, & -1) \\end{array}\\right.\\) And then decides to use this formula: \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\) What is the \\( \\boldsymbol{y} \\) value of the midpoint?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1563:B", "QuestionText": "Cara is trying to work out the midpoint of these two points: \\( (-5,7) \\) and \\( (-2,-1) \\) She labels them like this: \\( \\left.\\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (-5, & 7) & (-2, & -1) \\end{array}\\right.\\) And then decides to use this formula: \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\) What is the \\( \\boldsymbol{y} \\) value of the midpoint?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 3.5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "971", "MisconceptionName": "Believes that adding a negative will increase the value of the original number", "prompt": "Misconception:\nBelieves that adding a negative will increase the value of the original number\n\nQuestion:\nCara is trying to work out the midpoint of these two points: \\( (-5,7) \\) and \\( (-2,-1) \\) She labels them like this: \\( \\left.\\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (-5, & 7) & (-2, & -1) \\end{array}\\right.\\) And then decides to use this formula: \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\) What is the \\( \\boldsymbol{y} \\) value of the midpoint?\n\nOptions:\nA. \\( 6 \\)\nB. \\( 4 \\)\nC. \\( 3 \\)\nD. \\( 3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1564:A", "QuestionText": "What is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()", "AnswerAText": "\\( 62^{\\circ} \\)", "AnswerBText": "\\( 128^{\\circ} \\)", "AnswerCText": "\\( 298^{\\circ} \\)", "AnswerDText": "\\( 118^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 62^{\\circ} \\)", "MisconceptionId": "8", "MisconceptionName": "Student thinks that any two angles along a straight line are equal", "prompt": "Misconception:\nStudent thinks that any two angles along a straight line are equal\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()\n\nOptions:\nA. \\( 62^{\\circ} \\)\nB. \\( 128^{\\circ} \\)\nC. \\( 298^{\\circ} \\)\nD. \\( 118^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1564:B", "QuestionText": "What is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()", "AnswerAText": "\\( 62^{\\circ} \\)", "AnswerBText": "\\( 128^{\\circ} \\)", "AnswerCText": "\\( 298^{\\circ} \\)", "AnswerDText": "\\( 118^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 128^{\\circ} \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()\n\nOptions:\nA. \\( 62^{\\circ} \\)\nB. \\( 128^{\\circ} \\)\nC. \\( 298^{\\circ} \\)\nD. \\( 118^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1564:C", "QuestionText": "What is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()", "AnswerAText": "\\( 62^{\\circ} \\)", "AnswerBText": "\\( 128^{\\circ} \\)", "AnswerCText": "\\( 298^{\\circ} \\)", "AnswerDText": "\\( 118^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 298^{\\circ} \\)", "MisconceptionId": "2362", "MisconceptionName": "Believes angles on a straight line add to 360 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 360 degrees\n\nQuestion:\nWhat is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()\n\nOptions:\nA. \\( 62^{\\circ} \\)\nB. \\( 128^{\\circ} \\)\nC. \\( 298^{\\circ} \\)\nD. \\( 118^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1565:A", "QuestionText": "Adjacent angles on a straight line sum to...", "AnswerAText": "\\( 90^{\\circ} \\)", "AnswerBText": "\\( 100^{\\circ} \\)", "AnswerCText": "\\( 180^{\\circ} \\)", "AnswerDText": "\\( 360^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 90^{\\circ} \\)", "MisconceptionId": "309", "MisconceptionName": "Believes angles on a straight line add to 90 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 90 degrees\n\nQuestion:\nAdjacent angles on a straight line sum to...\n\nOptions:\nA. \\( 90^{\\circ} \\)\nB. \\( 100^{\\circ} \\)\nC. \\( 180^{\\circ} \\)\nD. \\( 360^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1565:B", "QuestionText": "Adjacent angles on a straight line sum to...", "AnswerAText": "\\( 90^{\\circ} \\)", "AnswerBText": "\\( 100^{\\circ} \\)", "AnswerCText": "\\( 180^{\\circ} \\)", "AnswerDText": "\\( 360^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 100^{\\circ} \\)", "MisconceptionId": "2121", "MisconceptionName": "Believes angles on a straight line add to 100 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 100 degrees\n\nQuestion:\nAdjacent angles on a straight line sum to...\n\nOptions:\nA. \\( 90^{\\circ} \\)\nB. \\( 100^{\\circ} \\)\nC. \\( 180^{\\circ} \\)\nD. \\( 360^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1565:D", "QuestionText": "Adjacent angles on a straight line sum to...", "AnswerAText": "\\( 90^{\\circ} \\)", "AnswerBText": "\\( 100^{\\circ} \\)", "AnswerCText": "\\( 180^{\\circ} \\)", "AnswerDText": "\\( 360^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 360^{\\circ} \\)", "MisconceptionId": "2362", "MisconceptionName": "Believes angles on a straight line add to 360 degrees", "prompt": "Misconception:\nBelieves angles on a straight line add to 360 degrees\n\nQuestion:\nAdjacent angles on a straight line sum to...\n\nOptions:\nA. \\( 90^{\\circ} \\)\nB. \\( 100^{\\circ} \\)\nC. \\( 180^{\\circ} \\)\nD. \\( 360^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1566:B", "QuestionText": "The shape below has a perimeter of \\( p \\). If the length of all the sides are doubled, what is the perimeter of the enlarged shape? ![A trapezium]()", "AnswerAText": "\\( 2 p \\)", "AnswerBText": "\\( p+2 \\)", "AnswerCText": "\\( 8 p \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( p+2 \\)", "MisconceptionId": "1866", "MisconceptionName": "Confuses additive and multiplicative relationships", "prompt": "Misconception:\nConfuses additive and multiplicative relationships\n\nQuestion:\nThe shape below has a perimeter of \\( p \\). If the length of all the sides are doubled, what is the perimeter of the enlarged shape? ![A trapezium]()\n\nOptions:\nA. \\( 2 p \\)\nB. \\( p+2 \\)\nC. \\( 8 p \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1566:D", "QuestionText": "The shape below has a perimeter of \\( p \\). If the length of all the sides are doubled, what is the perimeter of the enlarged shape? ![A trapezium]()", "AnswerAText": "\\( 2 p \\)", "AnswerBText": "\\( p+2 \\)", "AnswerCText": "\\( 8 p \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "449", "MisconceptionName": "Does not realise we can scale the perimeter as a whole, rather than finding individual side lengths", "prompt": "Misconception:\nDoes not realise we can scale the perimeter as a whole, rather than finding individual side lengths\n\nQuestion:\nThe shape below has a perimeter of \\( p \\). If the length of all the sides are doubled, what is the perimeter of the enlarged shape? ![A trapezium]()\n\nOptions:\nA. \\( 2 p \\)\nB. \\( p+2 \\)\nC. \\( 8 p \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1567:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-9\n\\)", "AnswerAText": "\\( (p-3)(p-3) \\)", "AnswerBText": "\\( p(p-9) \\)", "AnswerCText": "\\( (p+3)(p-3) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (p-3)(p-3) \\)", "MisconceptionId": "547", "MisconceptionName": "Factorises difference of two squares with the same sign in both brackets", "prompt": "Misconception:\nFactorises difference of two squares with the same sign in both brackets\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-9\n\\)\n\nOptions:\nA. \\( (p-3)(p-3) \\)\nB. \\( p(p-9) \\)\nC. \\( (p+3)(p-3) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1567:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-9\n\\)", "AnswerAText": "\\( (p-3)(p-3) \\)", "AnswerBText": "\\( p(p-9) \\)", "AnswerCText": "\\( (p+3)(p-3) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( p(p-9) \\)", "MisconceptionId": "2549", "MisconceptionName": "Believes only the first term needs to be divided when factorising an expression", "prompt": "Misconception:\nBelieves only the first term needs to be divided when factorising an expression\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-9\n\\)\n\nOptions:\nA. \\( (p-3)(p-3) \\)\nB. \\( p(p-9) \\)\nC. \\( (p+3)(p-3) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1567:D", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}-9\n\\)", "AnswerAText": "\\( (p-3)(p-3) \\)", "AnswerBText": "\\( p(p-9) \\)", "AnswerCText": "\\( (p+3)(p-3) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not factorise", "MisconceptionId": "113", "MisconceptionName": "Does not recognise difference of two squares", "prompt": "Misconception:\nDoes not recognise difference of two squares\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}-9\n\\)\n\nOptions:\nA. \\( (p-3)(p-3) \\)\nB. \\( p(p-9) \\)\nC. \\( (p+3)(p-3) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1568:D", "QuestionText": "What is the mean of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02\n\\]", "AnswerAText": "\\( 0.66 \\)", "AnswerBText": "\\( 0.74 \\)", "AnswerCText": "\\( 0.666 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "1966", "MisconceptionName": "Finds the median instead of the mean", "prompt": "Misconception:\nFinds the median instead of the mean\n\nQuestion:\nWhat is the mean of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02\n\\]\n\nOptions:\nA. \\( 0.66 \\)\nB. \\( 0.74 \\)\nC. \\( 0.666 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1569:B", "QuestionText": "\\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( s \\) when\na=6 \nu=3 \nt=4", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 156 \\)", "AnswerCText": "\\( 576 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 156 \\)", "MisconceptionId": "452", "MisconceptionName": "When a variable in an expression has a power, thinks the power applies to the whole expression", "prompt": "Misconception:\nWhen a variable in an expression has a power, thinks the power applies to the whole expression\n\nQuestion:\n\\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( s \\) when\na=6 \nu=3 \nt=4\n\nOptions:\nA. \\( 60 \\)\nB. \\( 156 \\)\nC. \\( 576 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1569:C", "QuestionText": "\\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( s \\) when\na=6 \nu=3 \nt=4", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 156 \\)", "AnswerCText": "\\( 576 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 576 \\)", "MisconceptionId": "452", "MisconceptionName": "When a variable in an expression has a power, thinks the power applies to the whole expression", "prompt": "Misconception:\nWhen a variable in an expression has a power, thinks the power applies to the whole expression\n\nQuestion:\n\\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( s \\) when\na=6 \nu=3 \nt=4\n\nOptions:\nA. \\( 60 \\)\nB. \\( 156 \\)\nC. \\( 576 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1570:A", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 2 m-16 \\)", "AnswerBText": "\\( 2 m-1 \\)", "AnswerCText": "\\( 2 m-20 \\)", "AnswerDText": "\\( 2 m-5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2 m-16 \\)", "MisconceptionId": "879", "MisconceptionName": "Thinks you apply one inverse operation to one term and the other inverse operation to the other term", "prompt": "Misconception:\nThinks you apply one inverse operation to one term and the other inverse operation to the other term\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 2 m-16 \\)\nB. \\( 2 m-1 \\)\nC. \\( 2 m-20 \\)\nD. \\( 2 m-5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1570:C", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 2 m-16 \\)", "AnswerBText": "\\( 2 m-1 \\)", "AnswerCText": "\\( 2 m-20 \\)", "AnswerDText": "\\( 2 m-5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 m-20 \\)", "MisconceptionId": "617", "MisconceptionName": "Does not apply the inverse function to every term in an expression", "prompt": "Misconception:\nDoes not apply the inverse function to every term in an expression\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 2 m-16 \\)\nB. \\( 2 m-1 \\)\nC. \\( 2 m-20 \\)\nD. \\( 2 m-5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1570:D", "QuestionText": "![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?", "AnswerAText": "\\( 2 m-16 \\)", "AnswerBText": "\\( 2 m-1 \\)", "AnswerCText": "\\( 2 m-20 \\)", "AnswerDText": "\\( 2 m-5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 2 m-5 \\)", "MisconceptionId": "657", "MisconceptionName": "Has completed only one of the two operations.", "prompt": "Misconception:\nHas completed only one of the two operations.\n\nQuestion:\n![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?\n\nOptions:\nA. \\( 2 m-16 \\)\nB. \\( 2 m-1 \\)\nC. \\( 2 m-20 \\)\nD. \\( 2 m-5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1571:A", "QuestionText": "Jo and Paul are arguing about points on the line\n\\(4 x-5 y=20\\)\n\nJo says \\( (10,-4) \\) lies on the line \\( \\mathbf{4 x}-\\mathbf{5 y}=\\mathbf{2 0} \\)\n\nPaul says \\( (-4,10) \\) lies on the line \\( \\mathbf{4} \\boldsymbol{x}-\\mathbf{5 y}=\\mathbf{2 0} \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "55", "MisconceptionName": "When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored", "prompt": "Misconception:\nWhen subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored\n\nQuestion:\nJo and Paul are arguing about points on the line\n\\(4 x-5 y=20\\)\n\nJo says \\( (10,-4) \\) lies on the line \\( \\mathbf{4 x}-\\mathbf{5 y}=\\mathbf{2 0} \\)\n\nPaul says \\( (-4,10) \\) lies on the line \\( \\mathbf{4} \\boldsymbol{x}-\\mathbf{5 y}=\\mathbf{2 0} \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1572:A", "QuestionText": "The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()", "AnswerAText": "\\( (-6,3) \\)", "AnswerBText": "\\( (-3,6) \\)", "AnswerCText": "\\( (-3,3) \\)", "AnswerDText": "\\( (-3,0) \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (-6,3) \\)", "MisconceptionId": "563", "MisconceptionName": "Counts the squares rather than the diagonals when reflecting in y=x or y=-x", "prompt": "Misconception:\nCounts the squares rather than the diagonals when reflecting in y=x or y=-x\n\nQuestion:\nThe triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()\n\nOptions:\nA. \\( (-6,3) \\)\nB. \\( (-3,6) \\)\nC. \\( (-3,3) \\)\nD. \\( (-3,0) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1572:B", "QuestionText": "The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()", "AnswerAText": "\\( (-6,3) \\)", "AnswerBText": "\\( (-3,6) \\)", "AnswerCText": "\\( (-3,3) \\)", "AnswerDText": "\\( (-3,0) \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( (-3,6) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()\n\nOptions:\nA. \\( (-6,3) \\)\nB. \\( (-3,6) \\)\nC. \\( (-3,3) \\)\nD. \\( (-3,0) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1572:C", "QuestionText": "The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()", "AnswerAText": "\\( (-6,3) \\)", "AnswerBText": "\\( (-3,6) \\)", "AnswerCText": "\\( (-3,3) \\)", "AnswerDText": "\\( (-3,0) \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( (-3,3) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()\n\nOptions:\nA. \\( (-6,3) \\)\nB. \\( (-3,6) \\)\nC. \\( (-3,3) \\)\nD. \\( (-3,0) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1573:A", "QuestionText": "Which combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()", "AnswerAText": "Protractor \nCompass", "AnswerBText": "Ruler \nCompass", "AnswerCText": "Ruler\nProtractor\nCompass", "AnswerDText": "Ruler \nProtractor", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Protractor \nCompass", "MisconceptionId": "723", "MisconceptionName": "Forgets you need a ruler to measure lengths", "prompt": "Misconception:\nForgets you need a ruler to measure lengths\n\nQuestion:\nWhich combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()\n\nOptions:\nA. Protractor \nCompass\nB. Ruler \nCompass\nC. Ruler\nProtractor\nCompass\nD. Ruler \nProtractor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1573:B", "QuestionText": "Which combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()", "AnswerAText": "Protractor \nCompass", "AnswerBText": "Ruler \nCompass", "AnswerCText": "Ruler\nProtractor\nCompass", "AnswerDText": "Ruler \nProtractor", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Ruler \nCompass", "MisconceptionId": "651", "MisconceptionName": "Forgets you need a protractor to measure angles", "prompt": "Misconception:\nForgets you need a protractor to measure angles\n\nQuestion:\nWhich combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()\n\nOptions:\nA. Protractor \nCompass\nB. Ruler \nCompass\nC. Ruler\nProtractor\nCompass\nD. Ruler \nProtractor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1573:D", "QuestionText": "Which combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()", "AnswerAText": "Protractor \nCompass", "AnswerBText": "Ruler \nCompass", "AnswerCText": "Ruler\nProtractor\nCompass", "AnswerDText": "Ruler \nProtractor", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Ruler \nProtractor", "MisconceptionId": "297", "MisconceptionName": "Forgets you need a compass to draw arcs", "prompt": "Misconception:\nForgets you need a compass to draw arcs\n\nQuestion:\nWhich combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()\n\nOptions:\nA. Protractor \nCompass\nB. Ruler \nCompass\nC. Ruler\nProtractor\nCompass\nD. Ruler \nProtractor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1574:A", "QuestionText": "Every week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?", "AnswerAText": "\\( £ 34 \\)", "AnswerBText": "\\( £ 52 \\)", "AnswerCText": "\\( £ 118 \\)", "AnswerDText": "\\( £ 136 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( £ 34 \\)", "MisconceptionId": "1179", "MisconceptionName": "Forgets to multiply up for the correct time frame in a worded question", "prompt": "Misconception:\nForgets to multiply up for the correct time frame in a worded question\n\nQuestion:\nEvery week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?\n\nOptions:\nA. \\( £ 34 \\)\nB. \\( £ 52 \\)\nC. \\( £ 118 \\)\nD. \\( £ 136 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1574:B", "QuestionText": "Every week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?", "AnswerAText": "\\( £ 34 \\)", "AnswerBText": "\\( £ 52 \\)", "AnswerCText": "\\( £ 118 \\)", "AnswerDText": "\\( £ 136 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( £ 52 \\)", "MisconceptionId": "1999", "MisconceptionName": "Does not interpret the correct order of operations from a worded problem", "prompt": "Misconception:\nDoes not interpret the correct order of operations from a worded problem\n\nQuestion:\nEvery week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?\n\nOptions:\nA. \\( £ 34 \\)\nB. \\( £ 52 \\)\nC. \\( £ 118 \\)\nD. \\( £ 136 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1574:C", "QuestionText": "Every week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?", "AnswerAText": "\\( £ 34 \\)", "AnswerBText": "\\( £ 52 \\)", "AnswerCText": "\\( £ 118 \\)", "AnswerDText": "\\( £ 136 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 118 \\)", "MisconceptionId": "1999", "MisconceptionName": "Does not interpret the correct order of operations from a worded problem", "prompt": "Misconception:\nDoes not interpret the correct order of operations from a worded problem\n\nQuestion:\nEvery week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?\n\nOptions:\nA. \\( £ 34 \\)\nB. \\( £ 52 \\)\nC. \\( £ 118 \\)\nD. \\( £ 136 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1575:C", "QuestionText": "\\( \\sqrt[3]{125}= \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( \\frac{125}{3} \\)", "AnswerDText": "\\( 375 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{125}{3} \\)", "MisconceptionId": "414", "MisconceptionName": "Divides by the order of the root", "prompt": "Misconception:\nDivides by the order of the root\n\nQuestion:\n\\( \\sqrt[3]{125}= \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 25 \\)\nC. \\( \\frac{125}{3} \\)\nD. \\( 375 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1575:D", "QuestionText": "\\( \\sqrt[3]{125}= \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 25 \\)", "AnswerCText": "\\( \\frac{125}{3} \\)", "AnswerDText": "\\( 375 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 375 \\)", "MisconceptionId": "146", "MisconceptionName": "Has multiplied by the root power", "prompt": "Misconception:\nHas multiplied by the root power\n\nQuestion:\n\\( \\sqrt[3]{125}= \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 25 \\)\nC. \\( \\frac{125}{3} \\)\nD. \\( 375 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1576:A", "QuestionText": "\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()", "AnswerAText": "YNR", "AnswerBText": "QMX", "AnswerCText": "QMN", "AnswerDText": "NMP", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "YNR", "MisconceptionId": "625", "MisconceptionName": "Confuses corresponding and vertically opposite angles", "prompt": "Misconception:\nConfuses corresponding and vertically opposite angles\n\nQuestion:\n\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()\n\nOptions:\nA. YNR\nB. QMX\nC. QMN\nD. NMP\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1576:C", "QuestionText": "\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()", "AnswerAText": "YNR", "AnswerBText": "QMX", "AnswerCText": "QMN", "AnswerDText": "NMP", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "QMN", "MisconceptionId": "2336", "MisconceptionName": "Confuses co-interior and corresponding angles", "prompt": "Misconception:\nConfuses co-interior and corresponding angles\n\nQuestion:\n\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()\n\nOptions:\nA. YNR\nB. QMX\nC. QMN\nD. NMP\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1576:D", "QuestionText": "\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()", "AnswerAText": "YNR", "AnswerBText": "QMX", "AnswerCText": "QMN", "AnswerDText": "NMP", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "NMP", "MisconceptionId": "2454", "MisconceptionName": "Confuses corresponding and alternate angles", "prompt": "Misconception:\nConfuses corresponding and alternate angles\n\nQuestion:\n\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()\n\nOptions:\nA. YNR\nB. QMX\nC. QMN\nD. NMP\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1577:A", "QuestionText": "\\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?", "AnswerAText": "\\( 3000 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.03 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3000 \\)", "MisconceptionId": "1651", "MisconceptionName": "Multiplies when converting to a larger unit", "prompt": "Misconception:\nMultiplies when converting to a larger unit\n\nQuestion:\n\\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\n\nOptions:\nA. \\( 3000 \\)\nB. \\( 3 \\)\nC. \\( 0.3 \\)\nD. \\( 0.03 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1577:B", "QuestionText": "\\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?", "AnswerAText": "\\( 3000 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.03 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "187", "MisconceptionName": "Thinks there are 10cl in a litre", "prompt": "Misconception:\nThinks there are 10cl in a litre\n\nQuestion:\n\\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\n\nOptions:\nA. \\( 3000 \\)\nB. \\( 3 \\)\nC. \\( 0.3 \\)\nD. \\( 0.03 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1577:D", "QuestionText": "\\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?", "AnswerAText": "\\( 3000 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 0.3 \\)", "AnswerDText": "\\( 0.03 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.03 \\)", "MisconceptionId": "2505", "MisconceptionName": "Confuses cl and ml", "prompt": "Misconception:\nConfuses cl and ml\n\nQuestion:\n\\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\n\nOptions:\nA. \\( 3000 \\)\nB. \\( 3 \\)\nC. \\( 0.3 \\)\nD. \\( 0.03 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1578:A", "QuestionText": "What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)", "AnswerAText": "Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "AnswerBText": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerCText": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerDText": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "MisconceptionId": "2157", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we do the operation matching the sign (+ if positive, - if negative)", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we do the operation matching the sign (+ if positive, - if negative)\n\nQuestion:\nWhat do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)\n\nOptions:\nA. Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\nB. Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nC. Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nD. Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1578:B", "QuestionText": "What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)", "AnswerAText": "Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "AnswerBText": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerCText": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerDText": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "MisconceptionId": "1233", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations.\n\nQuestion:\nWhat do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)\n\nOptions:\nA. Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\nB. Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nC. Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nD. Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1578:C", "QuestionText": "What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)", "AnswerAText": "Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "AnswerBText": "Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerCText": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "AnswerDText": "Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)", "MisconceptionId": "303", "MisconceptionName": "Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we do the operation inverse to the sign (- if positive, + if negative)", "prompt": "Misconception:\nBelieves that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we do the operation inverse to the sign (- if positive, + if negative)\n\nQuestion:\nWhat do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)\n\nOptions:\nA. Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\nB. Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nC. Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nD. Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1579:A", "QuestionText": "How far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).    ]()", "AnswerAText": "\\( 6.5 \\mathrm{~m} \\)", "AnswerBText": "\\( 650 \\mathrm{~m} \\)", "AnswerCText": "\\( 6500 \\mathrm{~m} \\)", "AnswerDText": "\\( 7 \\mathrm{~km} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 6.5 \\mathrm{~m} \\)", "MisconceptionId": "417", "MisconceptionName": "When reading values from graphs, writes down the wrong units", "prompt": "Misconception:\nWhen reading values from graphs, writes down the wrong units\n\nQuestion:\nHow far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).    ]()\n\nOptions:\nA. \\( 6.5 \\mathrm{~m} \\)\nB. \\( 650 \\mathrm{~m} \\)\nC. \\( 6500 \\mathrm{~m} \\)\nD. \\( 7 \\mathrm{~km} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1579:B", "QuestionText": "How far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).    ]()", "AnswerAText": "\\( 6.5 \\mathrm{~m} \\)", "AnswerBText": "\\( 650 \\mathrm{~m} \\)", "AnswerCText": "\\( 6500 \\mathrm{~m} \\)", "AnswerDText": "\\( 7 \\mathrm{~km} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 650 \\mathrm{~m} \\)", "MisconceptionId": "2132", "MisconceptionName": "Thinks there are 100m and a km", "prompt": "Misconception:\nThinks there are 100m and a km\n\nQuestion:\nHow far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).    ]()\n\nOptions:\nA. \\( 6.5 \\mathrm{~m} \\)\nB. \\( 650 \\mathrm{~m} \\)\nC. \\( 6500 \\mathrm{~m} \\)\nD. \\( 7 \\mathrm{~km} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1579:D", "QuestionText": "How far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).    ]()", "AnswerAText": "\\( 6.5 \\mathrm{~m} \\)", "AnswerBText": "\\( 650 \\mathrm{~m} \\)", "AnswerCText": "\\( 6500 \\mathrm{~m} \\)", "AnswerDText": "\\( 7 \\mathrm{~km} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 7 \\mathrm{~km} \\)", "MisconceptionId": "134", "MisconceptionName": "Misreads scale", "prompt": "Misconception:\nMisreads scale\n\nQuestion:\nHow far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0).    ]()\n\nOptions:\nA. \\( 6.5 \\mathrm{~m} \\)\nB. \\( 650 \\mathrm{~m} \\)\nC. \\( 6500 \\mathrm{~m} \\)\nD. \\( 7 \\mathrm{~km} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1580:B", "QuestionText": "Johan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?", "AnswerAText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()", "AnswerBText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()", "AnswerCText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()", "AnswerDText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nJohan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?\n\nOptions:\nA. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()\nB. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()\nC. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()\nD. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1580:C", "QuestionText": "Johan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?", "AnswerAText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()", "AnswerBText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()", "AnswerCText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()", "AnswerDText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nJohan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?\n\nOptions:\nA. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()\nB. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()\nC. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()\nD. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1580:D", "QuestionText": "Johan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?", "AnswerAText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()", "AnswerBText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()", "AnswerCText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()", "AnswerDText": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()", "MisconceptionId": "1488", "MisconceptionName": "Confuses negative and positive coordinates when working with graphs in four quadrants", "prompt": "Misconception:\nConfuses negative and positive coordinates when working with graphs in four quadrants\n\nQuestion:\nJohan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?\n\nOptions:\nA. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()\nB. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()\nC. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()\nD. ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1581:A", "QuestionText": "What is the volume of this cube? ![A cube with one side labelled 5 cm.]()", "AnswerAText": "\\( 120 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 100 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 125 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 150 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 120 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the volume of this cube? ![A cube with one side labelled 5 cm.]()\n\nOptions:\nA. \\( 120 \\mathrm{~cm}^{3} \\)\nB. \\( 100 \\mathrm{~cm}^{3} \\)\nC. \\( 125 \\mathrm{~cm}^{3} \\)\nD. \\( 150 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1581:B", "QuestionText": "What is the volume of this cube? ![A cube with one side labelled 5 cm.]()", "AnswerAText": "\\( 120 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 100 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 125 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 150 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 100 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "253", "MisconceptionName": "Does not recognise that all lengths on a cube are equal", "prompt": "Misconception:\nDoes not recognise that all lengths on a cube are equal\n\nQuestion:\nWhat is the volume of this cube? ![A cube with one side labelled 5 cm.]()\n\nOptions:\nA. \\( 120 \\mathrm{~cm}^{3} \\)\nB. \\( 100 \\mathrm{~cm}^{3} \\)\nC. \\( 125 \\mathrm{~cm}^{3} \\)\nD. \\( 150 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1581:D", "QuestionText": "What is the volume of this cube? ![A cube with one side labelled 5 cm.]()", "AnswerAText": "\\( 120 \\mathrm{~cm}^{3} \\)", "AnswerBText": "\\( 100 \\mathrm{~cm}^{3} \\)", "AnswerCText": "\\( 125 \\mathrm{~cm}^{3} \\)", "AnswerDText": "\\( 150 \\mathrm{~cm}^{3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 150 \\mathrm{~cm}^{3} \\)", "MisconceptionId": "746", "MisconceptionName": "Finds surface area when asked for volume", "prompt": "Misconception:\nFinds surface area when asked for volume\n\nQuestion:\nWhat is the volume of this cube? ![A cube with one side labelled 5 cm.]()\n\nOptions:\nA. \\( 120 \\mathrm{~cm}^{3} \\)\nB. \\( 100 \\mathrm{~cm}^{3} \\)\nC. \\( 125 \\mathrm{~cm}^{3} \\)\nD. \\( 150 \\mathrm{~cm}^{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1582:B", "QuestionText": "Calculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)", "AnswerAText": "\\( \\frac{1}{45} \\)", "AnswerBText": "\\( \\frac{2}{14} \\)", "AnswerCText": "\\( \\frac{5}{9} \\)", "AnswerDText": "\\( \\frac{1}{14} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{14} \\)", "MisconceptionId": "1980", "MisconceptionName": "When multiplying fractions, adds the numerators and the denominators", "prompt": "Misconception:\nWhen multiplying fractions, adds the numerators and the denominators\n\nQuestion:\nCalculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)\n\nOptions:\nA. \\( \\frac{1}{45} \\)\nB. \\( \\frac{2}{14} \\)\nC. \\( \\frac{5}{9} \\)\nD. \\( \\frac{1}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1582:C", "QuestionText": "Calculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)", "AnswerAText": "\\( \\frac{1}{45} \\)", "AnswerBText": "\\( \\frac{2}{14} \\)", "AnswerCText": "\\( \\frac{5}{9} \\)", "AnswerDText": "\\( \\frac{1}{14} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{5}{9} \\)", "MisconceptionId": "2134", "MisconceptionName": "when multiplying fractions multiplies by the reciprocal of the 2nd fraction instead", "prompt": "Misconception:\nwhen multiplying fractions multiplies by the reciprocal of the 2nd fraction instead\n\nQuestion:\nCalculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)\n\nOptions:\nA. \\( \\frac{1}{45} \\)\nB. \\( \\frac{2}{14} \\)\nC. \\( \\frac{5}{9} \\)\nD. \\( \\frac{1}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1582:D", "QuestionText": "Calculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)", "AnswerAText": "\\( \\frac{1}{45} \\)", "AnswerBText": "\\( \\frac{2}{14} \\)", "AnswerCText": "\\( \\frac{5}{9} \\)", "AnswerDText": "\\( \\frac{1}{14} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{14} \\)", "MisconceptionId": "1280", "MisconceptionName": "When multiplying fractions, multiplies the numerator and adds the denominator", "prompt": "Misconception:\nWhen multiplying fractions, multiplies the numerator and adds the denominator\n\nQuestion:\nCalculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)\n\nOptions:\nA. \\( \\frac{1}{45} \\)\nB. \\( \\frac{2}{14} \\)\nC. \\( \\frac{5}{9} \\)\nD. \\( \\frac{1}{14} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1583:A", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"30\" written inside it. The middle rectangle has \"squared\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 900 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 15 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 60 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"30\" written inside it. The middle rectangle has \"squared\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 900 \\)\nC. \\( 22 \\)\nD. \\( 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1583:D", "QuestionText": "![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"30\" written inside it. The middle rectangle has \"squared\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 900 \\)", "AnswerCText": "\\( 22 \\)", "AnswerDText": "\\( 15 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "1664", "MisconceptionName": "Mixes up squaring and halving", "prompt": "Misconception:\nMixes up squaring and halving\n\nQuestion:\n![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"30\" written inside it. The middle rectangle has \"squared\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\n\nOptions:\nA. \\( 60 \\)\nB. \\( 900 \\)\nC. \\( 22 \\)\nD. \\( 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1584:A", "QuestionText": "Calculate\n\\(\n2 \\div \\frac{1}{5}\n\\)", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( \\frac{1}{10} \\)", "AnswerDText": "\\( \\frac{5}{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{5} \\)", "MisconceptionId": "733", "MisconceptionName": "When dividing an integer by a fraction, thinks they can just multiply instead.", "prompt": "Misconception:\nWhen dividing an integer by a fraction, thinks they can just multiply instead.\n\nQuestion:\nCalculate\n\\(\n2 \\div \\frac{1}{5}\n\\)\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( 10 \\)\nC. \\( \\frac{1}{10} \\)\nD. \\( \\frac{5}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1584:C", "QuestionText": "Calculate\n\\(\n2 \\div \\frac{1}{5}\n\\)", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( \\frac{1}{10} \\)", "AnswerDText": "\\( \\frac{5}{2} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{10} \\)", "MisconceptionId": "1152", "MisconceptionName": "When dividing fractions, does the reciprocal of the first fraction instead of the second", "prompt": "Misconception:\nWhen dividing fractions, does the reciprocal of the first fraction instead of the second\n\nQuestion:\nCalculate\n\\(\n2 \\div \\frac{1}{5}\n\\)\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( 10 \\)\nC. \\( \\frac{1}{10} \\)\nD. \\( \\frac{5}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1584:D", "QuestionText": "Calculate\n\\(\n2 \\div \\frac{1}{5}\n\\)", "AnswerAText": "\\( \\frac{2}{5} \\)", "AnswerBText": "\\( 10 \\)", "AnswerCText": "\\( \\frac{1}{10} \\)", "AnswerDText": "\\( \\frac{5}{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{5}{2} \\)", "MisconceptionId": "1749", "MisconceptionName": "When dividing fractions, does the reciprocal of both fractions", "prompt": "Misconception:\nWhen dividing fractions, does the reciprocal of both fractions\n\nQuestion:\nCalculate\n\\(\n2 \\div \\frac{1}{5}\n\\)\n\nOptions:\nA. \\( \\frac{2}{5} \\)\nB. \\( 10 \\)\nC. \\( \\frac{1}{10} \\)\nD. \\( \\frac{5}{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1585:A", "QuestionText": "Write the following number in standard form:\n\\[\n0.00506\n\\]", "AnswerAText": "\\( 5.06 \\times 10^{3} \\)", "AnswerBText": "\\( 5.6 \\times 10^{-3} \\)", "AnswerCText": "\\( 5.06 \\times 10^{-5} \\)", "AnswerDText": "\\( 5.06 \\times 10^{-3} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5.06 \\times 10^{3} \\)", "MisconceptionId": "1781", "MisconceptionName": "Does not think we can have negative powers in standard form", "prompt": "Misconception:\nDoes not think we can have negative powers in standard form\n\nQuestion:\nWrite the following number in standard form:\n\\[\n0.00506\n\\]\n\nOptions:\nA. \\( 5.06 \\times 10^{3} \\)\nB. \\( 5.6 \\times 10^{-3} \\)\nC. \\( 5.06 \\times 10^{-5} \\)\nD. \\( 5.06 \\times 10^{-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1585:B", "QuestionText": "Write the following number in standard form:\n\\[\n0.00506\n\\]", "AnswerAText": "\\( 5.06 \\times 10^{3} \\)", "AnswerBText": "\\( 5.6 \\times 10^{-3} \\)", "AnswerCText": "\\( 5.06 \\times 10^{-5} \\)", "AnswerDText": "\\( 5.06 \\times 10^{-3} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 5.6 \\times 10^{-3} \\)", "MisconceptionId": "702", "MisconceptionName": "When changing a number to standard form omits zero's of significance", "prompt": "Misconception:\nWhen changing a number to standard form omits zero's of significance\n\nQuestion:\nWrite the following number in standard form:\n\\[\n0.00506\n\\]\n\nOptions:\nA. \\( 5.06 \\times 10^{3} \\)\nB. \\( 5.6 \\times 10^{-3} \\)\nC. \\( 5.06 \\times 10^{-5} \\)\nD. \\( 5.06 \\times 10^{-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1585:C", "QuestionText": "Write the following number in standard form:\n\\[\n0.00506\n\\]", "AnswerAText": "\\( 5.06 \\times 10^{3} \\)", "AnswerBText": "\\( 5.6 \\times 10^{-3} \\)", "AnswerCText": "\\( 5.06 \\times 10^{-5} \\)", "AnswerDText": "\\( 5.06 \\times 10^{-3} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5.06 \\times 10^{-5} \\)", "MisconceptionId": "702", "MisconceptionName": "When changing a number to standard form omits zero's of significance", "prompt": "Misconception:\nWhen changing a number to standard form omits zero's of significance\n\nQuestion:\nWrite the following number in standard form:\n\\[\n0.00506\n\\]\n\nOptions:\nA. \\( 5.06 \\times 10^{3} \\)\nB. \\( 5.6 \\times 10^{-3} \\)\nC. \\( 5.06 \\times 10^{-5} \\)\nD. \\( 5.06 \\times 10^{-3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1586:A", "QuestionText": "Factorise \\( 9 x^{2}-24 x+16 \\)", "AnswerAText": "\\( (3 x+4)^{2} \\)", "AnswerBText": "\\( (9 x-4)^{2} \\)", "AnswerCText": "\\( (3 x-4)^{2} \\)", "AnswerDText": "\\( (3 x+8)^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (3 x+4)^{2} \\)", "MisconceptionId": "2581", "MisconceptionName": "When factorising a quadratic with a coefficient of x squared, believes the signs and/or positions of the constants are interchangeable", "prompt": "Misconception:\nWhen factorising a quadratic with a coefficient of x squared, believes the signs and/or positions of the constants are interchangeable\n\nQuestion:\nFactorise \\( 9 x^{2}-24 x+16 \\)\n\nOptions:\nA. \\( (3 x+4)^{2} \\)\nB. \\( (9 x-4)^{2} \\)\nC. \\( (3 x-4)^{2} \\)\nD. \\( (3 x+8)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1586:B", "QuestionText": "Factorise \\( 9 x^{2}-24 x+16 \\)", "AnswerAText": "\\( (3 x+4)^{2} \\)", "AnswerBText": "\\( (9 x-4)^{2} \\)", "AnswerCText": "\\( (3 x-4)^{2} \\)", "AnswerDText": "\\( (3 x+8)^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (9 x-4)^{2} \\)", "MisconceptionId": "2240", "MisconceptionName": "When factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form", "prompt": "Misconception:\nWhen factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form\n\nQuestion:\nFactorise \\( 9 x^{2}-24 x+16 \\)\n\nOptions:\nA. \\( (3 x+4)^{2} \\)\nB. \\( (9 x-4)^{2} \\)\nC. \\( (3 x-4)^{2} \\)\nD. \\( (3 x+8)^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1587:B", "QuestionText": "What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{2}{5} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "There is no such fraction", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{5} \\)", "MisconceptionId": "990", "MisconceptionName": "Does not realise you can use equivalent fractions to break fractions up into smaller divisions", "prompt": "Misconception:\nDoes not realise you can use equivalent fractions to break fractions up into smaller divisions\n\nQuestion:\nWhat fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{2}{5} \\)\nC. \\( \\frac{3}{4} \\)\nD. There is no such fraction\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1587:C", "QuestionText": "What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{2}{5} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "There is no such fraction", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{3}{4} \\)", "MisconceptionId": "2012", "MisconceptionName": "When reading a dash on a number line does not take into account the number at the start or the width of each division", "prompt": "Misconception:\nWhen reading a dash on a number line does not take into account the number at the start or the width of each division\n\nQuestion:\nWhat fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{2}{5} \\)\nC. \\( \\frac{3}{4} \\)\nD. There is no such fraction\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1587:D", "QuestionText": "What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()", "AnswerAText": "\\( \\frac{1}{2} \\)", "AnswerBText": "\\( \\frac{2}{5} \\)", "AnswerCText": "\\( \\frac{3}{4} \\)", "AnswerDText": "There is no such fraction", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "There is no such fraction", "MisconceptionId": "990", "MisconceptionName": "Does not realise you can use equivalent fractions to break fractions up into smaller divisions", "prompt": "Misconception:\nDoes not realise you can use equivalent fractions to break fractions up into smaller divisions\n\nQuestion:\nWhat fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()\n\nOptions:\nA. \\( \\frac{1}{2} \\)\nB. \\( \\frac{2}{5} \\)\nC. \\( \\frac{3}{4} \\)\nD. There is no such fraction\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1588:A", "QuestionText": "Which shape has the lowest order of rotational symmetry?", "AnswerAText": "![Equilateral triangle]()", "AnswerBText": "![Circle]()", "AnswerCText": "![Square]()", "AnswerDText": "![Trapezium]()", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "![Equilateral triangle]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has the lowest order of rotational symmetry?\n\nOptions:\nA. ![Equilateral triangle]()\nB. ![Circle]()\nC. ![Square]()\nD. ![Trapezium]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1588:B", "QuestionText": "Which shape has the lowest order of rotational symmetry?", "AnswerAText": "![Equilateral triangle]()", "AnswerBText": "![Circle]()", "AnswerCText": "![Square]()", "AnswerDText": "![Trapezium]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![Circle]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has the lowest order of rotational symmetry?\n\nOptions:\nA. ![Equilateral triangle]()\nB. ![Circle]()\nC. ![Square]()\nD. ![Trapezium]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1588:C", "QuestionText": "Which shape has the lowest order of rotational symmetry?", "AnswerAText": "![Equilateral triangle]()", "AnswerBText": "![Circle]()", "AnswerCText": "![Square]()", "AnswerDText": "![Trapezium]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![Square]()", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\nWhich shape has the lowest order of rotational symmetry?\n\nOptions:\nA. ![Equilateral triangle]()\nB. ![Circle]()\nC. ![Square]()\nD. ![Trapezium]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1589:A", "QuestionText": "When estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 0.5 \\)", "AnswerDText": "\\( 0.48 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1165", "MisconceptionName": "Rounds to the nearest integer rather than one significant figure", "prompt": "Misconception:\nRounds to the nearest integer rather than one significant figure\n\nQuestion:\nWhen estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.4 \\)\nC. \\( 0.5 \\)\nD. \\( 0.48 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1589:B", "QuestionText": "When estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 0.5 \\)", "AnswerDText": "\\( 0.48 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhen estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.4 \\)\nC. \\( 0.5 \\)\nD. \\( 0.48 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1589:D", "QuestionText": "When estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 0.4 \\)", "AnswerCText": "\\( 0.5 \\)", "AnswerDText": "\\( 0.48 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.48 \\)", "MisconceptionId": "1591", "MisconceptionName": "Rounds to the nearest hundredth, rather than one significant figure", "prompt": "Misconception:\nRounds to the nearest hundredth, rather than one significant figure\n\nQuestion:\nWhen estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...\n\nOptions:\nA. \\( 0 \\)\nB. \\( 0.4 \\)\nC. \\( 0.5 \\)\nD. \\( 0.48 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1590:B", "QuestionText": "Which of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()", "AnswerAText": "\\( 4 \\) squares right \\( 2 \\) squares up", "AnswerBText": "\\( 5 \\) squares right \\( 3 \\) squares up", "AnswerCText": "\\( 4 \\) squares left \\( 2 \\) squares down", "AnswerDText": "\\( 5 \\) squares right \\( 2 \\) squares up", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\) squares right \\( 3 \\) squares up", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nWhich of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()\n\nOptions:\nA. \\( 4 \\) squares right \\( 2 \\) squares up\nB. \\( 5 \\) squares right \\( 3 \\) squares up\nC. \\( 4 \\) squares left \\( 2 \\) squares down\nD. \\( 5 \\) squares right \\( 2 \\) squares up\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1590:C", "QuestionText": "Which of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()", "AnswerAText": "\\( 4 \\) squares right \\( 2 \\) squares up", "AnswerBText": "\\( 5 \\) squares right \\( 3 \\) squares up", "AnswerCText": "\\( 4 \\) squares left \\( 2 \\) squares down", "AnswerDText": "\\( 5 \\) squares right \\( 2 \\) squares up", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 4 \\) squares left \\( 2 \\) squares down", "MisconceptionId": "1265", "MisconceptionName": "When describing a translation, goes from the image to the original", "prompt": "Misconception:\nWhen describing a translation, goes from the image to the original\n\nQuestion:\nWhich of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()\n\nOptions:\nA. \\( 4 \\) squares right \\( 2 \\) squares up\nB. \\( 5 \\) squares right \\( 3 \\) squares up\nC. \\( 4 \\) squares left \\( 2 \\) squares down\nD. \\( 5 \\) squares right \\( 2 \\) squares up\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1590:D", "QuestionText": "Which of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()", "AnswerAText": "\\( 4 \\) squares right \\( 2 \\) squares up", "AnswerBText": "\\( 5 \\) squares right \\( 3 \\) squares up", "AnswerCText": "\\( 4 \\) squares left \\( 2 \\) squares down", "AnswerDText": "\\( 5 \\) squares right \\( 2 \\) squares up", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 5 \\) squares right \\( 2 \\) squares up", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nWhich of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()\n\nOptions:\nA. \\( 4 \\) squares right \\( 2 \\) squares up\nB. \\( 5 \\) squares right \\( 3 \\) squares up\nC. \\( 4 \\) squares left \\( 2 \\) squares down\nD. \\( 5 \\) squares right \\( 2 \\) squares up\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1591:A", "QuestionText": "What is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()", "AnswerAText": "\\( 80 \\mathrm{~mm}^{2} \\)", "AnswerBText": "\\( 300 \\mathrm{~mm}^{2} \\)", "AnswerCText": "\\( 40 \\mathrm{~mm}^{2} \\)", "AnswerDText": "\\( 150 \\mathrm{~mm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 80 \\mathrm{~mm}^{2} \\)", "MisconceptionId": "2450", "MisconceptionName": "Does not half sum of parallel sides when finding area of a trapezium", "prompt": "Misconception:\nDoes not half sum of parallel sides when finding area of a trapezium\n\nQuestion:\nWhat is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()\n\nOptions:\nA. \\( 80 \\mathrm{~mm}^{2} \\)\nB. \\( 300 \\mathrm{~mm}^{2} \\)\nC. \\( 40 \\mathrm{~mm}^{2} \\)\nD. \\( 150 \\mathrm{~mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1591:B", "QuestionText": "What is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()", "AnswerAText": "\\( 80 \\mathrm{~mm}^{2} \\)", "AnswerBText": "\\( 300 \\mathrm{~mm}^{2} \\)", "AnswerCText": "\\( 40 \\mathrm{~mm}^{2} \\)", "AnswerDText": "\\( 150 \\mathrm{~mm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 300 \\mathrm{~mm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()\n\nOptions:\nA. \\( 80 \\mathrm{~mm}^{2} \\)\nB. \\( 300 \\mathrm{~mm}^{2} \\)\nC. \\( 40 \\mathrm{~mm}^{2} \\)\nD. \\( 150 \\mathrm{~mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1591:D", "QuestionText": "What is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()", "AnswerAText": "\\( 80 \\mathrm{~mm}^{2} \\)", "AnswerBText": "\\( 300 \\mathrm{~mm}^{2} \\)", "AnswerCText": "\\( 40 \\mathrm{~mm}^{2} \\)", "AnswerDText": "\\( 150 \\mathrm{~mm}^{2} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 150 \\mathrm{~mm}^{2} \\)", "MisconceptionId": "71", "MisconceptionName": "Multiplies all given dimensions when calculating an area", "prompt": "Misconception:\nMultiplies all given dimensions when calculating an area\n\nQuestion:\nWhat is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()\n\nOptions:\nA. \\( 80 \\mathrm{~mm}^{2} \\)\nB. \\( 300 \\mathrm{~mm}^{2} \\)\nC. \\( 40 \\mathrm{~mm}^{2} \\)\nD. \\( 150 \\mathrm{~mm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1592:B", "QuestionText": "What fraction of the rectangle is shaded? ![Rectangle split into 100 equal parts with 27 parts shaded in yellow]()", "AnswerAText": "\\( \\frac{27}{100} \\)", "AnswerBText": "\\( \\frac{27}{73} \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( \\frac{73}{100} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{27}{73} \\)", "MisconceptionId": "2190", "MisconceptionName": "Denominator used for other parts rather than total parts", "prompt": "Misconception:\nDenominator used for other parts rather than total parts\n\nQuestion:\nWhat fraction of the rectangle is shaded? ![Rectangle split into 100 equal parts with 27 parts shaded in yellow]()\n\nOptions:\nA. \\( \\frac{27}{100} \\)\nB. \\( \\frac{27}{73} \\)\nC. \\( 27 \\)\nD. \\( \\frac{73}{100} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1592:C", "QuestionText": "What fraction of the rectangle is shaded? ![Rectangle split into 100 equal parts with 27 parts shaded in yellow]()", "AnswerAText": "\\( \\frac{27}{100} \\)", "AnswerBText": "\\( \\frac{27}{73} \\)", "AnswerCText": "\\( 27 \\)", "AnswerDText": "\\( \\frac{73}{100} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 27 \\)", "MisconceptionId": "659", "MisconceptionName": "Does not know how to write a fraction - just given an integer answer", "prompt": "Misconception:\nDoes not know how to write a fraction - just given an integer answer\n\nQuestion:\nWhat fraction of the rectangle is shaded? ![Rectangle split into 100 equal parts with 27 parts shaded in yellow]()\n\nOptions:\nA. \\( \\frac{27}{100} \\)\nB. \\( \\frac{27}{73} \\)\nC. \\( 27 \\)\nD. \\( \\frac{73}{100} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1593:C", "QuestionText": "Line JK is.. ![A pair of parallel lines are drawn with the arrow on each pointing to the right.\nA straight red line, KJ, is drawn so that diagonally crosses both parallel lines.]()", "AnswerAText": "Parallel", "AnswerBText": "A transversal", "AnswerCText": "Skew", "AnswerDText": "Perpendicular", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Skew", "MisconceptionId": "680", "MisconceptionName": "Does not know the term transversal", "prompt": "Misconception:\nDoes not know the term transversal\n\nQuestion:\nLine JK is.. ![A pair of parallel lines are drawn with the arrow on each pointing to the right.\nA straight red line, KJ, is drawn so that diagonally crosses both parallel lines.]()\n\nOptions:\nA. Parallel\nB. A transversal\nC. Skew\nD. Perpendicular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1593:D", "QuestionText": "Line JK is.. ![A pair of parallel lines are drawn with the arrow on each pointing to the right.\nA straight red line, KJ, is drawn so that diagonally crosses both parallel lines.]()", "AnswerAText": "Parallel", "AnswerBText": "A transversal", "AnswerCText": "Skew", "AnswerDText": "Perpendicular", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Perpendicular", "MisconceptionId": "1419", "MisconceptionName": "Believes any lines that cross are perpendicular", "prompt": "Misconception:\nBelieves any lines that cross are perpendicular\n\nQuestion:\nLine JK is.. ![A pair of parallel lines are drawn with the arrow on each pointing to the right.\nA straight red line, KJ, is drawn so that diagonally crosses both parallel lines.]()\n\nOptions:\nA. Parallel\nB. A transversal\nC. Skew\nD. Perpendicular\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1594:A", "QuestionText": "What do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()", "AnswerAText": "They are parallel", "AnswerBText": "They are straight", "AnswerCText": "They are the midpoints", "AnswerDText": "They are the same length", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "They are parallel", "MisconceptionId": "977", "MisconceptionName": "Confuses the sign for parallel lines as being dashes", "prompt": "Misconception:\nConfuses the sign for parallel lines as being dashes\n\nQuestion:\nWhat do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()\n\nOptions:\nA. They are parallel\nB. They are straight\nC. They are the midpoints\nD. They are the same length\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1594:B", "QuestionText": "What do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()", "AnswerAText": "They are parallel", "AnswerBText": "They are straight", "AnswerCText": "They are the midpoints", "AnswerDText": "They are the same length", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "They are straight", "MisconceptionId": "2289", "MisconceptionName": "Confuses the signs for straight lines as being dashes", "prompt": "Misconception:\nConfuses the signs for straight lines as being dashes\n\nQuestion:\nWhat do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()\n\nOptions:\nA. They are parallel\nB. They are straight\nC. They are the midpoints\nD. They are the same length\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1594:C", "QuestionText": "What do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()", "AnswerAText": "They are parallel", "AnswerBText": "They are straight", "AnswerCText": "They are the midpoints", "AnswerDText": "They are the same length", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "They are the midpoints", "MisconceptionId": "1340", "MisconceptionName": "Misunderstands dashed lines as being the midpoint", "prompt": "Misconception:\nMisunderstands dashed lines as being the midpoint\n\nQuestion:\nWhat do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()\n\nOptions:\nA. They are parallel\nB. They are straight\nC. They are the midpoints\nD. They are the same length\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1595:C", "QuestionText": "This graph shows the position of a ball, relative to a fixed point, over time.\n\nApproximately how far away from its starting point is the ball after \\( 8 \\) seconds? ![A graph showing time (secs) on the horizontal axis and position (m) on the vertical axis. The graph starts at (0,6) travels in a straight line to (8,15), then a straight line to (16,-15) then a straight line to (24,0). ]()", "AnswerAText": "\\( 2 m \\)", "AnswerBText": "\\( 9 \\mathrm{~m} \\)", "AnswerCText": "\\( 14.5 \\mathrm{~m} \\)", "AnswerDText": "\\( 15 \\mathrm{~m} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 14.5 \\mathrm{~m} \\)", "MisconceptionId": "1519", "MisconceptionName": "Assumes that a graph always starts at the origin", "prompt": "Misconception:\nAssumes that a graph always starts at the origin\n\nQuestion:\nThis graph shows the position of a ball, relative to a fixed point, over time.\n\nApproximately how far away from its starting point is the ball after \\( 8 \\) seconds? ![A graph showing time (secs) on the horizontal axis and position (m) on the vertical axis. The graph starts at (0,6) travels in a straight line to (8,15), then a straight line to (16,-15) then a straight line to (24,0). ]()\n\nOptions:\nA. \\( 2 m \\)\nB. \\( 9 \\mathrm{~m} \\)\nC. \\( 14.5 \\mathrm{~m} \\)\nD. \\( 15 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1596:B", "QuestionText": "\\( \\frac{1}{12} \\) of an hour \\( = ____\\) minutes", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 8.3 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 1.2 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 8.3 \\)", "MisconceptionId": "1013", "MisconceptionName": "Answers as if there are 100 minutes in an hour", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour\n\nQuestion:\n\\( \\frac{1}{12} \\) of an hour \\( = ____\\) minutes\n\nOptions:\nA. \\( 12 \\)\nB. \\( 8.3 \\)\nC. \\( 5 \\)\nD. \\( 1.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1597:A", "QuestionText": "Which button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()", "AnswerAText": "![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()", "AnswerBText": "![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()", "AnswerCText": "![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()", "AnswerDText": "![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()", "MisconceptionId": "1840", "MisconceptionName": "Thinks the fraction button on a calculator converts fractions to decimals", "prompt": "Misconception:\nThinks the fraction button on a calculator converts fractions to decimals\n\nQuestion:\nWhich button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()\n\nOptions:\nA. ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()\nB. ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()\nC. ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()\nD. ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1597:B", "QuestionText": "Which button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()", "AnswerAText": "![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()", "AnswerBText": "![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()", "AnswerCText": "![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()", "AnswerDText": "![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()", "MisconceptionId": "136", "MisconceptionName": "Does not recognise a reciprocal equation", "prompt": "Misconception:\nDoes not recognise a reciprocal equation\n\nQuestion:\nWhich button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()\n\nOptions:\nA. ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()\nB. ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()\nC. ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()\nD. ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1597:D", "QuestionText": "Which button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()", "AnswerAText": "![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()", "AnswerBText": "![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()", "AnswerCText": "![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()", "AnswerDText": "![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()", "MisconceptionId": "127", "MisconceptionName": "Thinks the fraction to decimal conversion button on a calculator can be used to raise to a power", "prompt": "Misconception:\nThinks the fraction to decimal conversion button on a calculator can be used to raise to a power\n\nQuestion:\nWhich button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()\n\nOptions:\nA. ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()\nB. ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()\nC. ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()\nD. ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1598:A", "QuestionText": "Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -2.75 \\)", "AnswerCText": "\\( -4.5 \\)", "AnswerDText": "\\( -3.5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "1760", "MisconceptionName": "Reads the position of a number from the space between the line marked, rather than the line marked", "prompt": "Misconception:\nReads the position of a number from the space between the line marked, rather than the line marked\n\nQuestion:\nHere is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -2.75 \\)\nC. \\( -4.5 \\)\nD. \\( -3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1598:B", "QuestionText": "Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -2.75 \\)", "AnswerCText": "\\( -4.5 \\)", "AnswerDText": "\\( -3.5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -2.75 \\)", "MisconceptionId": "2049", "MisconceptionName": "Believes a gap of 2 is a gap of 1 on a numberline", "prompt": "Misconception:\nBelieves a gap of 2 is a gap of 1 on a numberline\n\nQuestion:\nHere is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -2.75 \\)\nC. \\( -4.5 \\)\nD. \\( -3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1598:C", "QuestionText": "Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?", "AnswerAText": "\\( -3 \\)", "AnswerBText": "\\( -2.75 \\)", "AnswerCText": "\\( -4.5 \\)", "AnswerDText": "\\( -3.5 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -4.5 \\)", "MisconceptionId": "2109", "MisconceptionName": "Counts on in the wrong direction on a number line", "prompt": "Misconception:\nCounts on in the wrong direction on a number line\n\nQuestion:\nHere is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\"    A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?\n\nOptions:\nA. \\( -3 \\)\nB. \\( -2.75 \\)\nC. \\( -4.5 \\)\nD. \\( -3.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1599:B", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)", "AnswerAText": "\\( \\frac{c}{h+4} \\)", "AnswerBText": "\\( \\frac{c+4}{h+4} \\)", "AnswerCText": "\\( \\frac{c}{h}+4 \\)", "AnswerDText": "\\( \\frac{h+4}{c} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{c+4}{h+4} \\)", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)\n\nOptions:\nA. \\( \\frac{c}{h+4} \\)\nB. \\( \\frac{c+4}{h+4} \\)\nC. \\( \\frac{c}{h}+4 \\)\nD. \\( \\frac{h+4}{c} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1599:C", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)", "AnswerAText": "\\( \\frac{c}{h+4} \\)", "AnswerBText": "\\( \\frac{c+4}{h+4} \\)", "AnswerCText": "\\( \\frac{c}{h}+4 \\)", "AnswerDText": "\\( \\frac{h+4}{c} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{c}{h}+4 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)\n\nOptions:\nA. \\( \\frac{c}{h+4} \\)\nB. \\( \\frac{c+4}{h+4} \\)\nC. \\( \\frac{c}{h}+4 \\)\nD. \\( \\frac{h+4}{c} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1599:D", "QuestionText": "Which answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)", "AnswerAText": "\\( \\frac{c}{h+4} \\)", "AnswerBText": "\\( \\frac{c+4}{h+4} \\)", "AnswerCText": "\\( \\frac{c}{h}+4 \\)", "AnswerDText": "\\( \\frac{h+4}{c} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{h+4}{c} \\)", "MisconceptionId": "1542", "MisconceptionName": "Believes that a fraction means dividing the denominator by the numerator", "prompt": "Misconception:\nBelieves that a fraction means dividing the denominator by the numerator\n\nQuestion:\nWhich answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)\n\nOptions:\nA. \\( \\frac{c}{h+4} \\)\nB. \\( \\frac{c+4}{h+4} \\)\nC. \\( \\frac{c}{h}+4 \\)\nD. \\( \\frac{h+4}{c} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1600:B", "QuestionText": "Use the graph to approximate the solution to \\( x^{2}<2 \\) ![A set of axes with the quadratic graph y=x^2 drawn on.]()", "AnswerAText": "\\( x<4 \\)", "AnswerBText": "\\( x<-1.4, x>1.4 \\)", "AnswerCText": "\\( x \\geq 0 \\)", "AnswerDText": "\\( -1.4<x<1.4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( x<-1.4, x>1.4 \\)", "MisconceptionId": "2043", "MisconceptionName": "Selects y>a solutions instead of y<a solutions for a quadratic inequality", "prompt": "Misconception:\nSelects y>a solutions instead of y<a solutions for a quadratic inequality\n\nQuestion:\nUse the graph to approximate the solution to \\( x^{2}<2 \\) ![A set of axes with the quadratic graph y=x^2 drawn on.]()\n\nOptions:\nA. \\( x<4 \\)\nB. \\( x<-1.4, x>1.4 \\)\nC. \\( x \\geq 0 \\)\nD. \\( -1.4<x<1.4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1601:A", "QuestionText": "\\(\n2(5 x+4)-4(x-7) \\equiv A x+B\n\\)\n\nWhat is the value of \\( A \\) ?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "911", "MisconceptionName": "Only multiplies the numerical terms when expanding a bracket", "prompt": "Misconception:\nOnly multiplies the numerical terms when expanding a bracket\n\nQuestion:\n\\(\n2(5 x+4)-4(x-7) \\equiv A x+B\n\\)\n\nWhat is the value of \\( A \\) ?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 6 \\)\nC. \\( 14 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1602:A", "QuestionText": "Tom and Katie are arguing about factorising \n\nTom says \\( p^{2}+9 p \\equiv(p+3)(p+3) \\) \n\nKatie says \\( p^{2}+9 p \\equiv p(p+9) \\) \n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "838", "MisconceptionName": "When factorising a quadratic without a non variable term, tries to double bracket factorise", "prompt": "Misconception:\nWhen factorising a quadratic without a non variable term, tries to double bracket factorise\n\nQuestion:\nTom and Katie are arguing about factorising \n\nTom says \\( p^{2}+9 p \\equiv(p+3)(p+3) \\) \n\nKatie says \\( p^{2}+9 p \\equiv p(p+9) \\) \n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1603:A", "QuestionText": "\\[\n7,10,13,16,19, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: ![\\( \\hat{\\omega}^{n} \\)]()", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "2376", "MisconceptionName": "When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.", "prompt": "Misconception:\nWhen finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.\n\nQuestion:\n\\[\n7,10,13,16,19, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: ![\\( \\hat{\\omega}^{n} \\)]()\n\nOptions:\nA. \\( 7 \\)\nB. \\( 5 \\)\nC. \\( 3 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1604:B", "QuestionText": "What is the value of \\( 1^{2} \\) ?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nWhat is the value of \\( 1^{2} \\) ?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1604:C", "QuestionText": "What is the value of \\( 1^{2} \\) ?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\nWhat is the value of \\( 1^{2} \\) ?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1604:D", "QuestionText": "What is the value of \\( 1^{2} \\) ?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\nWhat is the value of \\( 1^{2} \\) ?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 2 \\)\nC. \\( 3 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1605:A", "QuestionText": "\\( 0.2 \\times 0.8= \\)", "AnswerAText": "\\( 0.28 \\)", "AnswerBText": "\\( 1.6 \\)", "AnswerCText": "\\( 0.16 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.28 \\)", "MisconceptionId": "261", "MisconceptionName": "When multiplying just writes the numbers next to each other", "prompt": "Misconception:\nWhen multiplying just writes the numbers next to each other\n\nQuestion:\n\\( 0.2 \\times 0.8= \\)\n\nOptions:\nA. \\( 0.28 \\)\nB. \\( 1.6 \\)\nC. \\( 0.16 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1605:B", "QuestionText": "\\( 0.2 \\times 0.8= \\)", "AnswerAText": "\\( 0.28 \\)", "AnswerBText": "\\( 1.6 \\)", "AnswerCText": "\\( 0.16 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1.6 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.2 \\times 0.8= \\)\n\nOptions:\nA. \\( 0.28 \\)\nB. \\( 1.6 \\)\nC. \\( 0.16 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1605:D", "QuestionText": "\\( 0.2 \\times 0.8= \\)", "AnswerAText": "\\( 0.28 \\)", "AnswerBText": "\\( 1.6 \\)", "AnswerCText": "\\( 0.16 \\)", "AnswerDText": "\\( 1 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( 0.2 \\times 0.8= \\)\n\nOptions:\nA. \\( 0.28 \\)\nB. \\( 1.6 \\)\nC. \\( 0.16 \\)\nD. \\( 1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1606:C", "QuestionText": "\"If \\( n \\) is a positive integer, then \\( (2 n-13)^{3} \\) is negative\"\n\nIs the above statement always true, sometimes true, or never true?", "AnswerAText": "Always true", "AnswerBText": "Sometimes true", "AnswerCText": "Never true", "AnswerDText": "l'd just be guessing", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Never true", "MisconceptionId": "1031", "MisconceptionName": "Believes raising a negative number to an odd power will give a positive answer", "prompt": "Misconception:\nBelieves raising a negative number to an odd power will give a positive answer\n\nQuestion:\n\"If \\( n \\) is a positive integer, then \\( (2 n-13)^{3} \\) is negative\"\n\nIs the above statement always true, sometimes true, or never true?\n\nOptions:\nA. Always true\nB. Sometimes true\nC. Never true\nD. l'd just be guessing\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1607:B", "QuestionText": "Isaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only ste.p \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both step.s are incorrect", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only ste.p \\( 2 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only ste.p \\( 2 \\)\nC. Both steps are correct\nD. Both step.s are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1607:C", "QuestionText": "Isaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only ste.p \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both step.s are incorrect", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both steps are correct", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only ste.p \\( 2 \\)\nC. Both steps are correct\nD. Both step.s are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1607:D", "QuestionText": "Isaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?", "AnswerAText": "Only step \\( 1 \\)", "AnswerBText": "Only ste.p \\( 2 \\)", "AnswerCText": "Both steps are correct", "AnswerDText": "Both step.s are incorrect", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Both step.s are incorrect", "MisconceptionId": "1130", "MisconceptionName": "Does not know how to solve linear equations involving fractions", "prompt": "Misconception:\nDoes not know how to solve linear equations involving fractions\n\nQuestion:\nIsaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?\n\nOptions:\nA. Only step \\( 1 \\)\nB. Only ste.p \\( 2 \\)\nC. Both steps are correct\nD. Both step.s are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1608:A", "QuestionText": "![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?", "AnswerAText": "\\( 4+5=-1 \\)", "AnswerBText": "\\( -1+5=4 \\)", "AnswerCText": "\\( -1+4=5 \\)", "AnswerDText": "\\( 1+4=5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4+5=-1 \\)", "MisconceptionId": "2101", "MisconceptionName": "Believes we move down a number line when we add", "prompt": "Misconception:\nBelieves we move down a number line when we add\n\nQuestion:\n![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?\n\nOptions:\nA. \\( 4+5=-1 \\)\nB. \\( -1+5=4 \\)\nC. \\( -1+4=5 \\)\nD. \\( 1+4=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1608:C", "QuestionText": "![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?", "AnswerAText": "\\( 4+5=-1 \\)", "AnswerBText": "\\( -1+5=4 \\)", "AnswerCText": "\\( -1+4=5 \\)", "AnswerDText": "\\( 1+4=5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -1+4=5 \\)", "MisconceptionId": "2054", "MisconceptionName": "Believes the number of jumps between two numbers on a numberline represents the sum of those 2 numbers", "prompt": "Misconception:\nBelieves the number of jumps between two numbers on a numberline represents the sum of those 2 numbers\n\nQuestion:\n![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?\n\nOptions:\nA. \\( 4+5=-1 \\)\nB. \\( -1+5=4 \\)\nC. \\( -1+4=5 \\)\nD. \\( 1+4=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1608:D", "QuestionText": "![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?", "AnswerAText": "\\( 4+5=-1 \\)", "AnswerBText": "\\( -1+5=4 \\)", "AnswerCText": "\\( -1+4=5 \\)", "AnswerDText": "\\( 1+4=5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 1+4=5 \\)", "MisconceptionId": "2469", "MisconceptionName": "Believes a negative number can be replaced with its positive equivalent when answering an addition problem from a numberline", "prompt": "Misconception:\nBelieves a negative number can be replaced with its positive equivalent when answering an addition problem from a numberline\n\nQuestion:\n![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?\n\nOptions:\nA. \\( 4+5=-1 \\)\nB. \\( -1+5=4 \\)\nC. \\( -1+4=5 \\)\nD. \\( 1+4=5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1609:A", "QuestionText": "![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1609:B", "QuestionText": "![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1609:D", "QuestionText": "![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?", "AnswerAText": "\\( 0 \\)", "AnswerBText": "\\( 1 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "2355", "MisconceptionName": "Does not know how to find order of rotational symmetry", "prompt": "Misconception:\nDoes not know how to find order of rotational symmetry\n\nQuestion:\n![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?\n\nOptions:\nA. \\( 0 \\)\nB. \\( 1 \\)\nC. \\( 3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1610:B", "QuestionText": "Which of the following is the correct way to write \\( 900 \\) using Roman numerals?", "AnswerAText": "\\( \\mathrm{CM} \\)", "AnswerBText": "DCCCC", "AnswerCText": "IXOO", "AnswerDText": "ССССССССС", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "DCCCC", "MisconceptionId": "668", "MisconceptionName": "Writes four symbols after rather than one before in Roman numerals", "prompt": "Misconception:\nWrites four symbols after rather than one before in Roman numerals\n\nQuestion:\nWhich of the following is the correct way to write \\( 900 \\) using Roman numerals?\n\nOptions:\nA. \\( \\mathrm{CM} \\)\nB. DCCCC\nC. IXOO\nD. ССССССССС\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1610:C", "QuestionText": "Which of the following is the correct way to write \\( 900 \\) using Roman numerals?", "AnswerAText": "\\( \\mathrm{CM} \\)", "AnswerBText": "DCCCC", "AnswerCText": "IXOO", "AnswerDText": "ССССССССС", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "IXOO", "MisconceptionId": "1553", "MisconceptionName": "Thinks that we can use O as zero for place value in Roman numerals", "prompt": "Misconception:\nThinks that we can use O as zero for place value in Roman numerals\n\nQuestion:\nWhich of the following is the correct way to write \\( 900 \\) using Roman numerals?\n\nOptions:\nA. \\( \\mathrm{CM} \\)\nB. DCCCC\nC. IXOO\nD. ССССССССС\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1610:D", "QuestionText": "Which of the following is the correct way to write \\( 900 \\) using Roman numerals?", "AnswerAText": "\\( \\mathrm{CM} \\)", "AnswerBText": "DCCCC", "AnswerCText": "IXOO", "AnswerDText": "ССССССССС", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "ССССССССС", "MisconceptionId": "382", "MisconceptionName": "Does not know how to combine different symbols in Roman numerals", "prompt": "Misconception:\nDoes not know how to combine different symbols in Roman numerals\n\nQuestion:\nWhich of the following is the correct way to write \\( 900 \\) using Roman numerals?\n\nOptions:\nA. \\( \\mathrm{CM} \\)\nB. DCCCC\nC. IXOO\nD. ССССССССС\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1611:C", "QuestionText": "Jo and Paul are arguing about rounding.\nJo says \\( \\mathbf{1 2 0 6 . 9 7 8} \\) rounded to the nearest hundred is \\( \\mathbf{1 2 0 0} \\)\nPaul says \\( \\mathbf{1 2 0 6 . 9 7 8} \\) rounded to the nearest ten is \\( \\mathbf{1 2 0 0} \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nJo and Paul are arguing about rounding.\nJo says \\( \\mathbf{1 2 0 6 . 9 7 8} \\) rounded to the nearest hundred is \\( \\mathbf{1 2 0 0} \\)\nPaul says \\( \\mathbf{1 2 0 6 . 9 7 8} \\) rounded to the nearest ten is \\( \\mathbf{1 2 0 0} \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1612:A", "QuestionText": "\\( 0.51-0.202= \\)", "AnswerAText": "\\( 0.151 \\)", "AnswerBText": "\\( 0.312 \\)", "AnswerCText": "\\( 0.308 \\)", "AnswerDText": "\\( 0.318 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.151 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\n\\( 0.51-0.202= \\)\n\nOptions:\nA. \\( 0.151 \\)\nB. \\( 0.312 \\)\nC. \\( 0.308 \\)\nD. \\( 0.318 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1612:B", "QuestionText": "\\( 0.51-0.202= \\)", "AnswerAText": "\\( 0.151 \\)", "AnswerBText": "\\( 0.312 \\)", "AnswerCText": "\\( 0.308 \\)", "AnswerDText": "\\( 0.318 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.312 \\)", "MisconceptionId": "1795", "MisconceptionName": "Believes you subtract the smaller digit from the larger digit in column subtraction, regardless of position", "prompt": "Misconception:\nBelieves you subtract the smaller digit from the larger digit in column subtraction, regardless of position\n\nQuestion:\n\\( 0.51-0.202= \\)\n\nOptions:\nA. \\( 0.151 \\)\nB. \\( 0.312 \\)\nC. \\( 0.308 \\)\nD. \\( 0.318 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1612:D", "QuestionText": "\\( 0.51-0.202= \\)", "AnswerAText": "\\( 0.151 \\)", "AnswerBText": "\\( 0.312 \\)", "AnswerCText": "\\( 0.308 \\)", "AnswerDText": "\\( 0.318 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.318 \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\n\\( 0.51-0.202= \\)\n\nOptions:\nA. \\( 0.151 \\)\nB. \\( 0.312 \\)\nC. \\( 0.308 \\)\nD. \\( 0.318 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1613:D", "QuestionText": "Tom and Katie are discussing simultaneous equations Tom says you need to add these equations to eliminate \\( y \\)\n\\(\\begin{array}{r}\n4 x-3 y=12 \\\\\nx+3 y=15\n\\end{array}\\) Katie says you need to add these equations to eliminate \\( y \\)\n\\(\\begin{array}{r}\n4 x+3 y=12 \\\\\nx-3 y=15\n\\end{array}\\) Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1110", "MisconceptionName": "Does not think that -n + n = 0", "prompt": "Misconception:\nDoes not think that -n + n = 0\n\nQuestion:\nTom and Katie are discussing simultaneous equations Tom says you need to add these equations to eliminate \\( y \\)\n\\(\\begin{array}{r}\n4 x-3 y=12 \\\\\nx+3 y=15\n\\end{array}\\) Katie says you need to add these equations to eliminate \\( y \\)\n\\(\\begin{array}{r}\n4 x+3 y=12 \\\\\nx-3 y=15\n\\end{array}\\) Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1614:A", "QuestionText": "Which of the following sketches could represent \\( y=1-4 x ? \\)", "AnswerAText": "![2 axes showing a positive gradient, crossing the y axis at a positive number]()", "AnswerBText": "![2 axes showing a positive gradient with a negative y intercept ]()", "AnswerCText": "![2 axes showing a negative gradient with a positive y intercept]()", "AnswerDText": "![2 axes with a negative gradient and a negative y intercept]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![2 axes showing a positive gradient, crossing the y axis at a positive number]()", "MisconceptionId": "401", "MisconceptionName": "When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c", "prompt": "Misconception:\nWhen given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c\n\nQuestion:\nWhich of the following sketches could represent \\( y=1-4 x ? \\)\n\nOptions:\nA. ![2 axes showing a positive gradient, crossing the y axis at a positive number]()\nB. ![2 axes showing a positive gradient with a negative y intercept ]()\nC. ![2 axes showing a negative gradient with a positive y intercept]()\nD. ![2 axes with a negative gradient and a negative y intercept]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1614:B", "QuestionText": "Which of the following sketches could represent \\( y=1-4 x ? \\)", "AnswerAText": "![2 axes showing a positive gradient, crossing the y axis at a positive number]()", "AnswerBText": "![2 axes showing a positive gradient with a negative y intercept ]()", "AnswerCText": "![2 axes showing a negative gradient with a positive y intercept]()", "AnswerDText": "![2 axes with a negative gradient and a negative y intercept]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![2 axes showing a positive gradient with a negative y intercept ]()", "MisconceptionId": "401", "MisconceptionName": "When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c", "prompt": "Misconception:\nWhen given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c\n\nQuestion:\nWhich of the following sketches could represent \\( y=1-4 x ? \\)\n\nOptions:\nA. ![2 axes showing a positive gradient, crossing the y axis at a positive number]()\nB. ![2 axes showing a positive gradient with a negative y intercept ]()\nC. ![2 axes showing a negative gradient with a positive y intercept]()\nD. ![2 axes with a negative gradient and a negative y intercept]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1614:D", "QuestionText": "Which of the following sketches could represent \\( y=1-4 x ? \\)", "AnswerAText": "![2 axes showing a positive gradient, crossing the y axis at a positive number]()", "AnswerBText": "![2 axes showing a positive gradient with a negative y intercept ]()", "AnswerCText": "![2 axes showing a negative gradient with a positive y intercept]()", "AnswerDText": "![2 axes with a negative gradient and a negative y intercept]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![2 axes with a negative gradient and a negative y intercept]()", "MisconceptionId": "2282", "MisconceptionName": "Believes that in y=mx+c, m is the y-intercept", "prompt": "Misconception:\nBelieves that in y=mx+c, m is the y-intercept\n\nQuestion:\nWhich of the following sketches could represent \\( y=1-4 x ? \\)\n\nOptions:\nA. ![2 axes showing a positive gradient, crossing the y axis at a positive number]()\nB. ![2 axes showing a positive gradient with a negative y intercept ]()\nC. ![2 axes showing a negative gradient with a positive y intercept]()\nD. ![2 axes with a negative gradient and a negative y intercept]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1615:B", "QuestionText": "I think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?", "AnswerAText": "\\( \\frac{n-6}{3}=21 \\)", "AnswerBText": "\\( n-6 \\div 3=21 \\)", "AnswerCText": "\\( 3(n-6)=21 \\)", "AnswerDText": "\\( \\frac{n}{3}-6=21 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( n-6 \\div 3=21 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nI think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?\n\nOptions:\nA. \\( \\frac{n-6}{3}=21 \\)\nB. \\( n-6 \\div 3=21 \\)\nC. \\( 3(n-6)=21 \\)\nD. \\( \\frac{n}{3}-6=21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1615:C", "QuestionText": "I think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?", "AnswerAText": "\\( \\frac{n-6}{3}=21 \\)", "AnswerBText": "\\( n-6 \\div 3=21 \\)", "AnswerCText": "\\( 3(n-6)=21 \\)", "AnswerDText": "\\( \\frac{n}{3}-6=21 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 3(n-6)=21 \\)", "MisconceptionId": "1004", "MisconceptionName": "Thinks that a number in front of a bracket means divide", "prompt": "Misconception:\nThinks that a number in front of a bracket means divide\n\nQuestion:\nI think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?\n\nOptions:\nA. \\( \\frac{n-6}{3}=21 \\)\nB. \\( n-6 \\div 3=21 \\)\nC. \\( 3(n-6)=21 \\)\nD. \\( \\frac{n}{3}-6=21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1615:D", "QuestionText": "I think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?", "AnswerAText": "\\( \\frac{n-6}{3}=21 \\)", "AnswerBText": "\\( n-6 \\div 3=21 \\)", "AnswerCText": "\\( 3(n-6)=21 \\)", "AnswerDText": "\\( \\frac{n}{3}-6=21 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{n}{3}-6=21 \\)", "MisconceptionId": "987", "MisconceptionName": "Believes that the order of a worded calculation should be changed to follow BIDMAS", "prompt": "Misconception:\nBelieves that the order of a worded calculation should be changed to follow BIDMAS\n\nQuestion:\nI think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?\n\nOptions:\nA. \\( \\frac{n-6}{3}=21 \\)\nB. \\( n-6 \\div 3=21 \\)\nC. \\( 3(n-6)=21 \\)\nD. \\( \\frac{n}{3}-6=21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1616:A", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 5 \\) & \\( \\) \\\\\n\\hline 1  & \\( \\bigstar \\) & \\( 165 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 2 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 24  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?", "AnswerAText": "\\( 165 \\div 24 \\)", "AnswerBText": "\\( \\frac{165}{360} \\times 24 \\)", "AnswerCText": "\\( \\frac{360}{24} \\times 165 \\)", "AnswerDText": "\\( \\frac{165}{360} \\div 24 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 165 \\div 24 \\)", "MisconceptionId": "468", "MisconceptionName": "Believes you find the frequency for a pie chart sector by calculating its angle divided by the total frequency", "prompt": "Misconception:\nBelieves you find the frequency for a pie chart sector by calculating its angle divided by the total frequency\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 5 \\) & \\( \\) \\\\\n\\hline 1  & \\( \\bigstar \\) & \\( 165 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 2 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 24  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\n\nOptions:\nA. \\( 165 \\div 24 \\)\nB. \\( \\frac{165}{360} \\times 24 \\)\nC. \\( \\frac{360}{24} \\times 165 \\)\nD. \\( \\frac{165}{360} \\div 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1616:D", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 5 \\) & \\( \\) \\\\\n\\hline 1  & \\( \\bigstar \\) & \\( 165 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 2 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 24  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?", "AnswerAText": "\\( 165 \\div 24 \\)", "AnswerBText": "\\( \\frac{165}{360} \\times 24 \\)", "AnswerCText": "\\( \\frac{360}{24} \\times 165 \\)", "AnswerDText": "\\( \\frac{165}{360} \\div 24 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{165}{360} \\div 24 \\)", "MisconceptionId": "565", "MisconceptionName": "Divides rather than multiplies", "prompt": "Misconception:\nDivides rather than multiplies\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 5 \\) & \\( \\) \\\\\n\\hline 1  & \\( \\bigstar \\) & \\( 165 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 2 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 24  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\n\nOptions:\nA. \\( 165 \\div 24 \\)\nB. \\( \\frac{165}{360} \\times 24 \\)\nC. \\( \\frac{360}{24} \\times 165 \\)\nD. \\( \\frac{165}{360} \\div 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1617:B", "QuestionText": "Calculate:\n\\(\n\\frac{3}{11} \\div 3\n\\)", "AnswerAText": "\\( \\frac{1}{33} \\)", "AnswerBText": "\\( \\frac{9}{11} \\)", "AnswerCText": "\\( \\frac{9}{33} \\)", "AnswerDText": "\\( \\frac{1}{11} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\frac{9}{11} \\)", "MisconceptionId": "609", "MisconceptionName": "when dividing a fraction by an integer, multiplies the numerator by the integer", "prompt": "Misconception:\nwhen dividing a fraction by an integer, multiplies the numerator by the integer\n\nQuestion:\nCalculate:\n\\(\n\\frac{3}{11} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{1}{33} \\)\nB. \\( \\frac{9}{11} \\)\nC. \\( \\frac{9}{33} \\)\nD. \\( \\frac{1}{11} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1617:C", "QuestionText": "Calculate:\n\\(\n\\frac{3}{11} \\div 3\n\\)", "AnswerAText": "\\( \\frac{1}{33} \\)", "AnswerBText": "\\( \\frac{9}{11} \\)", "AnswerCText": "\\( \\frac{9}{33} \\)", "AnswerDText": "\\( \\frac{1}{11} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{9}{33} \\)", "MisconceptionId": "1621", "MisconceptionName": "When dividing a fraction by an integer, multiplies both the numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, multiplies both the numerator and denominator by the integer\n\nQuestion:\nCalculate:\n\\(\n\\frac{3}{11} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{1}{33} \\)\nB. \\( \\frac{9}{11} \\)\nC. \\( \\frac{9}{33} \\)\nD. \\( \\frac{1}{11} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1618:B", "QuestionText": "Which of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()", "AnswerAText": "Square-based pyramid", "AnswerBText": "Triangular prism", "AnswerCText": "Cone", "AnswerDText": "Triangular-based pyramid", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Triangular prism", "MisconceptionId": "1927", "MisconceptionName": "Does not know the definition of a prism", "prompt": "Misconception:\nDoes not know the definition of a prism\n\nQuestion:\nWhich of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()\n\nOptions:\nA. Square-based pyramid\nB. Triangular prism\nC. Cone\nD. Triangular-based pyramid\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1618:C", "QuestionText": "Which of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()", "AnswerAText": "Square-based pyramid", "AnswerBText": "Triangular prism", "AnswerCText": "Cone", "AnswerDText": "Triangular-based pyramid", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Cone", "MisconceptionId": "402", "MisconceptionName": "Does not know the definition of a cone", "prompt": "Misconception:\nDoes not know the definition of a cone\n\nQuestion:\nWhich of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()\n\nOptions:\nA. Square-based pyramid\nB. Triangular prism\nC. Cone\nD. Triangular-based pyramid\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1618:D", "QuestionText": "Which of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()", "AnswerAText": "Square-based pyramid", "AnswerBText": "Triangular prism", "AnswerCText": "Cone", "AnswerDText": "Triangular-based pyramid", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Triangular-based pyramid", "MisconceptionId": "816", "MisconceptionName": "Only counts visible faces", "prompt": "Misconception:\nOnly counts visible faces\n\nQuestion:\nWhich of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()\n\nOptions:\nA. Square-based pyramid\nB. Triangular prism\nC. Cone\nD. Triangular-based pyramid\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1619:A", "QuestionText": "When \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\nWhen \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)\nB. \\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)\nC. \\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)\nD. \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1619:B", "QuestionText": "When \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\nWhen \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)\nB. \\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)\nC. \\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)\nD. \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1619:C", "QuestionText": "When \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?", "AnswerAText": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\nWhen \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?\n\nOptions:\nA. \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)\nB. \\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)\nC. \\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)\nD. \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1620:C", "QuestionText": "What is the 11th term of this sequence? \\( u_{n}=2-5 n \\)", "AnswerAText": "\\( -9 \\)", "AnswerBText": "\\( -53 \\)", "AnswerCText": "\\( -57 \\)", "AnswerDText": "\\( -45 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -57 \\)", "MisconceptionId": "736", "MisconceptionName": "When subtracting past zero, adds the absolute values and then writes the answer with a negative sign", "prompt": "Misconception:\nWhen subtracting past zero, adds the absolute values and then writes the answer with a negative sign\n\nQuestion:\nWhat is the 11th term of this sequence? \\( u_{n}=2-5 n \\)\n\nOptions:\nA. \\( -9 \\)\nB. \\( -53 \\)\nC. \\( -57 \\)\nD. \\( -45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1621:A", "QuestionText": "Which of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()", "AnswerAText": "\\( c \\) and \\( g \\)", "AnswerBText": "\\( c \\) and \\( k \\)", "AnswerCText": "\\( d \\) and \\( j \\)", "AnswerDText": "\\( b \\) and \\( f \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( c \\) and \\( g \\)", "MisconceptionId": "1389", "MisconceptionName": "Mistakes lines as parallel", "prompt": "Misconception:\nMistakes lines as parallel\n\nQuestion:\nWhich of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()\n\nOptions:\nA. \\( c \\) and \\( g \\)\nB. \\( c \\) and \\( k \\)\nC. \\( d \\) and \\( j \\)\nD. \\( b \\) and \\( f \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1621:C", "QuestionText": "Which of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()", "AnswerAText": "\\( c \\) and \\( g \\)", "AnswerBText": "\\( c \\) and \\( k \\)", "AnswerCText": "\\( d \\) and \\( j \\)", "AnswerDText": "\\( b \\) and \\( f \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( d \\) and \\( j \\)", "MisconceptionId": "2336", "MisconceptionName": "Confuses co-interior and corresponding angles", "prompt": "Misconception:\nConfuses co-interior and corresponding angles\n\nQuestion:\nWhich of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()\n\nOptions:\nA. \\( c \\) and \\( g \\)\nB. \\( c \\) and \\( k \\)\nC. \\( d \\) and \\( j \\)\nD. \\( b \\) and \\( f \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1621:D", "QuestionText": "Which of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()", "AnswerAText": "\\( c \\) and \\( g \\)", "AnswerBText": "\\( c \\) and \\( k \\)", "AnswerCText": "\\( d \\) and \\( j \\)", "AnswerDText": "\\( b \\) and \\( f \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( b \\) and \\( f \\)", "MisconceptionId": "1389", "MisconceptionName": "Mistakes lines as parallel", "prompt": "Misconception:\nMistakes lines as parallel\n\nQuestion:\nWhich of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()\n\nOptions:\nA. \\( c \\) and \\( g \\)\nB. \\( c \\) and \\( k \\)\nC. \\( d \\) and \\( j \\)\nD. \\( b \\) and \\( f \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1622:B", "QuestionText": "This is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "391", "MisconceptionName": "Mixes up the value of two terms when substituting", "prompt": "Misconception:\nMixes up the value of two terms when substituting\n\nQuestion:\nThis is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 \\)\nC. \\( 1.5 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1622:C", "QuestionText": "This is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1.5 \\)", "MisconceptionId": "1458", "MisconceptionName": "Believes 0 multiplied by a number gives the number", "prompt": "Misconception:\nBelieves 0 multiplied by a number gives the number\n\nQuestion:\nThis is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 \\)\nC. \\( 1.5 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1622:D", "QuestionText": "This is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 1.5 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nThis is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) &   \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 3 \\)\nB. \\( 2 \\)\nC. \\( 1.5 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1623:A", "QuestionText": "How many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "1982", "MisconceptionName": "When asked to find data points above a certain value, gives the number of data points below this value", "prompt": "Misconception:\nWhen asked to find data points above a certain value, gives the number of data points below this value\n\nQuestion:\nHow many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1623:C", "QuestionText": "How many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "1215", "MisconceptionName": "Includes a data point with the value, when asked to find the number of data points above a value", "prompt": "Misconception:\nIncludes a data point with the value, when asked to find the number of data points above a value\n\nQuestion:\nHow many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1623:D", "QuestionText": "How many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 5 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1982", "MisconceptionName": "When asked to find data points above a certain value, gives the number of data points below this value", "prompt": "Misconception:\nWhen asked to find data points above a certain value, gives the number of data points below this value\n\nQuestion:\nHow many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\n\nOptions:\nA. \\( 7 \\)\nB. \\( 4 \\)\nC. \\( 5 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1624:D", "QuestionText": "Which of these is not a factor of \\( 18 \\) ?", "AnswerAText": "Thirty-six", "AnswerBText": "Six", "AnswerCText": "Nine", "AnswerDText": "Eighteen", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Eighteen", "MisconceptionId": "131", "MisconceptionName": "Does not think a number can be a factor of itself", "prompt": "Misconception:\nDoes not think a number can be a factor of itself\n\nQuestion:\nWhich of these is not a factor of \\( 18 \\) ?\n\nOptions:\nA. Thirty-six\nB. Six\nC. Nine\nD. Eighteen\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1625:A", "QuestionText": "What is \\( \\mathbf{3 . 1 5 3} \\) rounded to the nearest \\( \\mathbf{0 . 0 2} \\) ?", "AnswerAText": "\\( 3.2 \\)", "AnswerBText": "\\( 3.12 \\)", "AnswerCText": "\\( 3.16 \\)", "AnswerDText": "\\( 3.15 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3.2 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( \\mathbf{3 . 1 5 3} \\) rounded to the nearest \\( \\mathbf{0 . 0 2} \\) ?\n\nOptions:\nA. \\( 3.2 \\)\nB. \\( 3.12 \\)\nC. \\( 3.16 \\)\nD. \\( 3.15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1625:D", "QuestionText": "What is \\( \\mathbf{3 . 1 5 3} \\) rounded to the nearest \\( \\mathbf{0 . 0 2} \\) ?", "AnswerAText": "\\( 3.2 \\)", "AnswerBText": "\\( 3.12 \\)", "AnswerCText": "\\( 3.16 \\)", "AnswerDText": "\\( 3.15 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3.15 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( \\mathbf{3 . 1 5 3} \\) rounded to the nearest \\( \\mathbf{0 . 0 2} \\) ?\n\nOptions:\nA. \\( 3.2 \\)\nB. \\( 3.12 \\)\nC. \\( 3.16 \\)\nD. \\( 3.15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1626:A", "QuestionText": "What is the area of the face marked \\( F \\) ![A cylinder with height 9cm and radius 5cm. An arrow points to the circular face at the bottom of the cylinder.]()", "AnswerAText": "\\( 10 \\pi\\ \\mathrm{cm}^{2} \\)", "AnswerBText": "\\( 25 \\pi\\ \\mathrm{cm}^{2} \\)", "AnswerCText": "\\( 45 \\pi\\ \\mathrm{cm}^{2} \\)", "AnswerDText": "\\( 100 \\pi\\ \\mathrm{cm}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 10 \\pi\\ \\mathrm{cm}^{2} \\)", "MisconceptionId": "1455", "MisconceptionName": "Calculates circumference when asked for area", "prompt": "Misconception:\nCalculates circumference when asked for area\n\nQuestion:\nWhat is the area of the face marked \\( F \\) ![A cylinder with height 9cm and radius 5cm. An arrow points to the circular face at the bottom of the cylinder.]()\n\nOptions:\nA. \\( 10 \\pi\\ \\mathrm{cm}^{2} \\)\nB. \\( 25 \\pi\\ \\mathrm{cm}^{2} \\)\nC. \\( 45 \\pi\\ \\mathrm{cm}^{2} \\)\nD. \\( 100 \\pi\\ \\mathrm{cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1626:D", "QuestionText": "What is the area of the face marked \\( F \\) ![A cylinder with height 9cm and radius 5cm. An arrow points to the circular face at the bottom of the cylinder.]()", "AnswerAText": "\\( 10 \\pi\\ \\mathrm{cm}^{2} \\)", "AnswerBText": "\\( 25 \\pi\\ \\mathrm{cm}^{2} \\)", "AnswerCText": "\\( 45 \\pi\\ \\mathrm{cm}^{2} \\)", "AnswerDText": "\\( 100 \\pi\\ \\mathrm{cm}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 100 \\pi\\ \\mathrm{cm}^{2} \\)", "MisconceptionId": "1686", "MisconceptionName": "Confuses diameter and radius", "prompt": "Misconception:\nConfuses diameter and radius\n\nQuestion:\nWhat is the area of the face marked \\( F \\) ![A cylinder with height 9cm and radius 5cm. An arrow points to the circular face at the bottom of the cylinder.]()\n\nOptions:\nA. \\( 10 \\pi\\ \\mathrm{cm}^{2} \\)\nB. \\( 25 \\pi\\ \\mathrm{cm}^{2} \\)\nC. \\( 45 \\pi\\ \\mathrm{cm}^{2} \\)\nD. \\( 100 \\pi\\ \\mathrm{cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1627:A", "QuestionText": "The velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?", "AnswerAText": "\\( 200 \\mathrm{~m} \\)", "AnswerBText": "\\( 2 \\mathrm{~m} \\)", "AnswerCText": "\\( 100 \\mathrm{~m} \\)", "AnswerDText": "\\( 22.36 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 200 \\mathrm{~m} \\)", "MisconceptionId": "790", "MisconceptionName": "Thinks the shape of the graph does not affect the area calculation", "prompt": "Misconception:\nThinks the shape of the graph does not affect the area calculation\n\nQuestion:\nThe velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?\n\nOptions:\nA. \\( 200 \\mathrm{~m} \\)\nB. \\( 2 \\mathrm{~m} \\)\nC. \\( 100 \\mathrm{~m} \\)\nD. \\( 22.36 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1627:B", "QuestionText": "The velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?", "AnswerAText": "\\( 200 \\mathrm{~m} \\)", "AnswerBText": "\\( 2 \\mathrm{~m} \\)", "AnswerCText": "\\( 100 \\mathrm{~m} \\)", "AnswerDText": "\\( 22.36 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\mathrm{~m} \\)", "MisconceptionId": "1585", "MisconceptionName": "Believes distance = speed/time", "prompt": "Misconception:\nBelieves distance = speed/time\n\nQuestion:\nThe velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?\n\nOptions:\nA. \\( 200 \\mathrm{~m} \\)\nB. \\( 2 \\mathrm{~m} \\)\nC. \\( 100 \\mathrm{~m} \\)\nD. \\( 22.36 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1627:D", "QuestionText": "The velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?", "AnswerAText": "\\( 200 \\mathrm{~m} \\)", "AnswerBText": "\\( 2 \\mathrm{~m} \\)", "AnswerCText": "\\( 100 \\mathrm{~m} \\)", "AnswerDText": "\\( 22.36 \\mathrm{~m} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 22.36 \\mathrm{~m} \\)", "MisconceptionId": "2286", "MisconceptionName": "Believes the length of the line in a velocity time graph gives the distance (rather than the area underneath that line).", "prompt": "Misconception:\nBelieves the length of the line in a velocity time graph gives the distance (rather than the area underneath that line).\n\nQuestion:\nThe velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?\n\nOptions:\nA. \\( 200 \\mathrm{~m} \\)\nB. \\( 2 \\mathrm{~m} \\)\nC. \\( 100 \\mathrm{~m} \\)\nD. \\( 22.36 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1628:A", "QuestionText": "According to the graph, what is the approximate solution to\n\\(x^{2}-3 x-6=2\\) ![A set of axes with the quadratic graph y=x^2-3x-6 drawn on.]()", "AnswerAText": "\\( x=-1.4, \\quad x=4.3 \\)", "AnswerBText": "\\( y=-6 \\)", "AnswerCText": "\\( x=-1.75, \\quad x=4.75 \\)", "AnswerDText": "\\( x=1.4, \\quad x=-4.3 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x=-1.4, \\quad x=4.3 \\)", "MisconceptionId": "212", "MisconceptionName": "Solves for y=0 instead of given y-value when reading from a quadratic graph", "prompt": "Misconception:\nSolves for y=0 instead of given y-value when reading from a quadratic graph\n\nQuestion:\nAccording to the graph, what is the approximate solution to\n\\(x^{2}-3 x-6=2\\) ![A set of axes with the quadratic graph y=x^2-3x-6 drawn on.]()\n\nOptions:\nA. \\( x=-1.4, \\quad x=4.3 \\)\nB. \\( y=-6 \\)\nC. \\( x=-1.75, \\quad x=4.75 \\)\nD. \\( x=1.4, \\quad x=-4.3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1628:B", "QuestionText": "According to the graph, what is the approximate solution to\n\\(x^{2}-3 x-6=2\\) ![A set of axes with the quadratic graph y=x^2-3x-6 drawn on.]()", "AnswerAText": "\\( x=-1.4, \\quad x=4.3 \\)", "AnswerBText": "\\( y=-6 \\)", "AnswerCText": "\\( x=-1.75, \\quad x=4.75 \\)", "AnswerDText": "\\( x=1.4, \\quad x=-4.3 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( y=-6 \\)", "MisconceptionId": "379", "MisconceptionName": "Finds the y intercept when asked to read the solution to a quadratic equation from a graph", "prompt": "Misconception:\nFinds the y intercept when asked to read the solution to a quadratic equation from a graph\n\nQuestion:\nAccording to the graph, what is the approximate solution to\n\\(x^{2}-3 x-6=2\\) ![A set of axes with the quadratic graph y=x^2-3x-6 drawn on.]()\n\nOptions:\nA. \\( x=-1.4, \\quad x=4.3 \\)\nB. \\( y=-6 \\)\nC. \\( x=-1.75, \\quad x=4.75 \\)\nD. \\( x=1.4, \\quad x=-4.3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1629:D", "QuestionText": "Tom and Katie are discussing factors\nTom says \\( 3 \\) is a common factor of \\( 12 x \\) and \\( 15 y^{2} \\)\nKatie says \\( x \\) is a common factor of \\( 12 x \\) and \\( 15 y^{2} \\)\nWho is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1554", "MisconceptionName": "Does not know how to identify common factors from algebraic terms", "prompt": "Misconception:\nDoes not know how to identify common factors from algebraic terms\n\nQuestion:\nTom and Katie are discussing factors\nTom says \\( 3 \\) is a common factor of \\( 12 x \\) and \\( 15 y^{2} \\)\nKatie says \\( x \\) is a common factor of \\( 12 x \\) and \\( 15 y^{2} \\)\nWho is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1630:A", "QuestionText": "What is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?", "AnswerAText": "\\( 356,900 \\)", "AnswerBText": "\\( 356,960 \\)", "AnswerCText": "\\( 400,000 \\)", "AnswerDText": "\\( 357,000 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 356,900 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?\n\nOptions:\nA. \\( 356,900 \\)\nB. \\( 356,960 \\)\nC. \\( 400,000 \\)\nD. \\( 357,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1630:B", "QuestionText": "What is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?", "AnswerAText": "\\( 356,900 \\)", "AnswerBText": "\\( 356,960 \\)", "AnswerCText": "\\( 400,000 \\)", "AnswerDText": "\\( 357,000 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 356,960 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?\n\nOptions:\nA. \\( 356,900 \\)\nB. \\( 356,960 \\)\nC. \\( 400,000 \\)\nD. \\( 357,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1630:C", "QuestionText": "What is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?", "AnswerAText": "\\( 356,900 \\)", "AnswerBText": "\\( 356,960 \\)", "AnswerCText": "\\( 400,000 \\)", "AnswerDText": "\\( 357,000 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 400,000 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?\n\nOptions:\nA. \\( 356,900 \\)\nB. \\( 356,960 \\)\nC. \\( 400,000 \\)\nD. \\( 357,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1631:A", "QuestionText": "Tom and Katie are discussing graphs that show the volume of water\n(V) flowing from a kitchen tap over time (t). Tom says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A line starts at the origin and slopes upwards getting gradually steeper. ]() Katie says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A horizontal straight line goes from halfway up the y axis straight across the graph. ]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1216", "MisconceptionName": "Believes a curve can show a constant rate", "prompt": "Misconception:\nBelieves a curve can show a constant rate\n\nQuestion:\nTom and Katie are discussing graphs that show the volume of water\n(V) flowing from a kitchen tap over time (t). Tom says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A line starts at the origin and slopes upwards getting gradually steeper. ]() Katie says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A horizontal straight line goes from halfway up the y axis straight across the graph. ]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1631:C", "QuestionText": "Tom and Katie are discussing graphs that show the volume of water\n(V) flowing from a kitchen tap over time (t). Tom says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A line starts at the origin and slopes upwards getting gradually steeper. ]() Katie says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A horizontal straight line goes from halfway up the y axis straight across the graph. ]() Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1216", "MisconceptionName": "Believes a curve can show a constant rate", "prompt": "Misconception:\nBelieves a curve can show a constant rate\n\nQuestion:\nTom and Katie are discussing graphs that show the volume of water\n(V) flowing from a kitchen tap over time (t). Tom says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A line starts at the origin and slopes upwards getting gradually steeper. ]() Katie says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A horizontal straight line goes from halfway up the y axis straight across the graph. ]() Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1632:A", "QuestionText": "Simplify, if possible:\n\\[\n6 a \\times 4 b\n\\]", "AnswerAText": "\\( 10 a b \\)", "AnswerBText": "\\( 24+a b \\)", "AnswerCText": "\\( 24 a b \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 10 a b \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\nSimplify, if possible:\n\\[\n6 a \\times 4 b\n\\]\n\nOptions:\nA. \\( 10 a b \\)\nB. \\( 24+a b \\)\nC. \\( 24 a b \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1632:B", "QuestionText": "Simplify, if possible:\n\\[\n6 a \\times 4 b\n\\]", "AnswerAText": "\\( 10 a b \\)", "AnswerBText": "\\( 24+a b \\)", "AnswerCText": "\\( 24 a b \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 24+a b \\)", "MisconceptionId": "1116", "MisconceptionName": "Multiplies coefficients and letters separately and writes as an addition", "prompt": "Misconception:\nMultiplies coefficients and letters separately and writes as an addition\n\nQuestion:\nSimplify, if possible:\n\\[\n6 a \\times 4 b\n\\]\n\nOptions:\nA. \\( 10 a b \\)\nB. \\( 24+a b \\)\nC. \\( 24 a b \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1632:D", "QuestionText": "Simplify, if possible:\n\\[\n6 a \\times 4 b\n\\]", "AnswerAText": "\\( 10 a b \\)", "AnswerBText": "\\( 24+a b \\)", "AnswerCText": "\\( 24 a b \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "346", "MisconceptionName": "Does not understand how to multiply algebraic terms", "prompt": "Misconception:\nDoes not understand how to multiply algebraic terms\n\nQuestion:\nSimplify, if possible:\n\\[\n6 a \\times 4 b\n\\]\n\nOptions:\nA. \\( 10 a b \\)\nB. \\( 24+a b \\)\nC. \\( 24 a b \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1633:C", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(\n6(m+4)=24\n\\)\nJo says you can write: \\( m+4=4 \\)\nPaul says you can write: \\( 6 m=20 \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "969", "MisconceptionName": "Believes you can subtract from inside brackets without expanding when solving an equation", "prompt": "Misconception:\nBelieves you can subtract from inside brackets without expanding when solving an equation\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(\n6(m+4)=24\n\\)\nJo says you can write: \\( m+4=4 \\)\nPaul says you can write: \\( 6 m=20 \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1633:D", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(\n6(m+4)=24\n\\)\nJo says you can write: \\( m+4=4 \\)\nPaul says you can write: \\( 6 m=20 \\)\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only\nPaul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "74", "MisconceptionName": "Believes they must expand brackets before solving an equation", "prompt": "Misconception:\nBelieves they must expand brackets before solving an equation\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(\n6(m+4)=24\n\\)\nJo says you can write: \\( m+4=4 \\)\nPaul says you can write: \\( 6 m=20 \\)\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only\nPaul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1634:B", "QuestionText": "Round \\( 0.0735 \\) to \\( 1 \\) significant figure", "AnswerAText": "\\( 0.07 \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0.7 \\)", "AnswerDText": "\\( 1.0 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.1 \\)", "MisconceptionId": "739", "MisconceptionName": "Rounds to wrong degree of accuracy (decimal places rather than significant figures)", "prompt": "Misconception:\nRounds to wrong degree of accuracy (decimal places rather than significant figures)\n\nQuestion:\nRound \\( 0.0735 \\) to \\( 1 \\) significant figure\n\nOptions:\nA. \\( 0.07 \\)\nB. \\( 0.1 \\)\nC. \\( 0.7 \\)\nD. \\( 1.0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1634:C", "QuestionText": "Round \\( 0.0735 \\) to \\( 1 \\) significant figure", "AnswerAText": "\\( 0.07 \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0.7 \\)", "AnswerDText": "\\( 1.0 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.7 \\)", "MisconceptionId": "1675", "MisconceptionName": "Changes wrong place value column when rounding", "prompt": "Misconception:\nChanges wrong place value column when rounding\n\nQuestion:\nRound \\( 0.0735 \\) to \\( 1 \\) significant figure\n\nOptions:\nA. \\( 0.07 \\)\nB. \\( 0.1 \\)\nC. \\( 0.7 \\)\nD. \\( 1.0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1634:D", "QuestionText": "Round \\( 0.0735 \\) to \\( 1 \\) significant figure", "AnswerAText": "\\( 0.07 \\)", "AnswerBText": "\\( 0.1 \\)", "AnswerCText": "\\( 0.7 \\)", "AnswerDText": "\\( 1.0 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1.0 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nRound \\( 0.0735 \\) to \\( 1 \\) significant figure\n\nOptions:\nA. \\( 0.07 \\)\nB. \\( 0.1 \\)\nC. \\( 0.7 \\)\nD. \\( 1.0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1635:B", "QuestionText": "Tom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "137", "MisconceptionName": "Does not know the meaning of the word identity", "prompt": "Misconception:\nDoes not know the meaning of the word identity\n\nQuestion:\nTom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1635:C", "QuestionText": "Tom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "511", "MisconceptionName": "Ignores the negative sign when thinking about the value of a term", "prompt": "Misconception:\nIgnores the negative sign when thinking about the value of a term\n\nQuestion:\nTom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1635:D", "QuestionText": "Tom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) Who is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1336", "MisconceptionName": "Does not realise addition is commutative", "prompt": "Misconception:\nDoes not realise addition is commutative\n\nQuestion:\nTom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) Who is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1636:A", "QuestionText": "Tom and Katie are discussing what coordinates would complete a square.\nTom says \\( (1,8) \\) and \\( (5,8) \\)\nKatie says \\( (3,6) \\) and \\( (3,2) \\)\nWho is correct? ![A pair of axes with no labels, 1st quadrant only. 2 points are marked with red dots and are labelled with co-ordinates: (1, 4) and (5, 4).]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "194", "MisconceptionName": "Believes the sides of a square must be horizontal and vertical, not diagonal", "prompt": "Misconception:\nBelieves the sides of a square must be horizontal and vertical, not diagonal\n\nQuestion:\nTom and Katie are discussing what coordinates would complete a square.\nTom says \\( (1,8) \\) and \\( (5,8) \\)\nKatie says \\( (3,6) \\) and \\( (3,2) \\)\nWho is correct? ![A pair of axes with no labels, 1st quadrant only. 2 points are marked with red dots and are labelled with co-ordinates: (1, 4) and (5, 4).]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1636:D", "QuestionText": "Tom and Katie are discussing what coordinates would complete a square.\nTom says \\( (1,8) \\) and \\( (5,8) \\)\nKatie says \\( (3,6) \\) and \\( (3,2) \\)\nWho is correct? ![A pair of axes with no labels, 1st quadrant only. 2 points are marked with red dots and are labelled with co-ordinates: (1, 4) and (5, 4).]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "110", "MisconceptionName": "Does not know how to find the length of a line segment from coordinates", "prompt": "Misconception:\nDoes not know how to find the length of a line segment from coordinates\n\nQuestion:\nTom and Katie are discussing what coordinates would complete a square.\nTom says \\( (1,8) \\) and \\( (5,8) \\)\nKatie says \\( (3,6) \\) and \\( (3,2) \\)\nWho is correct? ![A pair of axes with no labels, 1st quadrant only. 2 points are marked with red dots and are labelled with co-ordinates: (1, 4) and (5, 4).]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1637:B", "QuestionText": "What is the solution to the following inequality?\n\\(-3<2 x+1<7\\)", "AnswerAText": "\\( -2<x<3 \\)", "AnswerBText": "\\( -1<x<3 \\)", "AnswerCText": "\\( -0.5<x<2.5 \\)", "AnswerDText": "\\( -5<x<15 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -1<x<3 \\)", "MisconceptionId": "1937", "MisconceptionName": "Believes subtracting a positive number from a negative number makes the answer less negative", "prompt": "Misconception:\nBelieves subtracting a positive number from a negative number makes the answer less negative\n\nQuestion:\nWhat is the solution to the following inequality?\n\\(-3<2 x+1<7\\)\n\nOptions:\nA. \\( -2<x<3 \\)\nB. \\( -1<x<3 \\)\nC. \\( -0.5<x<2.5 \\)\nD. \\( -5<x<15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1637:C", "QuestionText": "What is the solution to the following inequality?\n\\(-3<2 x+1<7\\)", "AnswerAText": "\\( -2<x<3 \\)", "AnswerBText": "\\( -1<x<3 \\)", "AnswerCText": "\\( -0.5<x<2.5 \\)", "AnswerDText": "\\( -5<x<15 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -0.5<x<2.5 \\)", "MisconceptionId": "256", "MisconceptionName": "Does not reverse the order of operations when solving an equation", "prompt": "Misconception:\nDoes not reverse the order of operations when solving an equation\n\nQuestion:\nWhat is the solution to the following inequality?\n\\(-3<2 x+1<7\\)\n\nOptions:\nA. \\( -2<x<3 \\)\nB. \\( -1<x<3 \\)\nC. \\( -0.5<x<2.5 \\)\nD. \\( -5<x<15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1637:D", "QuestionText": "What is the solution to the following inequality?\n\\(-3<2 x+1<7\\)", "AnswerAText": "\\( -2<x<3 \\)", "AnswerBText": "\\( -1<x<3 \\)", "AnswerCText": "\\( -0.5<x<2.5 \\)", "AnswerDText": "\\( -5<x<15 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -5<x<15 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nWhat is the solution to the following inequality?\n\\(-3<2 x+1<7\\)\n\nOptions:\nA. \\( -2<x<3 \\)\nB. \\( -1<x<3 \\)\nC. \\( -0.5<x<2.5 \\)\nD. \\( -5<x<15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1638:A", "QuestionText": "\\(\n3(4 x+6)-2(x-9) \\equiv A x+B\n\\)\n\nWhat is the value of \\( A \\) ?", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 5 \\)", "AnswerCText": "\\( 14 \\)", "AnswerDText": "\\( 10 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "911", "MisconceptionName": "Only multiplies the numerical terms when expanding a bracket", "prompt": "Misconception:\nOnly multiplies the numerical terms when expanding a bracket\n\nQuestion:\n\\(\n3(4 x+6)-2(x-9) \\equiv A x+B\n\\)\n\nWhat is the value of \\( A \\) ?\n\nOptions:\nA. \\( 3 \\)\nB. \\( 5 \\)\nC. \\( 14 \\)\nD. \\( 10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1639:A", "QuestionText": "Colm wins \\( £ 55750 \\) on the lottery and gives \\( £ 25250 \\) to charity.\nHow much money does Colm keep?", "AnswerAText": "\\( £ 81000 \\)", "AnswerBText": "\\( £ 30500 \\)", "AnswerCText": "\\( £ 35500 \\)", "AnswerDText": "\\( £ 80000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( £ 81000 \\)", "MisconceptionId": "1978", "MisconceptionName": "Subtracts instead of adds when answering worded problems", "prompt": "Misconception:\nSubtracts instead of adds when answering worded problems\n\nQuestion:\nColm wins \\( £ 55750 \\) on the lottery and gives \\( £ 25250 \\) to charity.\nHow much money does Colm keep?\n\nOptions:\nA. \\( £ 81000 \\)\nB. \\( £ 30500 \\)\nC. \\( £ 35500 \\)\nD. \\( £ 80000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1639:D", "QuestionText": "Colm wins \\( £ 55750 \\) on the lottery and gives \\( £ 25250 \\) to charity.\nHow much money does Colm keep?", "AnswerAText": "\\( £ 81000 \\)", "AnswerBText": "\\( £ 30500 \\)", "AnswerCText": "\\( £ 35500 \\)", "AnswerDText": "\\( £ 80000 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( £ 80000 \\)", "MisconceptionId": "1773", "MisconceptionName": "Adds rather than subtracts when answering worded problems", "prompt": "Misconception:\nAdds rather than subtracts when answering worded problems\n\nQuestion:\nColm wins \\( £ 55750 \\) on the lottery and gives \\( £ 25250 \\) to charity.\nHow much money does Colm keep?\n\nOptions:\nA. \\( £ 81000 \\)\nB. \\( £ 30500 \\)\nC. \\( £ 35500 \\)\nD. \\( £ 80000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1640:B", "QuestionText": "\\( \\frac{1}{6} \\times 6=? \\)", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( \\frac{6}{36} \\)", "AnswerCText": "\\( \\frac{1}{36} \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{6}{36} \\)", "MisconceptionId": "1976", "MisconceptionName": "When multiplying a fraction by an integer, multiplies both numerator and denominator by the integer", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies both numerator and denominator by the integer\n\nQuestion:\n\\( \\frac{1}{6} \\times 6=? \\)\n\nOptions:\nA. \\( 1 \\)\nB. \\( \\frac{6}{36} \\)\nC. \\( \\frac{1}{36} \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1640:C", "QuestionText": "\\( \\frac{1}{6} \\times 6=? \\)", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( \\frac{6}{36} \\)", "AnswerCText": "\\( \\frac{1}{36} \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{36} \\)", "MisconceptionId": "78", "MisconceptionName": "When multiplying a fraction by an integer, multiplies the denominator instead of the numerator", "prompt": "Misconception:\nWhen multiplying a fraction by an integer, multiplies the denominator instead of the numerator\n\nQuestion:\n\\( \\frac{1}{6} \\times 6=? \\)\n\nOptions:\nA. \\( 1 \\)\nB. \\( \\frac{6}{36} \\)\nC. \\( \\frac{1}{36} \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1640:D", "QuestionText": "\\( \\frac{1}{6} \\times 6=? \\)", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( \\frac{6}{36} \\)", "AnswerCText": "\\( \\frac{1}{36} \\)", "AnswerDText": "\\( 6 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "495", "MisconceptionName": "Thinks converting an integer to a fraction means both the numerator and denominator are equal", "prompt": "Misconception:\nThinks converting an integer to a fraction means both the numerator and denominator are equal\n\nQuestion:\n\\( \\frac{1}{6} \\times 6=? \\)\n\nOptions:\nA. \\( 1 \\)\nB. \\( \\frac{6}{36} \\)\nC. \\( \\frac{1}{36} \\)\nD. \\( 6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1641:B", "QuestionText": "Which of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]", "AnswerAText": "Mean", "AnswerBText": "Median", "AnswerCText": "Mode", "AnswerDText": "All are representative", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Median", "MisconceptionId": "589", "MisconceptionName": "Believes extreme values can affect the median", "prompt": "Misconception:\nBelieves extreme values can affect the median\n\nQuestion:\nWhich of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]\n\nOptions:\nA. Mean\nB. Median\nC. Mode\nD. All are representative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1641:C", "QuestionText": "Which of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]", "AnswerAText": "Mean", "AnswerBText": "Median", "AnswerCText": "Mode", "AnswerDText": "All are representative", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Mode", "MisconceptionId": "1992", "MisconceptionName": "Believes extreme values can affect the mode", "prompt": "Misconception:\nBelieves extreme values can affect the mode\n\nQuestion:\nWhich of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]\n\nOptions:\nA. Mean\nB. Median\nC. Mode\nD. All are representative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1641:D", "QuestionText": "Which of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]", "AnswerAText": "Mean", "AnswerBText": "Median", "AnswerCText": "Mode", "AnswerDText": "All are representative", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "All are representative", "MisconceptionId": "1126", "MisconceptionName": "Believes the mean is always representative", "prompt": "Misconception:\nBelieves the mean is always representative\n\nQuestion:\nWhich of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]\n\nOptions:\nA. Mean\nB. Median\nC. Mode\nD. All are representative\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1642:B", "QuestionText": "Which symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)", "AnswerAText": "\\( < \\)", "AnswerBText": "\\( > \\)", "AnswerCText": "None of these", "AnswerDText": "\\( = \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( > \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)\n\nOptions:\nA. \\( < \\)\nB. \\( > \\)\nC. None of these\nD. \\( = \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1642:C", "QuestionText": "Which symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)", "AnswerAText": "\\( < \\)", "AnswerBText": "\\( > \\)", "AnswerCText": "None of these", "AnswerDText": "\\( = \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "None of these", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)\n\nOptions:\nA. \\( < \\)\nB. \\( > \\)\nC. None of these\nD. \\( = \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1642:D", "QuestionText": "Which symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)", "AnswerAText": "\\( < \\)", "AnswerBText": "\\( > \\)", "AnswerCText": "None of these", "AnswerDText": "\\( = \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( = \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)\n\nOptions:\nA. \\( < \\)\nB. \\( > \\)\nC. None of these\nD. \\( = \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1643:B", "QuestionText": "![A set of axes: x-axis from -4 to 4, y-axis from -4 to 4. A red line is drawn from (-2,2) to (2,2).]() The red line is _________ to the y axis.", "AnswerAText": "Parallel", "AnswerBText": "Opposite", "AnswerCText": "Perpendicular", "AnswerDText": "Equidistant", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Opposite", "MisconceptionId": "2424", "MisconceptionName": "Believes a line segment can be opposite an axis", "prompt": "Misconception:\nBelieves a line segment can be opposite an axis\n\nQuestion:\n![A set of axes: x-axis from -4 to 4, y-axis from -4 to 4. A red line is drawn from (-2,2) to (2,2).]() The red line is _________ to the y axis.\n\nOptions:\nA. Parallel\nB. Opposite\nC. Perpendicular\nD. Equidistant\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1643:D", "QuestionText": "![A set of axes: x-axis from -4 to 4, y-axis from -4 to 4. A red line is drawn from (-2,2) to (2,2).]() The red line is _________ to the y axis.", "AnswerAText": "Parallel", "AnswerBText": "Opposite", "AnswerCText": "Perpendicular", "AnswerDText": "Equidistant", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Equidistant", "MisconceptionId": "1513", "MisconceptionName": "Does not know the meaning of perpendicular", "prompt": "Misconception:\nDoes not know the meaning of perpendicular\n\nQuestion:\n![A set of axes: x-axis from -4 to 4, y-axis from -4 to 4. A red line is drawn from (-2,2) to (2,2).]() The red line is _________ to the y axis.\n\nOptions:\nA. Parallel\nB. Opposite\nC. Perpendicular\nD. Equidistant\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1644:B", "QuestionText": "What is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()", "AnswerAText": "\\( 1: 2 \\)", "AnswerBText": "\\( 1: 3 \\)", "AnswerCText": "\\( 1: 4 \\)", "AnswerDText": "\\( 1: 5 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1: 3 \\)", "MisconceptionId": "357", "MisconceptionName": "Does not understand that in the ratio 1:n the total number of parts would be 1+n", "prompt": "Misconception:\nDoes not understand that in the ratio 1:n the total number of parts would be 1+n\n\nQuestion:\nWhat is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()\n\nOptions:\nA. \\( 1: 2 \\)\nB. \\( 1: 3 \\)\nC. \\( 1: 4 \\)\nD. \\( 1: 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1644:C", "QuestionText": "What is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()", "AnswerAText": "\\( 1: 2 \\)", "AnswerBText": "\\( 1: 3 \\)", "AnswerCText": "\\( 1: 4 \\)", "AnswerDText": "\\( 1: 5 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 1: 4 \\)", "MisconceptionId": "357", "MisconceptionName": "Does not understand that in the ratio 1:n the total number of parts would be 1+n", "prompt": "Misconception:\nDoes not understand that in the ratio 1:n the total number of parts would be 1+n\n\nQuestion:\nWhat is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()\n\nOptions:\nA. \\( 1: 2 \\)\nB. \\( 1: 3 \\)\nC. \\( 1: 4 \\)\nD. \\( 1: 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1644:D", "QuestionText": "What is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()", "AnswerAText": "\\( 1: 2 \\)", "AnswerBText": "\\( 1: 3 \\)", "AnswerCText": "\\( 1: 4 \\)", "AnswerDText": "\\( 1: 5 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1: 5 \\)", "MisconceptionId": "357", "MisconceptionName": "Does not understand that in the ratio 1:n the total number of parts would be 1+n", "prompt": "Misconception:\nDoes not understand that in the ratio 1:n the total number of parts would be 1+n\n\nQuestion:\nWhat is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()\n\nOptions:\nA. \\( 1: 2 \\)\nB. \\( 1: 3 \\)\nC. \\( 1: 4 \\)\nD. \\( 1: 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1645:A", "QuestionText": "Solve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)", "AnswerAText": "\\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]", "AnswerBText": "\\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)", "AnswerCText": "\\[\np=2\n\\]\nor\n\\[\np=-2\n\\]", "AnswerDText": "\\[\np=4\n\\]\nor\n\\[\np=-4\n\\]", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]", "MisconceptionId": "2539", "MisconceptionName": "Believes the inverse of square rooting is halving", "prompt": "Misconception:\nBelieves the inverse of square rooting is halving\n\nQuestion:\nSolve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)\n\nOptions:\nA. \\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]\nB. \\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)\nC. \\[\np=2\n\\]\nor\n\\[\np=-2\n\\]\nD. \\[\np=4\n\\]\nor\n\\[\np=-4\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1645:C", "QuestionText": "Solve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)", "AnswerAText": "\\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]", "AnswerBText": "\\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)", "AnswerCText": "\\[\np=2\n\\]\nor\n\\[\np=-2\n\\]", "AnswerDText": "\\[\np=4\n\\]\nor\n\\[\np=-4\n\\]", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\[\np=2\n\\]\nor\n\\[\np=-2\n\\]", "MisconceptionId": "256", "MisconceptionName": "Does not reverse the order of operations when solving an equation", "prompt": "Misconception:\nDoes not reverse the order of operations when solving an equation\n\nQuestion:\nSolve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)\n\nOptions:\nA. \\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]\nB. \\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)\nC. \\[\np=2\n\\]\nor\n\\[\np=-2\n\\]\nD. \\[\np=4\n\\]\nor\n\\[\np=-4\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1645:D", "QuestionText": "Solve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)", "AnswerAText": "\\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]", "AnswerBText": "\\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)", "AnswerCText": "\\[\np=2\n\\]\nor\n\\[\np=-2\n\\]", "AnswerDText": "\\[\np=4\n\\]\nor\n\\[\np=-4\n\\]", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\[\np=4\n\\]\nor\n\\[\np=-4\n\\]", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nSolve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)\n\nOptions:\nA. \\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]\nB. \\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)\nC. \\[\np=2\n\\]\nor\n\\[\np=-2\n\\]\nD. \\[\np=4\n\\]\nor\n\\[\np=-4\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1646:A", "QuestionText": "Which of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()", "AnswerAText": "\\( m=n \\)", "AnswerBText": "\\( m+n=90 \\)", "AnswerCText": "\\( m+n=270 \\)", "AnswerDText": "\\( m+n=360 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( m=n \\)", "MisconceptionId": "1908", "MisconceptionName": "Ignores numerical terms when setting up an equation from a question", "prompt": "Misconception:\nIgnores numerical terms when setting up an equation from a question\n\nQuestion:\nWhich of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()\n\nOptions:\nA. \\( m=n \\)\nB. \\( m+n=90 \\)\nC. \\( m+n=270 \\)\nD. \\( m+n=360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1646:C", "QuestionText": "Which of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()", "AnswerAText": "\\( m=n \\)", "AnswerBText": "\\( m+n=90 \\)", "AnswerCText": "\\( m+n=270 \\)", "AnswerDText": "\\( m+n=360 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( m+n=270 \\)", "MisconceptionId": "51", "MisconceptionName": "Does not use angle facts when setting up an equation from an angle diagram", "prompt": "Misconception:\nDoes not use angle facts when setting up an equation from an angle diagram\n\nQuestion:\nWhich of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()\n\nOptions:\nA. \\( m=n \\)\nB. \\( m+n=90 \\)\nC. \\( m+n=270 \\)\nD. \\( m+n=360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1646:D", "QuestionText": "Which of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()", "AnswerAText": "\\( m=n \\)", "AnswerBText": "\\( m+n=90 \\)", "AnswerCText": "\\( m+n=270 \\)", "AnswerDText": "\\( m+n=360 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( m+n=360 \\)", "MisconceptionId": "1908", "MisconceptionName": "Ignores numerical terms when setting up an equation from a question", "prompt": "Misconception:\nIgnores numerical terms when setting up an equation from a question\n\nQuestion:\nWhich of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()\n\nOptions:\nA. \\( m=n \\)\nB. \\( m+n=90 \\)\nC. \\( m+n=270 \\)\nD. \\( m+n=360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1647:A", "QuestionText": "Which of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?", "AnswerAText": "\\( p q+3 \\)", "AnswerBText": "\\( \\frac{p}{q}+3 \\)", "AnswerCText": "\\( \\frac{p}{q+3} \\)", "AnswerDText": "\\( p-q+3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( p q+3 \\)", "MisconceptionId": "2122", "MisconceptionName": "Thinks two letters next to each other is a division", "prompt": "Misconception:\nThinks two letters next to each other is a division\n\nQuestion:\nWhich of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?\n\nOptions:\nA. \\( p q+3 \\)\nB. \\( \\frac{p}{q}+3 \\)\nC. \\( \\frac{p}{q+3} \\)\nD. \\( p-q+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1647:C", "QuestionText": "Which of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?", "AnswerAText": "\\( p q+3 \\)", "AnswerBText": "\\( \\frac{p}{q}+3 \\)", "AnswerCText": "\\( \\frac{p}{q+3} \\)", "AnswerDText": "\\( p-q+3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{p}{q+3} \\)", "MisconceptionId": "190", "MisconceptionName": "Does not account for grammar when writing algebra e.g. ,then making a group", "prompt": "Misconception:\nDoes not account for grammar when writing algebra e.g. ,then making a group\n\nQuestion:\nWhich of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?\n\nOptions:\nA. \\( p q+3 \\)\nB. \\( \\frac{p}{q}+3 \\)\nC. \\( \\frac{p}{q+3} \\)\nD. \\( p-q+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1647:D", "QuestionText": "Which of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?", "AnswerAText": "\\( p q+3 \\)", "AnswerBText": "\\( \\frac{p}{q}+3 \\)", "AnswerCText": "\\( \\frac{p}{q+3} \\)", "AnswerDText": "\\( p-q+3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( p-q+3 \\)", "MisconceptionId": "1875", "MisconceptionName": "Has used a subtraction sign to represent division", "prompt": "Misconception:\nHas used a subtraction sign to represent division\n\nQuestion:\nWhich of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?\n\nOptions:\nA. \\( p q+3 \\)\nB. \\( \\frac{p}{q}+3 \\)\nC. \\( \\frac{p}{q+3} \\)\nD. \\( p-q+3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1648:B", "QuestionText": "What is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]", "AnswerAText": "\\( 0.02 \\)", "AnswerBText": "\\( 0.012 \\)", "AnswerCText": "\\( 0.21 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.012 \\)", "MisconceptionId": "397", "MisconceptionName": "When calculating the range does not reorder the data to find the largest number minus the smallest number", "prompt": "Misconception:\nWhen calculating the range does not reorder the data to find the largest number minus the smallest number\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]\n\nOptions:\nA. \\( 0.02 \\)\nB. \\( 0.012 \\)\nC. \\( 0.21 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1648:C", "QuestionText": "What is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]", "AnswerAText": "\\( 0.02 \\)", "AnswerBText": "\\( 0.012 \\)", "AnswerCText": "\\( 0.21 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.21 \\)", "MisconceptionId": "397", "MisconceptionName": "When calculating the range does not reorder the data to find the largest number minus the smallest number", "prompt": "Misconception:\nWhen calculating the range does not reorder the data to find the largest number minus the smallest number\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]\n\nOptions:\nA. \\( 0.02 \\)\nB. \\( 0.012 \\)\nC. \\( 0.21 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1648:D", "QuestionText": "What is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]", "AnswerAText": "\\( 0.02 \\)", "AnswerBText": "\\( 0.012 \\)", "AnswerCText": "\\( 0.21 \\)", "AnswerDText": "\\( 0.2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.2 \\)", "MisconceptionId": "2346", "MisconceptionName": "When subtracting decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]\n\nOptions:\nA. \\( 0.02 \\)\nB. \\( 0.012 \\)\nC. \\( 0.21 \\)\nD. \\( 0.2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1649:A", "QuestionText": "Which of the following is a power of \\( 5 \\) ?", "AnswerAText": "\\( 55 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 125 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 55 \\)", "MisconceptionId": "968", "MisconceptionName": "Confuses powers and multiples", "prompt": "Misconception:\nConfuses powers and multiples\n\nQuestion:\nWhich of the following is a power of \\( 5 \\) ?\n\nOptions:\nA. \\( 55 \\)\nB. \\( 100 \\)\nC. \\( 500 \\)\nD. \\( 125 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1649:B", "QuestionText": "Which of the following is a power of \\( 5 \\) ?", "AnswerAText": "\\( 55 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 125 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "968", "MisconceptionName": "Confuses powers and multiples", "prompt": "Misconception:\nConfuses powers and multiples\n\nQuestion:\nWhich of the following is a power of \\( 5 \\) ?\n\nOptions:\nA. \\( 55 \\)\nB. \\( 100 \\)\nC. \\( 500 \\)\nD. \\( 125 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1649:C", "QuestionText": "Which of the following is a power of \\( 5 \\) ?", "AnswerAText": "\\( 55 \\)", "AnswerBText": "\\( 100 \\)", "AnswerCText": "\\( 500 \\)", "AnswerDText": "\\( 125 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 500 \\)", "MisconceptionId": "968", "MisconceptionName": "Confuses powers and multiples", "prompt": "Misconception:\nConfuses powers and multiples\n\nQuestion:\nWhich of the following is a power of \\( 5 \\) ?\n\nOptions:\nA. \\( 55 \\)\nB. \\( 100 \\)\nC. \\( 500 \\)\nD. \\( 125 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1650:C", "QuestionText": "\\( 20 \\% \\) of \\( 35= \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 3.5 \\)", "AnswerDText": "\\( 70 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3.5 \\)", "MisconceptionId": "914", "MisconceptionName": "Finds 10% of an amount rather than the percentage being asked", "prompt": "Misconception:\nFinds 10% of an amount rather than the percentage being asked\n\nQuestion:\n\\( 20 \\% \\) of \\( 35= \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 7 \\)\nC. \\( 3.5 \\)\nD. \\( 70 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1650:D", "QuestionText": "\\( 20 \\% \\) of \\( 35= \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 7 \\)", "AnswerCText": "\\( 3.5 \\)", "AnswerDText": "\\( 70 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 70 \\)", "MisconceptionId": "1710", "MisconceptionName": "When finding a percentage of an amount, assumes they divide the percentage by 10, but not the amount, before multiplying", "prompt": "Misconception:\nWhen finding a percentage of an amount, assumes they divide the percentage by 10, but not the amount, before multiplying\n\nQuestion:\n\\( 20 \\% \\) of \\( 35= \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 7 \\)\nC. \\( 3.5 \\)\nD. \\( 70 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1651:A", "QuestionText": "Tom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "515", "MisconceptionName": "Does not know a rectangle is a type of parallelogram", "prompt": "Misconception:\nDoes not know a rectangle is a type of parallelogram\n\nQuestion:\nTom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1651:B", "QuestionText": "Tom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1041", "MisconceptionName": "Does not know a rhombus is a type of parallelogram", "prompt": "Misconception:\nDoes not know a rhombus is a type of parallelogram\n\nQuestion:\nTom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1651:D", "QuestionText": "Tom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?", "AnswerAText": "Only\nTom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1370", "MisconceptionName": "Does not believe a shape can have two correct names e.g. rectangle and parallelogram", "prompt": "Misconception:\nDoes not believe a shape can have two correct names e.g. rectangle and parallelogram\n\nQuestion:\nTom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?\n\nOptions:\nA. Only\nTom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1652:B", "QuestionText": "When Sarah completes the square, what should replace the triangle?\n\\[\np^{2}-10 p-1 \\equiv(p-5)^{2}  \\Delta\n\\]", "AnswerAText": "\\( \\Delta=-26 \\)", "AnswerBText": "\\( \\Delta=+24 \\)", "AnswerCText": "\\( \\Delta =-11 \\)", "AnswerDText": "\\( \\Delta=-24 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\Delta=+24 \\)", "MisconceptionId": "994", "MisconceptionName": "When completing the square in the form (x - a)^2 + b, believes b = a^2 + the original constant", "prompt": "Misconception:\nWhen completing the square in the form (x - a)^2 + b, believes b = a^2 + the original constant\n\nQuestion:\nWhen Sarah completes the square, what should replace the triangle?\n\\[\np^{2}-10 p-1 \\equiv(p-5)^{2}  \\Delta\n\\]\n\nOptions:\nA. \\( \\Delta=-26 \\)\nB. \\( \\Delta=+24 \\)\nC. \\( \\Delta =-11 \\)\nD. \\( \\Delta=-24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1652:C", "QuestionText": "When Sarah completes the square, what should replace the triangle?\n\\[\np^{2}-10 p-1 \\equiv(p-5)^{2}  \\Delta\n\\]", "AnswerAText": "\\( \\Delta=-26 \\)", "AnswerBText": "\\( \\Delta=+24 \\)", "AnswerCText": "\\( \\Delta =-11 \\)", "AnswerDText": "\\( \\Delta=-24 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\Delta =-11 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhen Sarah completes the square, what should replace the triangle?\n\\[\np^{2}-10 p-1 \\equiv(p-5)^{2}  \\Delta\n\\]\n\nOptions:\nA. \\( \\Delta=-26 \\)\nB. \\( \\Delta=+24 \\)\nC. \\( \\Delta =-11 \\)\nD. \\( \\Delta=-24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1653:B", "QuestionText": "![A pair of axes: x-axis is from -2 to 4; y-axis is from -2 to 4. A 6-sided polygon, labelled \"P\", is made by joining the following points, in order, with straight lines: (1, 2), (2, 2), (2, 3), (4, 3), (4, 4), (1, 4) and back to (1, 2).\nThe point (2, 2) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (-2, -2); B (2, -2); C (-1, -2); D (-2, -1).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "C", "AnswerDText": "D", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "B", "MisconceptionId": "2026", "MisconceptionName": "Reflects instead of rotates", "prompt": "Misconception:\nReflects instead of rotates\n\nQuestion:\n![A pair of axes: x-axis is from -2 to 4; y-axis is from -2 to 4. A 6-sided polygon, labelled \"P\", is made by joining the following points, in order, with straight lines: (1, 2), (2, 2), (2, 3), (4, 3), (4, 4), (1, 4) and back to (1, 2).\nThe point (2, 2) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (-2, -2); B (2, -2); C (-1, -2); D (-2, -1).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?\n\nOptions:\nA. A\nB. B\nC. C\nD. D\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1654:B", "QuestionText": "This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "2349", "MisconceptionName": "Forgets that a number divided by itself is 1", "prompt": "Misconception:\nForgets that a number divided by itself is 1\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( \\frac{1}{3} \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1654:D", "QuestionText": "This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( \\frac{1}{3} \\)", "AnswerDText": "\\( 0 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "832", "MisconceptionName": "Believes that a fraction with equal numerator and denominator cancels to 0", "prompt": "Misconception:\nBelieves that a fraction with equal numerator and denominator cancels to 0\n\nQuestion:\nThis is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( \\frac{1}{3} \\)\nD. \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1655:A", "QuestionText": "\\( \\sqrt[3]{216}= \\)", "AnswerAText": "\\( 72 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 108 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 72 \\)", "MisconceptionId": "414", "MisconceptionName": "Divides by the order of the root", "prompt": "Misconception:\nDivides by the order of the root\n\nQuestion:\n\\( \\sqrt[3]{216}= \\)\n\nOptions:\nA. \\( 72 \\)\nB. \\( 6 \\)\nC. \\( 108 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1655:C", "QuestionText": "\\( \\sqrt[3]{216}= \\)", "AnswerAText": "\\( 72 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 108 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 108 \\)", "MisconceptionId": "1881", "MisconceptionName": "Halves when asked to find the cube root", "prompt": "Misconception:\nHalves when asked to find the cube root\n\nQuestion:\n\\( \\sqrt[3]{216}= \\)\n\nOptions:\nA. \\( 72 \\)\nB. \\( 6 \\)\nC. \\( 108 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1656:A", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1  & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?", "AnswerAText": "\\( \\frac{30}{360} \\times 7 \\)", "AnswerBText": "\\( \\frac{7}{30} \\times 360 \\)", "AnswerCText": "\\( \\frac{30}{7} \\times 360 \\)", "AnswerDText": "\\( 7 \\times 30 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{30}{360} \\times 7 \\)", "MisconceptionId": "1203", "MisconceptionName": "Believes that to find an angle for a pie chart sector you divide the total frequency by 360 and multiply by its frequency", "prompt": "Misconception:\nBelieves that to find an angle for a pie chart sector you divide the total frequency by 360 and multiply by its frequency\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1  & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\n\nOptions:\nA. \\( \\frac{30}{360} \\times 7 \\)\nB. \\( \\frac{7}{30} \\times 360 \\)\nC. \\( \\frac{30}{7} \\times 360 \\)\nD. \\( 7 \\times 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1656:C", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1  & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?", "AnswerAText": "\\( \\frac{30}{360} \\times 7 \\)", "AnswerBText": "\\( \\frac{7}{30} \\times 360 \\)", "AnswerCText": "\\( \\frac{30}{7} \\times 360 \\)", "AnswerDText": "\\( 7 \\times 30 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{30}{7} \\times 360 \\)", "MisconceptionId": "1542", "MisconceptionName": "Believes that a fraction means dividing the denominator by the numerator", "prompt": "Misconception:\nBelieves that a fraction means dividing the denominator by the numerator\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1  & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\n\nOptions:\nA. \\( \\frac{30}{360} \\times 7 \\)\nB. \\( \\frac{7}{30} \\times 360 \\)\nC. \\( \\frac{30}{7} \\times 360 \\)\nD. \\( 7 \\times 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1656:D", "QuestionText": "A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1  & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?", "AnswerAText": "\\( \\frac{30}{360} \\times 7 \\)", "AnswerBText": "\\( \\frac{7}{30} \\times 360 \\)", "AnswerCText": "\\( \\frac{30}{7} \\times 360 \\)", "AnswerDText": "\\( 7 \\times 30 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7 \\times 30 \\)", "MisconceptionId": "1445", "MisconceptionName": "Believes you find the angle for a pie chart sector by doing its frequency multiplied by total frequency", "prompt": "Misconception:\nBelieves you find the angle for a pie chart sector by doing its frequency multiplied by total frequency\n\nQuestion:\nA class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline  0  & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1  & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2  & \\(  \\) & \\(  \\) \\\\\n\\hline 3  & \\( 4 \\) & \\(  \\) \\\\\n\\hline 4 or more  & \\(  \\) & \\(  \\) \\\\\n\\hline  TOTAL  & 30  & \\(  \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\n\nOptions:\nA. \\( \\frac{30}{360} \\times 7 \\)\nB. \\( \\frac{7}{30} \\times 360 \\)\nC. \\( \\frac{30}{7} \\times 360 \\)\nD. \\( 7 \\times 30 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1657:B", "QuestionText": "What is \\( 0.03 \\) written as a percentage?", "AnswerAText": "\\( 3 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 0.03 \\% \\)", "AnswerDText": "\\( 0.3 \\% \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 30 \\% \\)", "MisconceptionId": "1673", "MisconceptionName": "Multiplied by 1000 instead of 100", "prompt": "Misconception:\nMultiplied by 1000 instead of 100\n\nQuestion:\nWhat is \\( 0.03 \\) written as a percentage?\n\nOptions:\nA. \\( 3 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 0.03 \\% \\)\nD. \\( 0.3 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1657:C", "QuestionText": "What is \\( 0.03 \\) written as a percentage?", "AnswerAText": "\\( 3 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 0.03 \\% \\)", "AnswerDText": "\\( 0.3 \\% \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 0.03 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nWhat is \\( 0.03 \\) written as a percentage?\n\nOptions:\nA. \\( 3 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 0.03 \\% \\)\nD. \\( 0.3 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1657:D", "QuestionText": "What is \\( 0.03 \\) written as a percentage?", "AnswerAText": "\\( 3 \\% \\)", "AnswerBText": "\\( 30 \\% \\)", "AnswerCText": "\\( 0.03 \\% \\)", "AnswerDText": "\\( 0.3 \\% \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 0.3 \\% \\)", "MisconceptionId": "1320", "MisconceptionName": "Multiplied by 10 rather than 100", "prompt": "Misconception:\nMultiplied by 10 rather than 100\n\nQuestion:\nWhat is \\( 0.03 \\) written as a percentage?\n\nOptions:\nA. \\( 3 \\% \\)\nB. \\( 30 \\% \\)\nC. \\( 0.03 \\% \\)\nD. \\( 0.3 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1658:B", "QuestionText": "Which of the following graphs show that \\( \\mathrm{x} \\) is inversely proportional to \\( y \\) ?", "AnswerAText": "![A graph with a straight line going from bottom left to top right. The graph starts from above the  origin on the y axis. ]()", "AnswerBText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape]()", "AnswerCText": "![A graph with a straight line going from bottom left to top right. The graph starts from 0 on the y axis. ]()", "AnswerDText": "![A graph starting at the top left and rapidly decreasing as it moves right before slowing down and starting to level off ]()", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape]()", "MisconceptionId": "332", "MisconceptionName": "Confuses reciprocal and quadratic graphs", "prompt": "Misconception:\nConfuses reciprocal and quadratic graphs\n\nQuestion:\nWhich of the following graphs show that \\( \\mathrm{x} \\) is inversely proportional to \\( y \\) ?\n\nOptions:\nA. ![A graph with a straight line going from bottom left to top right. The graph starts from above the  origin on the y axis. ]()\nB. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape]()\nC. ![A graph with a straight line going from bottom left to top right. The graph starts from 0 on the y axis. ]()\nD. ![A graph starting at the top left and rapidly decreasing as it moves right before slowing down and starting to level off ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1658:C", "QuestionText": "Which of the following graphs show that \\( \\mathrm{x} \\) is inversely proportional to \\( y \\) ?", "AnswerAText": "![A graph with a straight line going from bottom left to top right. The graph starts from above the  origin on the y axis. ]()", "AnswerBText": "![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape]()", "AnswerCText": "![A graph with a straight line going from bottom left to top right. The graph starts from 0 on the y axis. ]()", "AnswerDText": "![A graph starting at the top left and rapidly decreasing as it moves right before slowing down and starting to level off ]()", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "![A graph with a straight line going from bottom left to top right. The graph starts from 0 on the y axis. ]()", "MisconceptionId": "766", "MisconceptionName": "Confuses the graphs of  direct and inverse proportion", "prompt": "Misconception:\nConfuses the graphs of  direct and inverse proportion\n\nQuestion:\nWhich of the following graphs show that \\( \\mathrm{x} \\) is inversely proportional to \\( y \\) ?\n\nOptions:\nA. ![A graph with a straight line going from bottom left to top right. The graph starts from above the  origin on the y axis. ]()\nB. ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape]()\nC. ![A graph with a straight line going from bottom left to top right. The graph starts from 0 on the y axis. ]()\nD. ![A graph starting at the top left and rapidly decreasing as it moves right before slowing down and starting to level off ]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1659:D", "QuestionText": "\\( 4 \\div 2 \\frac{4}{5} \\) Which of the following is a correct way to write the answer to this calculation?", "AnswerAText": "\\( 1 \\frac{3}{7} \\)", "AnswerBText": "\\( 2 \\frac{1}{5} \\)", "AnswerCText": "\\( 1 \\frac{2}{5} \\)", "AnswerDText": "\\( \\frac{7}{10} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{7}{10} \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n\\( 4 \\div 2 \\frac{4}{5} \\) Which of the following is a correct way to write the answer to this calculation?\n\nOptions:\nA. \\( 1 \\frac{3}{7} \\)\nB. \\( 2 \\frac{1}{5} \\)\nC. \\( 1 \\frac{2}{5} \\)\nD. \\( \\frac{7}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1660:A", "QuestionText": "Which expression should replace the star in the addition pyramid? ![A pyramid showing the expressions 2a, -b and 2a-2b across the base from left to right. Above the 2a and -b is a star. Above the -b and the 2a-2b is written 2a-3b]()", "AnswerAText": "\\( 4 a-3 b \\)", "AnswerBText": "\\( -2 a b \\)", "AnswerCText": "\\( 4 a-4 b \\)", "AnswerDText": "\\( 2 a-b \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 4 a-3 b \\)", "MisconceptionId": "1695", "MisconceptionName": "Thinks you add all the bricks in a row in an addition pyramid.", "prompt": "Misconception:\nThinks you add all the bricks in a row in an addition pyramid.\n\nQuestion:\nWhich expression should replace the star in the addition pyramid? ![A pyramid showing the expressions 2a, -b and 2a-2b across the base from left to right. Above the 2a and -b is a star. Above the -b and the 2a-2b is written 2a-3b]()\n\nOptions:\nA. \\( 4 a-3 b \\)\nB. \\( -2 a b \\)\nC. \\( 4 a-4 b \\)\nD. \\( 2 a-b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1660:B", "QuestionText": "Which expression should replace the star in the addition pyramid? ![A pyramid showing the expressions 2a, -b and 2a-2b across the base from left to right. Above the 2a and -b is a star. Above the -b and the 2a-2b is written 2a-3b]()", "AnswerAText": "\\( 4 a-3 b \\)", "AnswerBText": "\\( -2 a b \\)", "AnswerCText": "\\( 4 a-4 b \\)", "AnswerDText": "\\( 2 a-b \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -2 a b \\)", "MisconceptionId": "2326", "MisconceptionName": "Multiplies rather than adds", "prompt": "Misconception:\nMultiplies rather than adds\n\nQuestion:\nWhich expression should replace the star in the addition pyramid? ![A pyramid showing the expressions 2a, -b and 2a-2b across the base from left to right. Above the 2a and -b is a star. Above the -b and the 2a-2b is written 2a-3b]()\n\nOptions:\nA. \\( 4 a-3 b \\)\nB. \\( -2 a b \\)\nC. \\( 4 a-4 b \\)\nD. \\( 2 a-b \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1661:A", "QuestionText": "\\( \\left(4^{6}\\right)^{2}= \\)", "AnswerAText": "\\( 4^{8} \\)", "AnswerBText": "\\( 16^{12} \\)", "AnswerCText": "\\( 4^{12} \\)", "AnswerDText": "None of these options", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4^{8} \\)", "MisconceptionId": "2524", "MisconceptionName": "Has added the powers rather than multiplying them", "prompt": "Misconception:\nHas added the powers rather than multiplying them\n\nQuestion:\n\\( \\left(4^{6}\\right)^{2}= \\)\n\nOptions:\nA. \\( 4^{8} \\)\nB. \\( 16^{12} \\)\nC. \\( 4^{12} \\)\nD. None of these options\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1662:A", "QuestionText": "Use the graph to approximate the solution to \\( x^{2}-x-6<-4 \\) ![A set of axes with the quadratic graph y=x^2-x-6 drawn on.]()", "AnswerAText": "\\( x<-1, x>2 \\)", "AnswerBText": "\\( -1<x<2 \\)", "AnswerCText": "\\( -2<x<3 \\)", "AnswerDText": "\\( x=2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( x<-1, x>2 \\)", "MisconceptionId": "2043", "MisconceptionName": "Selects y>a solutions instead of y<a solutions for a quadratic inequality", "prompt": "Misconception:\nSelects y>a solutions instead of y<a solutions for a quadratic inequality\n\nQuestion:\nUse the graph to approximate the solution to \\( x^{2}-x-6<-4 \\) ![A set of axes with the quadratic graph y=x^2-x-6 drawn on.]()\n\nOptions:\nA. \\( x<-1, x>2 \\)\nB. \\( -1<x<2 \\)\nC. \\( -2<x<3 \\)\nD. \\( x=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1662:C", "QuestionText": "Use the graph to approximate the solution to \\( x^{2}-x-6<-4 \\) ![A set of axes with the quadratic graph y=x^2-x-6 drawn on.]()", "AnswerAText": "\\( x<-1, x>2 \\)", "AnswerBText": "\\( -1<x<2 \\)", "AnswerCText": "\\( -2<x<3 \\)", "AnswerDText": "\\( x=2 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -2<x<3 \\)", "MisconceptionId": "212", "MisconceptionName": "Solves for y=0 instead of given y-value when reading from a quadratic graph", "prompt": "Misconception:\nSolves for y=0 instead of given y-value when reading from a quadratic graph\n\nQuestion:\nUse the graph to approximate the solution to \\( x^{2}-x-6<-4 \\) ![A set of axes with the quadratic graph y=x^2-x-6 drawn on.]()\n\nOptions:\nA. \\( x<-1, x>2 \\)\nB. \\( -1<x<2 \\)\nC. \\( -2<x<3 \\)\nD. \\( x=2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1663:B", "QuestionText": "This graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()", "AnswerAText": "\\( 7 \\) hours", "AnswerBText": "\\( 8 \\) hours", "AnswerCText": "\\( 30 \\) hours", "AnswerDText": "\\( 15 \\) hours", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 8 \\) hours", "MisconceptionId": "11", "MisconceptionName": "When reading value from graph, reads from the wrong axes.", "prompt": "Misconception:\nWhen reading value from graph, reads from the wrong axes.\n\nQuestion:\nThis graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()\n\nOptions:\nA. \\( 7 \\) hours\nB. \\( 8 \\) hours\nC. \\( 30 \\) hours\nD. \\( 15 \\) hours\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1663:C", "QuestionText": "This graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()", "AnswerAText": "\\( 7 \\) hours", "AnswerBText": "\\( 8 \\) hours", "AnswerCText": "\\( 30 \\) hours", "AnswerDText": "\\( 15 \\) hours", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 30 \\) hours", "MisconceptionId": "1586", "MisconceptionName": "When asked to read a value from a graph, thinks they give the corresponding value on the other axis, rather than reading from the graph", "prompt": "Misconception:\nWhen asked to read a value from a graph, thinks they give the corresponding value on the other axis, rather than reading from the graph\n\nQuestion:\nThis graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()\n\nOptions:\nA. \\( 7 \\) hours\nB. \\( 8 \\) hours\nC. \\( 30 \\) hours\nD. \\( 15 \\) hours\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1663:D", "QuestionText": "This graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()", "AnswerAText": "\\( 7 \\) hours", "AnswerBText": "\\( 8 \\) hours", "AnswerCText": "\\( 30 \\) hours", "AnswerDText": "\\( 15 \\) hours", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 15 \\) hours", "MisconceptionId": "1731", "MisconceptionName": "Makes an assumption about the squares on a scale representing either 1 or 10", "prompt": "Misconception:\nMakes an assumption about the squares on a scale representing either 1 or 10\n\nQuestion:\nThis graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()\n\nOptions:\nA. \\( 7 \\) hours\nB. \\( 8 \\) hours\nC. \\( 30 \\) hours\nD. \\( 15 \\) hours\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1664:A", "QuestionText": "\\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "171", "MisconceptionName": "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", "prompt": "Misconception:\nWhen 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\n\nQuestion:\n\\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 20 \\)\nC. \\( 8 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1664:B", "QuestionText": "\\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2384", "MisconceptionName": "When simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd", "prompt": "Misconception:\nWhen simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd\n\nQuestion:\n\\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 20 \\)\nC. \\( 8 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1664:D", "QuestionText": "\\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?", "AnswerAText": "\\( 7 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1676", "MisconceptionName": "When adding or subtracting surds, does not simplify the surd before adding the numbers in front of the surd", "prompt": "Misconception:\nWhen adding or subtracting surds, does not simplify the surd before adding the numbers in front of the surd\n\nQuestion:\n\\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?\n\nOptions:\nA. \\( 7 \\)\nB. \\( 20 \\)\nC. \\( 8 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1665:B", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1665:C", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1665:D", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1929", "MisconceptionName": "Does not understand the concept of inverse operations in algebra", "prompt": "Misconception:\nDoes not understand the concept of inverse operations in algebra\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1666:A", "QuestionText": "![The triangle numbers represented using purple circles with the first term having 3 purple circles. The second and third terms are also shown.]() How many circles will the next term in this sequence have?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 14 \\)", "AnswerCText": "\\( 15 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\n![The triangle numbers represented using purple circles with the first term having 3 purple circles. The second and third terms are also shown.]() How many circles will the next term in this sequence have?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 14 \\)\nC. \\( 15 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1666:B", "QuestionText": "![The triangle numbers represented using purple circles with the first term having 3 purple circles. The second and third terms are also shown.]() How many circles will the next term in this sequence have?", "AnswerAText": "\\( 20 \\)", "AnswerBText": "\\( 14 \\)", "AnswerCText": "\\( 15 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 14 \\)", "MisconceptionId": "1737", "MisconceptionName": "Only looks at the difference between one pair of terms when discerning the pattern", "prompt": "Misconception:\nOnly looks at the difference between one pair of terms when discerning the pattern\n\nQuestion:\n![The triangle numbers represented using purple circles with the first term having 3 purple circles. The second and third terms are also shown.]() How many circles will the next term in this sequence have?\n\nOptions:\nA. \\( 20 \\)\nB. \\( 14 \\)\nC. \\( 15 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1667:A", "QuestionText": "What is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()", "AnswerAText": "\\( 18^{\\circ} \\)", "AnswerBText": "\\( 162^{\\circ} \\)", "AnswerCText": "\\( 208^{\\circ} \\)", "AnswerDText": "\\( 198^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 18^{\\circ} \\)", "MisconceptionId": "2266", "MisconceptionName": "Believes angles around a point sum to 180", "prompt": "Misconception:\nBelieves angles around a point sum to 180\n\nQuestion:\nWhat is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()\n\nOptions:\nA. \\( 18^{\\circ} \\)\nB. \\( 162^{\\circ} \\)\nC. \\( 208^{\\circ} \\)\nD. \\( 198^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1667:B", "QuestionText": "What is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()", "AnswerAText": "\\( 18^{\\circ} \\)", "AnswerBText": "\\( 162^{\\circ} \\)", "AnswerCText": "\\( 208^{\\circ} \\)", "AnswerDText": "\\( 198^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 162^{\\circ} \\)", "MisconceptionId": "1897", "MisconceptionName": "Confuses vertically opposite angles and angles around a point", "prompt": "Misconception:\nConfuses vertically opposite angles and angles around a point\n\nQuestion:\nWhat is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()\n\nOptions:\nA. \\( 18^{\\circ} \\)\nB. \\( 162^{\\circ} \\)\nC. \\( 208^{\\circ} \\)\nD. \\( 198^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1667:C", "QuestionText": "What is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()", "AnswerAText": "\\( 18^{\\circ} \\)", "AnswerBText": "\\( 162^{\\circ} \\)", "AnswerCText": "\\( 208^{\\circ} \\)", "AnswerDText": "\\( 198^{\\circ} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 208^{\\circ} \\)", "MisconceptionId": "699", "MisconceptionName": "When “borrowing” during a subtraction problem, does not subtract one from the preceding digit", "prompt": "Misconception:\nWhen “borrowing” during a subtraction problem, does not subtract one from the preceding digit\n\nQuestion:\nWhat is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()\n\nOptions:\nA. \\( 18^{\\circ} \\)\nB. \\( 162^{\\circ} \\)\nC. \\( 208^{\\circ} \\)\nD. \\( 198^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1668:A", "QuestionText": "Which element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left cicle is for Set P and contains cat in its left part, horse in the intersection. The right circle is for set Q and contains goat in its right part, horse in the intersection. Outside of the circles it says toad.]()", "AnswerAText": "cat", "AnswerBText": "cat & horse", "AnswerCText": "\\( \\begin{array}{c}\\text { goat \\& } \\\\ \\text { toad }\\end{array} \\)", "AnswerDText": "horse, goat\n& toad", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "cat", "MisconceptionId": "564", "MisconceptionName": "Does not understand set notation for complement (eg. A')", "prompt": "Misconception:\nDoes not understand set notation for complement (eg. A')\n\nQuestion:\nWhich element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left cicle is for Set P and contains cat in its left part, horse in the intersection. The right circle is for set Q and contains goat in its right part, horse in the intersection. Outside of the circles it says toad.]()\n\nOptions:\nA. cat\nB. cat & horse\nC. \\( \\begin{array}{c}\\text { goat \\& } \\\\ \\text { toad }\\end{array} \\)\nD. horse, goat\n& toad\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1668:D", "QuestionText": "Which element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left cicle is for Set P and contains cat in its left part, horse in the intersection. The right circle is for set Q and contains goat in its right part, horse in the intersection. Outside of the circles it says toad.]()", "AnswerAText": "cat", "AnswerBText": "cat & horse", "AnswerCText": "\\( \\begin{array}{c}\\text { goat \\& } \\\\ \\text { toad }\\end{array} \\)", "AnswerDText": "horse, goat\n& toad", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "horse, goat\n& toad", "MisconceptionId": "42", "MisconceptionName": "Believes that the complement of a set includes any elements which are also in another set.", "prompt": "Misconception:\nBelieves that the complement of a set includes any elements which are also in another set.\n\nQuestion:\nWhich element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left cicle is for Set P and contains cat in its left part, horse in the intersection. The right circle is for set Q and contains goat in its right part, horse in the intersection. Outside of the circles it says toad.]()\n\nOptions:\nA. cat\nB. cat & horse\nC. \\( \\begin{array}{c}\\text { goat \\& } \\\\ \\text { toad }\\end{array} \\)\nD. horse, goat\n& toad\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1669:B", "QuestionText": "Which of these options show the numbers\n\\[\n8,605,527 \\quad 8,605,572 \\quad 8,650,527 \\quad 8,605,752\n\\]\nin order from smallest to largest?", "AnswerAText": "\\( \\begin{array}{l}8,650,527 \\\\ 8,605,752 \\\\ 8,605,572 \\\\ 8,605,527\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}8,605,752 \\\\ 8,605,572 \\\\ 8,650,527 \\\\ 8,605,527\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}8,605,527 \\\\ 8,605,752 \\\\ 8,605,572 \\\\ 8,650,527\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{l}8,605,527 \\\\ 8,605,572 \\\\ 8,605,752 \\\\ 8,650,527\\end{array} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}8,605,752 \\\\ 8,605,572 \\\\ 8,650,527 \\\\ 8,605,527\\end{array} \\)", "MisconceptionId": "1365", "MisconceptionName": "When ordering integers, orders from the digits at the end of the number instead of the digits at the start", "prompt": "Misconception:\nWhen ordering integers, orders from the digits at the end of the number instead of the digits at the start\n\nQuestion:\nWhich of these options show the numbers\n\\[\n8,605,527 \\quad 8,605,572 \\quad 8,650,527 \\quad 8,605,752\n\\]\nin order from smallest to largest?\n\nOptions:\nA. \\( \\begin{array}{l}8,650,527 \\\\ 8,605,752 \\\\ 8,605,572 \\\\ 8,605,527\\end{array} \\)\nB. \\( \\begin{array}{l}8,605,752 \\\\ 8,605,572 \\\\ 8,650,527 \\\\ 8,605,527\\end{array} \\)\nC. \\( \\begin{array}{l}8,605,527 \\\\ 8,605,752 \\\\ 8,605,572 \\\\ 8,650,527\\end{array} \\)\nD. \\( \\begin{array}{l}8,605,527 \\\\ 8,605,572 \\\\ 8,605,752 \\\\ 8,650,527\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1670:A", "QuestionText": "Amy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()", "AnswerAText": "![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()", "AnswerBText": "![B points to 'the front' which is the right angled triangle face]()", "AnswerCText": "![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()", "AnswerDText": "![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()", "MisconceptionId": "1442", "MisconceptionName": "Think cross section of a prism is the biggest face", "prompt": "Misconception:\nThink cross section of a prism is the biggest face\n\nQuestion:\nAmy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()\n\nOptions:\nA. ![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()\nB. ![B points to 'the front' which is the right angled triangle face]()\nC. ![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()\nD. ![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1670:C", "QuestionText": "Amy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()", "AnswerAText": "![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()", "AnswerBText": "![B points to 'the front' which is the right angled triangle face]()", "AnswerCText": "![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()", "AnswerDText": "![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()", "MisconceptionId": "2231", "MisconceptionName": "Thinks cross section of a prism can be any face", "prompt": "Misconception:\nThinks cross section of a prism can be any face\n\nQuestion:\nAmy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()\n\nOptions:\nA. ![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()\nB. ![B points to 'the front' which is the right angled triangle face]()\nC. ![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()\nD. ![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1670:D", "QuestionText": "Amy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()", "AnswerAText": "![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()", "AnswerBText": "![B points to 'the front' which is the right angled triangle face]()", "AnswerCText": "![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()", "AnswerDText": "![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()", "MisconceptionId": "2231", "MisconceptionName": "Thinks cross section of a prism can be any face", "prompt": "Misconception:\nThinks cross section of a prism can be any face\n\nQuestion:\nAmy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()\n\nOptions:\nA. ![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()\nB. ![B points to 'the front' which is the right angled triangle face]()\nC. ![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()\nD. ![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1671:B", "QuestionText": "A hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the  \\( _____ \\) of \\( 12 \\) and \\( 8 \\)", "AnswerAText": "Lowest Common Multiple", "AnswerBText": "Highest Common Factor", "AnswerCText": "Product", "AnswerDText": "Sum", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Highest Common Factor", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nA hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the  \\( _____ \\) of \\( 12 \\) and \\( 8 \\)\n\nOptions:\nA. Lowest Common Multiple\nB. Highest Common Factor\nC. Product\nD. Sum\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1671:C", "QuestionText": "A hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the  \\( _____ \\) of \\( 12 \\) and \\( 8 \\)", "AnswerAText": "Lowest Common Multiple", "AnswerBText": "Highest Common Factor", "AnswerCText": "Product", "AnswerDText": "Sum", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Product", "MisconceptionId": "239", "MisconceptionName": "Finds a common multiple but not the lowest common multiple", "prompt": "Misconception:\nFinds a common multiple but not the lowest common multiple\n\nQuestion:\nA hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the  \\( _____ \\) of \\( 12 \\) and \\( 8 \\)\n\nOptions:\nA. Lowest Common Multiple\nB. Highest Common Factor\nC. Product\nD. Sum\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1671:D", "QuestionText": "A hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the  \\( _____ \\) of \\( 12 \\) and \\( 8 \\)", "AnswerAText": "Lowest Common Multiple", "AnswerBText": "Highest Common Factor", "AnswerCText": "Product", "AnswerDText": "Sum", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Sum", "MisconceptionId": "1473", "MisconceptionName": "Believes adding two numbers finds their lowest common multiple", "prompt": "Misconception:\nBelieves adding two numbers finds their lowest common multiple\n\nQuestion:\nA hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the  \\( _____ \\) of \\( 12 \\) and \\( 8 \\)\n\nOptions:\nA. Lowest Common Multiple\nB. Highest Common Factor\nC. Product\nD. Sum\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1672:A", "QuestionText": "What is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 11.47 \\)", "AnswerBText": "\\( 11.48 \\)", "AnswerCText": "\\( 11.58 \\)", "AnswerDText": "\\( 11.59 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 11.47 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 11.47 \\)\nB. \\( 11.48 \\)\nC. \\( 11.58 \\)\nD. \\( 11.59 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1672:C", "QuestionText": "What is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 11.47 \\)", "AnswerBText": "\\( 11.48 \\)", "AnswerCText": "\\( 11.58 \\)", "AnswerDText": "\\( 11.59 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 11.58 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 11.47 \\)\nB. \\( 11.48 \\)\nC. \\( 11.58 \\)\nD. \\( 11.59 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1672:D", "QuestionText": "What is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 11.47 \\)", "AnswerBText": "\\( 11.48 \\)", "AnswerCText": "\\( 11.58 \\)", "AnswerDText": "\\( 11.59 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 11.59 \\)", "MisconceptionId": "2330", "MisconceptionName": "Rounds incorrectly by changing multiple place values", "prompt": "Misconception:\nRounds incorrectly by changing multiple place values\n\nQuestion:\nWhat is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 11.47 \\)\nB. \\( 11.48 \\)\nC. \\( 11.58 \\)\nD. \\( 11.59 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1673:B", "QuestionText": "This five-sided spinner is fair.\nWhat is the probability of spinning a \\( \\mathbf{3} \\) ?\nGive your answer as a percentage ![A five sided spinner labelled with 1, 1, 2, 3 and 4]()", "AnswerAText": "\\( 30 \\% \\)", "AnswerBText": "\\( 25 \\% \\)", "AnswerCText": "\\( \\frac{1}{5} \\)", "AnswerDText": "\\( 20 \\% \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 25 \\% \\)", "MisconceptionId": "2364", "MisconceptionName": "Believes all possible outcomes must have equal probability", "prompt": "Misconception:\nBelieves all possible outcomes must have equal probability\n\nQuestion:\nThis five-sided spinner is fair.\nWhat is the probability of spinning a \\( \\mathbf{3} \\) ?\nGive your answer as a percentage ![A five sided spinner labelled with 1, 1, 2, 3 and 4]()\n\nOptions:\nA. \\( 30 \\% \\)\nB. \\( 25 \\% \\)\nC. \\( \\frac{1}{5} \\)\nD. \\( 20 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1674:B", "QuestionText": "\\(\n2 \\frac{1}{3}+\\frac{3}{4}=3 \\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 37 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 13 \\)", "MisconceptionId": "1209", "MisconceptionName": "Believes a mixed number can contain an improper fraction", "prompt": "Misconception:\nBelieves a mixed number can contain an improper fraction\n\nQuestion:\n\\(\n2 \\frac{1}{3}+\\frac{3}{4}=3 \\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 13 \\)\nC. \\( 4 \\)\nD. \\( 37 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1674:D", "QuestionText": "\\(\n2 \\frac{1}{3}+\\frac{3}{4}=3 \\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 37 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 37 \\)", "MisconceptionId": "2034", "MisconceptionName": "Finds an equivalent improper fraction when asked for a mixed number", "prompt": "Misconception:\nFinds an equivalent improper fraction when asked for a mixed number\n\nQuestion:\n\\(\n2 \\frac{1}{3}+\\frac{3}{4}=3 \\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 13 \\)\nC. \\( 4 \\)\nD. \\( 37 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1675:A", "QuestionText": "Which combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()", "AnswerAText": "Protractor \nCompass", "AnswerBText": "Ruler \nCompass", "AnswerCText": "Ruler\nProtractor\nCompass", "AnswerDText": "Ruler \nProtractor", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Protractor \nCompass", "MisconceptionId": "723", "MisconceptionName": "Forgets you need a ruler to measure lengths", "prompt": "Misconception:\nForgets you need a ruler to measure lengths\n\nQuestion:\nWhich combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()\n\nOptions:\nA. Protractor \nCompass\nB. Ruler \nCompass\nC. Ruler\nProtractor\nCompass\nD. Ruler \nProtractor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1675:B", "QuestionText": "Which combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()", "AnswerAText": "Protractor \nCompass", "AnswerBText": "Ruler \nCompass", "AnswerCText": "Ruler\nProtractor\nCompass", "AnswerDText": "Ruler \nProtractor", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Ruler \nCompass", "MisconceptionId": "651", "MisconceptionName": "Forgets you need a protractor to measure angles", "prompt": "Misconception:\nForgets you need a protractor to measure angles\n\nQuestion:\nWhich combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()\n\nOptions:\nA. Protractor \nCompass\nB. Ruler \nCompass\nC. Ruler\nProtractor\nCompass\nD. Ruler \nProtractor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1675:C", "QuestionText": "Which combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()", "AnswerAText": "Protractor \nCompass", "AnswerBText": "Ruler \nCompass", "AnswerCText": "Ruler\nProtractor\nCompass", "AnswerDText": "Ruler \nProtractor", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Ruler\nProtractor\nCompass", "MisconceptionId": "1613", "MisconceptionName": "Believes constructing a triangle with given SAS requires a compass", "prompt": "Misconception:\nBelieves constructing a triangle with given SAS requires a compass\n\nQuestion:\nWhich combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()\n\nOptions:\nA. Protractor \nCompass\nB. Ruler \nCompass\nC. Ruler\nProtractor\nCompass\nD. Ruler \nProtractor\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1676:A", "QuestionText": "3 litres =  \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "1954", "MisconceptionName": "Divides when converting to a smaller unit", "prompt": "Misconception:\nDivides when converting to a smaller unit\n\nQuestion:\n3 litres =  \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1676:B", "QuestionText": "3 litres =  \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 30 \\)", "MisconceptionId": "1645", "MisconceptionName": "Thinks there are 10ml in a litre", "prompt": "Misconception:\nThinks there are 10ml in a litre\n\nQuestion:\n3 litres =  \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1676:C", "QuestionText": "3 litres =  \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 30 \\)", "AnswerCText": "\\( 300 \\)", "AnswerDText": "\\( 3000 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "1120", "MisconceptionName": "Thinks there are 100 ml in a litre", "prompt": "Misconception:\nThinks there are 100 ml in a litre\n\nQuestion:\n3 litres =  \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 30 \\)\nC. \\( 300 \\)\nD. \\( 3000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1677:B", "QuestionText": "Factorise \\( x^{2}+20 x+64 \\)", "AnswerAText": "\\( (x+4)(x+16) \\)", "AnswerBText": "\\( (x+8)(x+8) \\)", "AnswerCText": "\\( (x+12)(x+8) \\)", "AnswerDText": "\\( (x+14)(x+6) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( (x+8)(x+8) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nFactorise \\( x^{2}+20 x+64 \\)\n\nOptions:\nA. \\( (x+4)(x+16) \\)\nB. \\( (x+8)(x+8) \\)\nC. \\( (x+12)(x+8) \\)\nD. \\( (x+14)(x+6) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1677:C", "QuestionText": "Factorise \\( x^{2}+20 x+64 \\)", "AnswerAText": "\\( (x+4)(x+16) \\)", "AnswerBText": "\\( (x+8)(x+8) \\)", "AnswerCText": "\\( (x+12)(x+8) \\)", "AnswerDText": "\\( (x+14)(x+6) \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( (x+12)(x+8) \\)", "MisconceptionId": "418", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x\n\nQuestion:\nFactorise \\( x^{2}+20 x+64 \\)\n\nOptions:\nA. \\( (x+4)(x+16) \\)\nB. \\( (x+8)(x+8) \\)\nC. \\( (x+12)(x+8) \\)\nD. \\( (x+14)(x+6) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1677:D", "QuestionText": "Factorise \\( x^{2}+20 x+64 \\)", "AnswerAText": "\\( (x+4)(x+16) \\)", "AnswerBText": "\\( (x+8)(x+8) \\)", "AnswerCText": "\\( (x+12)(x+8) \\)", "AnswerDText": "\\( (x+14)(x+6) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( (x+14)(x+6) \\)", "MisconceptionId": "418", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x\n\nQuestion:\nFactorise \\( x^{2}+20 x+64 \\)\n\nOptions:\nA. \\( (x+4)(x+16) \\)\nB. \\( (x+8)(x+8) \\)\nC. \\( (x+12)(x+8) \\)\nD. \\( (x+14)(x+6) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1678:A", "QuestionText": "Work out the speed \\( v \\) if the distance travelled is \\( 50 \\) miles. ![A speed-time graph. The vertical axis is labelled Speed (mph) and has no scale marked except for the letter v four squares up.\nThe horizontal axis is labelled Time (seconds) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph consists of two sloped lines. The first is from (0,0) to (2, v) and the second is from (2, v) to (4, 0).]()", "AnswerAText": "\\( 100 \\mathrm{mph} \\)", "AnswerBText": "\\( 50 \\mathrm{mph} \\)", "AnswerCText": "\\( 25 \\mathrm{mph} \\)", "AnswerDText": "\\( 12.5 \\mathrm{mph} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 100 \\mathrm{mph} \\)", "MisconceptionId": "509", "MisconceptionName": "Believes speed is distance multiplied by time", "prompt": "Misconception:\nBelieves speed is distance multiplied by time\n\nQuestion:\nWork out the speed \\( v \\) if the distance travelled is \\( 50 \\) miles. ![A speed-time graph. The vertical axis is labelled Speed (mph) and has no scale marked except for the letter v four squares up.\nThe horizontal axis is labelled Time (seconds) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph consists of two sloped lines. The first is from (0,0) to (2, v) and the second is from (2, v) to (4, 0).]()\n\nOptions:\nA. \\( 100 \\mathrm{mph} \\)\nB. \\( 50 \\mathrm{mph} \\)\nC. \\( 25 \\mathrm{mph} \\)\nD. \\( 12.5 \\mathrm{mph} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1678:D", "QuestionText": "Work out the speed \\( v \\) if the distance travelled is \\( 50 \\) miles. ![A speed-time graph. The vertical axis is labelled Speed (mph) and has no scale marked except for the letter v four squares up.\nThe horizontal axis is labelled Time (seconds) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph consists of two sloped lines. The first is from (0,0) to (2, v) and the second is from (2, v) to (4, 0).]()", "AnswerAText": "\\( 100 \\mathrm{mph} \\)", "AnswerBText": "\\( 50 \\mathrm{mph} \\)", "AnswerCText": "\\( 25 \\mathrm{mph} \\)", "AnswerDText": "\\( 12.5 \\mathrm{mph} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 12.5 \\mathrm{mph} \\)", "MisconceptionId": "790", "MisconceptionName": "Thinks the shape of the graph does not affect the area calculation", "prompt": "Misconception:\nThinks the shape of the graph does not affect the area calculation\n\nQuestion:\nWork out the speed \\( v \\) if the distance travelled is \\( 50 \\) miles. ![A speed-time graph. The vertical axis is labelled Speed (mph) and has no scale marked except for the letter v four squares up.\nThe horizontal axis is labelled Time (seconds) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph consists of two sloped lines. The first is from (0,0) to (2, v) and the second is from (2, v) to (4, 0).]()\n\nOptions:\nA. \\( 100 \\mathrm{mph} \\)\nB. \\( 50 \\mathrm{mph} \\)\nC. \\( 25 \\mathrm{mph} \\)\nD. \\( 12.5 \\mathrm{mph} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1679:C", "QuestionText": "Jodie was \\( y \\) years old on her birthday \\( 3 \\) years ago.\nHer father was \\( 43 \\) years old. This year Jodie is half her father's age.\nWhich answer does not correctly represent this scenario?", "AnswerAText": "\\( 2(y+3)=43 \\)", "AnswerBText": "\\( y+3=\\frac{43+3}{2} \\)", "AnswerCText": "![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 2 lots of y + 3, where the first y + 3 + y total to 43.]()", "AnswerDText": "![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 46 in total, split into 2 lots of 23.]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 2 lots of y + 3, where the first y + 3 + y total to 43.]()", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nJodie was \\( y \\) years old on her birthday \\( 3 \\) years ago.\nHer father was \\( 43 \\) years old. This year Jodie is half her father's age.\nWhich answer does not correctly represent this scenario?\n\nOptions:\nA. \\( 2(y+3)=43 \\)\nB. \\( y+3=\\frac{43+3}{2} \\)\nC. ![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 2 lots of y + 3, where the first y + 3 + y total to 43.]()\nD. ![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 46 in total, split into 2 lots of 23.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1679:D", "QuestionText": "Jodie was \\( y \\) years old on her birthday \\( 3 \\) years ago.\nHer father was \\( 43 \\) years old. This year Jodie is half her father's age.\nWhich answer does not correctly represent this scenario?", "AnswerAText": "\\( 2(y+3)=43 \\)", "AnswerBText": "\\( y+3=\\frac{43+3}{2} \\)", "AnswerCText": "![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 2 lots of y + 3, where the first y + 3 + y total to 43.]()", "AnswerDText": "![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 46 in total, split into 2 lots of 23.]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 46 in total, split into 2 lots of 23.]()", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\nJodie was \\( y \\) years old on her birthday \\( 3 \\) years ago.\nHer father was \\( 43 \\) years old. This year Jodie is half her father's age.\nWhich answer does not correctly represent this scenario?\n\nOptions:\nA. \\( 2(y+3)=43 \\)\nB. \\( y+3=\\frac{43+3}{2} \\)\nC. ![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 2 lots of y + 3, where the first y + 3 + y total to 43.]()\nD. ![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar.  Her father's bar is shown as 46 in total, split into 2 lots of 23.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1680:A", "QuestionText": "In which of the following inequalities could \\( \\boldsymbol{d}=\\mathbf{5} \\) ? \\begin{tabular}{ll}\nInequality \\( 1 \\) & Inequality 2 \\\\\n\\( 2 d>11 \\) & \\( 11>d+2 \\)\n\\end{tabular}", "AnswerAText": "Only Inequality \\( 1 \\)", "AnswerBText": "Only Inequality \\( 2 \\)", "AnswerCText": "Both Inequalities \\( 1 \\) and \\( 2 \\)", "AnswerDText": "Neither Inequality \\( 1 \\) nor \\( 2 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only Inequality \\( 1 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nIn which of the following inequalities could \\( \\boldsymbol{d}=\\mathbf{5} \\) ? \\begin{tabular}{ll}\nInequality \\( 1 \\) & Inequality 2 \\\\\n\\( 2 d>11 \\) & \\( 11>d+2 \\)\n\\end{tabular}\n\nOptions:\nA. Only Inequality \\( 1 \\)\nB. Only Inequality \\( 2 \\)\nC. Both Inequalities \\( 1 \\) and \\( 2 \\)\nD. Neither Inequality \\( 1 \\) nor \\( 2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1681:A", "QuestionText": "Jane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?", "AnswerAText": "\\( 9 \\times 13 \\)", "AnswerBText": "\\( 8 \\times 13 \\)", "AnswerCText": "\\( 8 \\times 12 \\)", "AnswerDText": "\\( 9 \\times 12 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 9 \\times 13 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nJane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\n\nOptions:\nA. \\( 9 \\times 13 \\)\nB. \\( 8 \\times 13 \\)\nC. \\( 8 \\times 12 \\)\nD. \\( 9 \\times 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1681:C", "QuestionText": "Jane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?", "AnswerAText": "\\( 9 \\times 13 \\)", "AnswerBText": "\\( 8 \\times 13 \\)", "AnswerCText": "\\( 8 \\times 12 \\)", "AnswerDText": "\\( 9 \\times 12 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 8 \\times 12 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nJane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\n\nOptions:\nA. \\( 9 \\times 13 \\)\nB. \\( 8 \\times 13 \\)\nC. \\( 8 \\times 12 \\)\nD. \\( 9 \\times 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1681:D", "QuestionText": "Jane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?", "AnswerAText": "\\( 9 \\times 13 \\)", "AnswerBText": "\\( 8 \\times 13 \\)", "AnswerCText": "\\( 8 \\times 12 \\)", "AnswerDText": "\\( 9 \\times 12 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 9 \\times 12 \\)", "MisconceptionId": "794", "MisconceptionName": "Rounds up rather than to one significant figure", "prompt": "Misconception:\nRounds up rather than to one significant figure\n\nQuestion:\nJane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\n\nOptions:\nA. \\( 9 \\times 13 \\)\nB. \\( 8 \\times 13 \\)\nC. \\( 8 \\times 12 \\)\nD. \\( 9 \\times 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1682:B", "QuestionText": "A coach takes \\( 2 \\) hours \\( 40 \\) minutes to complete a journey from Manchester to Milton Keynes.\n\nIf the coach leaves Manchester at 10:45, what time does it arrive in Milton Keynes?", "AnswerAText": "\\( 13: 25 \\)", "AnswerBText": "01:25", "AnswerCText": "\\( 12: 85 \\)", "AnswerDText": "\\( 13: 15 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "01:25", "MisconceptionId": "581", "MisconceptionName": "Writes times in the afternoon as if they are morning on a 24 hour clock", "prompt": "Misconception:\nWrites times in the afternoon as if they are morning on a 24 hour clock\n\nQuestion:\nA coach takes \\( 2 \\) hours \\( 40 \\) minutes to complete a journey from Manchester to Milton Keynes.\n\nIf the coach leaves Manchester at 10:45, what time does it arrive in Milton Keynes?\n\nOptions:\nA. \\( 13: 25 \\)\nB. 01:25\nC. \\( 12: 85 \\)\nD. \\( 13: 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1682:C", "QuestionText": "A coach takes \\( 2 \\) hours \\( 40 \\) minutes to complete a journey from Manchester to Milton Keynes.\n\nIf the coach leaves Manchester at 10:45, what time does it arrive in Milton Keynes?", "AnswerAText": "\\( 13: 25 \\)", "AnswerBText": "01:25", "AnswerCText": "\\( 12: 85 \\)", "AnswerDText": "\\( 13: 15 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 12: 85 \\)", "MisconceptionId": "161", "MisconceptionName": "Answers as if there are 100 minutes in an hour when changing from hours to minutes", "prompt": "Misconception:\nAnswers as if there are 100 minutes in an hour when changing from hours to minutes\n\nQuestion:\nA coach takes \\( 2 \\) hours \\( 40 \\) minutes to complete a journey from Manchester to Milton Keynes.\n\nIf the coach leaves Manchester at 10:45, what time does it arrive in Milton Keynes?\n\nOptions:\nA. \\( 13: 25 \\)\nB. 01:25\nC. \\( 12: 85 \\)\nD. \\( 13: 15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1683:C", "QuestionText": "This is a part of the table of values for the equation\n\\[\ny=3-x\n\\] ![\\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\)  \\\\\n\\hline\\( y \\) & \\( -9 \\) \\\\\n\\hline\n\\end{tabular}\n\n]() What should replace the star?", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( -12 \\)", "AnswerDText": "\\( 12 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -12 \\)", "MisconceptionId": "1294", "MisconceptionName": "When solving an equation where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative value", "prompt": "Misconception:\nWhen solving an equation where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative value\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\ny=3-x\n\\] ![\\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\)  \\\\\n\\hline\\( y \\) & \\( -9 \\) \\\\\n\\hline\n\\end{tabular}\n\n]() What should replace the star?\n\nOptions:\nA. \\( 6 \\)\nB. \\( -6 \\)\nC. \\( -12 \\)\nD. \\( 12 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1684:A", "QuestionText": "\\( 5.39-2.1= \\)", "AnswerAText": "\\( 3.38 \\)", "AnswerBText": "\\( 7.49 \\)", "AnswerCText": "\\( 5.18 \\)", "AnswerDText": "\\( 3.29 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3.38 \\)", "MisconceptionId": "980", "MisconceptionName": "Hasn't lined up the place value columns when writing out the calculation", "prompt": "Misconception:\nHasn't lined up the place value columns when writing out the calculation\n\nQuestion:\n\\( 5.39-2.1= \\)\n\nOptions:\nA. \\( 3.38 \\)\nB. \\( 7.49 \\)\nC. \\( 5.18 \\)\nD. \\( 3.29 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1684:B", "QuestionText": "\\( 5.39-2.1= \\)", "AnswerAText": "\\( 3.38 \\)", "AnswerBText": "\\( 7.49 \\)", "AnswerCText": "\\( 5.18 \\)", "AnswerDText": "\\( 3.29 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 7.49 \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\n\\( 5.39-2.1= \\)\n\nOptions:\nA. \\( 3.38 \\)\nB. \\( 7.49 \\)\nC. \\( 5.18 \\)\nD. \\( 3.29 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1684:C", "QuestionText": "\\( 5.39-2.1= \\)", "AnswerAText": "\\( 3.38 \\)", "AnswerBText": "\\( 7.49 \\)", "AnswerCText": "\\( 5.18 \\)", "AnswerDText": "\\( 3.29 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 5.18 \\)", "MisconceptionId": "980", "MisconceptionName": "Hasn't lined up the place value columns when writing out the calculation", "prompt": "Misconception:\nHasn't lined up the place value columns when writing out the calculation\n\nQuestion:\n\\( 5.39-2.1= \\)\n\nOptions:\nA. \\( 3.38 \\)\nB. \\( 7.49 \\)\nC. \\( 5.18 \\)\nD. \\( 3.29 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1685:B", "QuestionText": "Samia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?", "AnswerAText": "\\( \\frac{12}{5} \\)", "AnswerBText": "\\( \\frac{5}{12} \\)", "AnswerCText": "\\( \\frac{1}{5} \\)", "AnswerDText": "\\( \\frac{1}{12} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{5}{12} \\)", "MisconceptionId": "652", "MisconceptionName": "Mixes up the numerator and denominator when writing a division as a fraction", "prompt": "Misconception:\nMixes up the numerator and denominator when writing a division as a fraction\n\nQuestion:\nSamia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?\n\nOptions:\nA. \\( \\frac{12}{5} \\)\nB. \\( \\frac{5}{12} \\)\nC. \\( \\frac{1}{5} \\)\nD. \\( \\frac{1}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1685:C", "QuestionText": "Samia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?", "AnswerAText": "\\( \\frac{12}{5} \\)", "AnswerBText": "\\( \\frac{5}{12} \\)", "AnswerCText": "\\( \\frac{1}{5} \\)", "AnswerDText": "\\( \\frac{1}{12} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{5} \\)", "MisconceptionId": "1495", "MisconceptionName": "Thinks the fraction 1/n can express sharing any number of items between n people", "prompt": "Misconception:\nThinks the fraction 1/n can express sharing any number of items between n people\n\nQuestion:\nSamia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?\n\nOptions:\nA. \\( \\frac{12}{5} \\)\nB. \\( \\frac{5}{12} \\)\nC. \\( \\frac{1}{5} \\)\nD. \\( \\frac{1}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1685:D", "QuestionText": "Samia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?", "AnswerAText": "\\( \\frac{12}{5} \\)", "AnswerBText": "\\( \\frac{5}{12} \\)", "AnswerCText": "\\( \\frac{1}{5} \\)", "AnswerDText": "\\( \\frac{1}{12} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{12} \\)", "MisconceptionId": "1128", "MisconceptionName": "Does not know how to interpret a fraction worded problem", "prompt": "Misconception:\nDoes not know how to interpret a fraction worded problem\n\nQuestion:\nSamia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?\n\nOptions:\nA. \\( \\frac{12}{5} \\)\nB. \\( \\frac{5}{12} \\)\nC. \\( \\frac{1}{5} \\)\nD. \\( \\frac{1}{12} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1686:B", "QuestionText": "How should you line up the digits to calculate \\( 7-0.612 \\) ?", "AnswerAText": "![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()", "AnswerBText": "![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()", "AnswerCText": "![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()", "AnswerDText": "![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()", "MisconceptionId": "2044", "MisconceptionName": "Does not know the units column is before the decimal point", "prompt": "Misconception:\nDoes not know the units column is before the decimal point\n\nQuestion:\nHow should you line up the digits to calculate \\( 7-0.612 \\) ?\n\nOptions:\nA. ![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()\nB. ![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()\nC. ![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()\nD. ![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1686:C", "QuestionText": "How should you line up the digits to calculate \\( 7-0.612 \\) ?", "AnswerAText": "![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()", "AnswerBText": "![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()", "AnswerCText": "![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()", "AnswerDText": "![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()", "MisconceptionId": "2044", "MisconceptionName": "Does not know the units column is before the decimal point", "prompt": "Misconception:\nDoes not know the units column is before the decimal point\n\nQuestion:\nHow should you line up the digits to calculate \\( 7-0.612 \\) ?\n\nOptions:\nA. ![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()\nB. ![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()\nC. ![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()\nD. ![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1686:D", "QuestionText": "How should you line up the digits to calculate \\( 7-0.612 \\) ?", "AnswerAText": "![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()", "AnswerBText": "![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()", "AnswerCText": "![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()", "AnswerDText": "![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()", "MisconceptionId": "2203", "MisconceptionName": "Lines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits", "prompt": "Misconception:\nLines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits\n\nQuestion:\nHow should you line up the digits to calculate \\( 7-0.612 \\) ?\n\nOptions:\nA. ![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()\nB. ![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()\nC. ![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()\nD. ![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1687:A", "QuestionText": "What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()", "AnswerAText": "\\( -4.5 \\)", "AnswerBText": "\\( -3.5 \\)", "AnswerCText": "\\( -8.5 \\)", "AnswerDText": "\\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -4.5 \\)", "MisconceptionId": "2107", "MisconceptionName": "Student thinks that negative decimals behave the same as positive decimals when positioning a decimal between two consecutive negative integers, placing the decimal with a greater absolute value to the right.", "prompt": "Misconception:\nStudent thinks that negative decimals behave the same as positive decimals when positioning a decimal between two consecutive negative integers, placing the decimal with a greater absolute value to the right.\n\nQuestion:\nWhat is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()\n\nOptions:\nA. \\( -4.5 \\)\nB. \\( -3.5 \\)\nC. \\( -8.5 \\)\nD. \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1687:C", "QuestionText": "What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()", "AnswerAText": "\\( -4.5 \\)", "AnswerBText": "\\( -3.5 \\)", "AnswerCText": "\\( -8.5 \\)", "AnswerDText": "\\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -8.5 \\)", "MisconceptionId": "388", "MisconceptionName": "When placing a negative number on a number line student assumes numbers with a greater absolute value are placed to the right.", "prompt": "Misconception:\nWhen placing a negative number on a number line student assumes numbers with a greater absolute value are placed to the right.\n\nQuestion:\nWhat is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()\n\nOptions:\nA. \\( -4.5 \\)\nB. \\( -3.5 \\)\nC. \\( -8.5 \\)\nD. \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1687:D", "QuestionText": "What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()", "AnswerAText": "\\( -4.5 \\)", "AnswerBText": "\\( -3.5 \\)", "AnswerCText": "\\( -8.5 \\)", "AnswerDText": "\\( -1 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -1 \\)", "MisconceptionId": "1103", "MisconceptionName": "When reading integers on a number line, assumes each dash is 2", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 2\n\nQuestion:\nWhat is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()\n\nOptions:\nA. \\( -4.5 \\)\nB. \\( -3.5 \\)\nC. \\( -8.5 \\)\nD. \\( -1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1688:A", "QuestionText": "The \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 8 \\). The \\( 4^{\\text {th }} \\) term of the sequence is \\( 41 \\). What is the \\( 8^{\\text {th }} \\) term of the sequence?", "AnswerAText": "\\( 82 \\)", "AnswerBText": "\\( 85 \\)", "AnswerCText": "\\( 74 \\)", "AnswerDText": "\\( 88 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 82 \\)", "MisconceptionId": "2386", "MisconceptionName": "Believes there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term", "prompt": "Misconception:\nBelieves there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th term\n\nQuestion:\nThe \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 8 \\). The \\( 4^{\\text {th }} \\) term of the sequence is \\( 41 \\). What is the \\( 8^{\\text {th }} \\) term of the sequence?\n\nOptions:\nA. \\( 82 \\)\nB. \\( 85 \\)\nC. \\( 74 \\)\nD. \\( 88 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1688:D", "QuestionText": "The \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 8 \\). The \\( 4^{\\text {th }} \\) term of the sequence is \\( 41 \\). What is the \\( 8^{\\text {th }} \\) term of the sequence?", "AnswerAText": "\\( 82 \\)", "AnswerBText": "\\( 85 \\)", "AnswerCText": "\\( 74 \\)", "AnswerDText": "\\( 88 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 88 \\)", "MisconceptionId": "2252", "MisconceptionName": "Believes you multiply the constant difference by the term number to get the term value", "prompt": "Misconception:\nBelieves you multiply the constant difference by the term number to get the term value\n\nQuestion:\nThe \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 8 \\). The \\( 4^{\\text {th }} \\) term of the sequence is \\( 41 \\). What is the \\( 8^{\\text {th }} \\) term of the sequence?\n\nOptions:\nA. \\( 82 \\)\nB. \\( 85 \\)\nC. \\( 74 \\)\nD. \\( 88 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1689:B", "QuestionText": "\\( 2 \\frac{4}{5}-1 \\frac{2}{5}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( 1 \\frac{2}{5} \\)", "AnswerBText": "\\( \\frac{7}{5} \\)", "AnswerCText": "\\( \\frac{7}{0} \\)", "AnswerDText": "\\( 1 \\frac{2}{0} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{7}{5} \\)", "MisconceptionId": "687", "MisconceptionName": "Confused mixed numbers with improper fractions", "prompt": "Misconception:\nConfused mixed numbers with improper fractions\n\nQuestion:\n\\( 2 \\frac{4}{5}-1 \\frac{2}{5}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( 1 \\frac{2}{5} \\)\nB. \\( \\frac{7}{5} \\)\nC. \\( \\frac{7}{0} \\)\nD. \\( 1 \\frac{2}{0} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1689:D", "QuestionText": "\\( 2 \\frac{4}{5}-1 \\frac{2}{5}= \\) Leave your answer as a mixed number", "AnswerAText": "\\( 1 \\frac{2}{5} \\)", "AnswerBText": "\\( \\frac{7}{5} \\)", "AnswerCText": "\\( \\frac{7}{0} \\)", "AnswerDText": "\\( 1 \\frac{2}{0} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1 \\frac{2}{0} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\( 2 \\frac{4}{5}-1 \\frac{2}{5}= \\) Leave your answer as a mixed number\n\nOptions:\nA. \\( 1 \\frac{2}{5} \\)\nB. \\( \\frac{7}{5} \\)\nC. \\( \\frac{7}{0} \\)\nD. \\( 1 \\frac{2}{0} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1690:A", "QuestionText": "A group of \\( 8 \\) friends share \\(  £6 \\) equally.\nWhat fraction of the money do they each get?", "AnswerAText": "\\( \\frac{1}{8} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "\\( \\frac{8}{6} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{8} \\)", "MisconceptionId": "1495", "MisconceptionName": "Thinks the fraction 1/n can express sharing any number of items between n people", "prompt": "Misconception:\nThinks the fraction 1/n can express sharing any number of items between n people\n\nQuestion:\nA group of \\( 8 \\) friends share \\(  £6 \\) equally.\nWhat fraction of the money do they each get?\n\nOptions:\nA. \\( \\frac{1}{8} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{1}{6} \\)\nD. \\( \\frac{8}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1690:C", "QuestionText": "A group of \\( 8 \\) friends share \\(  £6 \\) equally.\nWhat fraction of the money do they each get?", "AnswerAText": "\\( \\frac{1}{8} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "\\( \\frac{8}{6} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{1}{6} \\)", "MisconceptionId": "1018", "MisconceptionName": "Thinks the fraction 1/n can express sharing n items between any number of people", "prompt": "Misconception:\nThinks the fraction 1/n can express sharing n items between any number of people\n\nQuestion:\nA group of \\( 8 \\) friends share \\(  £6 \\) equally.\nWhat fraction of the money do they each get?\n\nOptions:\nA. \\( \\frac{1}{8} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{1}{6} \\)\nD. \\( \\frac{8}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1690:D", "QuestionText": "A group of \\( 8 \\) friends share \\(  £6 \\) equally.\nWhat fraction of the money do they each get?", "AnswerAText": "\\( \\frac{1}{8} \\)", "AnswerBText": "\\( \\frac{3}{4} \\)", "AnswerCText": "\\( \\frac{1}{6} \\)", "AnswerDText": "\\( \\frac{8}{6} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{8}{6} \\)", "MisconceptionId": "1542", "MisconceptionName": "Believes that a fraction means dividing the denominator by the numerator", "prompt": "Misconception:\nBelieves that a fraction means dividing the denominator by the numerator\n\nQuestion:\nA group of \\( 8 \\) friends share \\(  £6 \\) equally.\nWhat fraction of the money do they each get?\n\nOptions:\nA. \\( \\frac{1}{8} \\)\nB. \\( \\frac{3}{4} \\)\nC. \\( \\frac{1}{6} \\)\nD. \\( \\frac{8}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1691:A", "QuestionText": "Work out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.", "AnswerAText": "\\( \\frac{33}{40} \\)", "AnswerBText": "\\( \\frac{17}{40} \\)", "AnswerCText": "\\( \\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{1}{10} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{33}{40} \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\nWork out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.\n\nOptions:\nA. \\( \\frac{33}{40} \\)\nB. \\( \\frac{17}{40} \\)\nC. \\( \\frac{4}{3} \\)\nD. \\( \\frac{1}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1691:C", "QuestionText": "Work out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.", "AnswerAText": "\\( \\frac{33}{40} \\)", "AnswerBText": "\\( \\frac{17}{40} \\)", "AnswerCText": "\\( \\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{1}{10} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{4}{3} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\nWork out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.\n\nOptions:\nA. \\( \\frac{33}{40} \\)\nB. \\( \\frac{17}{40} \\)\nC. \\( \\frac{4}{3} \\)\nD. \\( \\frac{1}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1691:D", "QuestionText": "Work out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.", "AnswerAText": "\\( \\frac{33}{40} \\)", "AnswerBText": "\\( \\frac{17}{40} \\)", "AnswerCText": "\\( \\frac{4}{3} \\)", "AnswerDText": "\\( \\frac{1}{10} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{1}{10} \\)", "MisconceptionId": "1655", "MisconceptionName": "When adding fractions, changes to common denominator but leaves numerators the same", "prompt": "Misconception:\nWhen adding fractions, changes to common denominator but leaves numerators the same\n\nQuestion:\nWork out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.\n\nOptions:\nA. \\( \\frac{33}{40} \\)\nB. \\( \\frac{17}{40} \\)\nC. \\( \\frac{4}{3} \\)\nD. \\( \\frac{1}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1692:A", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+25 p+100\n\\)", "AnswerAText": "\\( (p+25)(p+4) \\)", "AnswerBText": "\\( (p+5)(p+5) \\)", "AnswerCText": "\\( (p+5)(p+20) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (p+25)(p+4) \\)", "MisconceptionId": "1535", "MisconceptionName": "Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the constant", "prompt": "Misconception:\nBelieves that when factorising a quadratic, they can choose any two numbers that multiply to give the constant\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+25 p+100\n\\)\n\nOptions:\nA. \\( (p+25)(p+4) \\)\nB. \\( (p+5)(p+5) \\)\nC. \\( (p+5)(p+20) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1692:B", "QuestionText": "Factorise this expression, if possible:\n\\(\np^{2}+25 p+100\n\\)", "AnswerAText": "\\( (p+25)(p+4) \\)", "AnswerBText": "\\( (p+5)(p+5) \\)", "AnswerCText": "\\( (p+5)(p+20) \\)", "AnswerDText": "Does not factorise", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (p+5)(p+5) \\)", "MisconceptionId": "1606", "MisconceptionName": "Believes the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets", "prompt": "Misconception:\nBelieves the coefficent of x in an expanded quadratic comes from multiplying the two numbers in the brackets\n\nQuestion:\nFactorise this expression, if possible:\n\\(\np^{2}+25 p+100\n\\)\n\nOptions:\nA. \\( (p+25)(p+4) \\)\nB. \\( (p+5)(p+5) \\)\nC. \\( (p+5)(p+20) \\)\nD. Does not factorise\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1693:B", "QuestionText": "\\( \\frac{5}{15}= \\)", "AnswerAText": "\\( \\frac{1}{5} \\)", "AnswerBText": "\\( 0.5 \\)", "AnswerCText": "\\( 33 \\frac{1}{3} \\% \\)", "AnswerDText": "A and B", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.5 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\n\\( \\frac{5}{15}= \\)\n\nOptions:\nA. \\( \\frac{1}{5} \\)\nB. \\( 0.5 \\)\nC. \\( 33 \\frac{1}{3} \\% \\)\nD. A and B\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1694:A", "QuestionText": "A can of pop is \\( 330 \\mathrm{ml} \\).\n\nWhat is this in litres?", "AnswerAText": "\\( 3.3 \\) litres", "AnswerBText": "\\( 0.3 \\) litres", "AnswerCText": "\\( 0.303 \\) litres", "AnswerDText": "\\( 0.33 \\) litres", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 3.3 \\) litres", "MisconceptionId": "1120", "MisconceptionName": "Thinks there are 100 ml in a litre", "prompt": "Misconception:\nThinks there are 100 ml in a litre\n\nQuestion:\nA can of pop is \\( 330 \\mathrm{ml} \\).\n\nWhat is this in litres?\n\nOptions:\nA. \\( 3.3 \\) litres\nB. \\( 0.3 \\) litres\nC. \\( 0.303 \\) litres\nD. \\( 0.33 \\) litres\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1695:D", "QuestionText": "Tom and Katie are discussing reflections ![Tom says this reflection will create a rectangle. There is a diagonal dashed line with a square sitting on the line.]() ![Katie says this reflection will create a square. There is a diagonal dashed line with a rectangle sitting on the line.]() Who do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "470", "MisconceptionName": "Cannot reflect shape when line of symmetry is diagonal", "prompt": "Misconception:\nCannot reflect shape when line of symmetry is diagonal\n\nQuestion:\nTom and Katie are discussing reflections ![Tom says this reflection will create a rectangle. There is a diagonal dashed line with a square sitting on the line.]() ![Katie says this reflection will create a square. There is a diagonal dashed line with a rectangle sitting on the line.]() Who do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1696:C", "QuestionText": "\\( 1 \\) leap year \\( =\\square \\) days", "AnswerAText": "\\( 730 \\)", "AnswerBText": "\\( 366 \\)", "AnswerCText": "\\( 364 \\)", "AnswerDText": "\\( 365 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 364 \\)", "MisconceptionId": "1322", "MisconceptionName": "Does not know how many days are in a leap year", "prompt": "Misconception:\nDoes not know how many days are in a leap year\n\nQuestion:\n\\( 1 \\) leap year \\( =\\square \\) days\n\nOptions:\nA. \\( 730 \\)\nB. \\( 366 \\)\nC. \\( 364 \\)\nD. \\( 365 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1696:D", "QuestionText": "\\( 1 \\) leap year \\( =\\square \\) days", "AnswerAText": "\\( 730 \\)", "AnswerBText": "\\( 366 \\)", "AnswerCText": "\\( 364 \\)", "AnswerDText": "\\( 365 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 365 \\)", "MisconceptionId": "1322", "MisconceptionName": "Does not know how many days are in a leap year", "prompt": "Misconception:\nDoes not know how many days are in a leap year\n\nQuestion:\n\\( 1 \\) leap year \\( =\\square \\) days\n\nOptions:\nA. \\( 730 \\)\nB. \\( 366 \\)\nC. \\( 364 \\)\nD. \\( 365 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1697:A", "QuestionText": "![An image of 5 boxes, each box representing a number in a sequence. The first box contains a star, the second is empty, the third contains the number 488 and the fourth and fifth boxes are also empty.]() A descending linear sequence has a constant difference of \\( 17 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 488 \\).\nWhat should replace the star?", "AnswerAText": "\\( 471 \\)", "AnswerBText": "\\( 454 \\)", "AnswerCText": "\\( 505 \\)", "AnswerDText": "\\( 522 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 471 \\)", "MisconceptionId": "81", "MisconceptionName": "Thinks you subtract rather than add when finding the previous term in a descending linear sequence", "prompt": "Misconception:\nThinks you subtract rather than add when finding the previous term in a descending linear sequence\n\nQuestion:\n![An image of 5 boxes, each box representing a number in a sequence. The first box contains a star, the second is empty, the third contains the number 488 and the fourth and fifth boxes are also empty.]() A descending linear sequence has a constant difference of \\( 17 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 488 \\).\nWhat should replace the star?\n\nOptions:\nA. \\( 471 \\)\nB. \\( 454 \\)\nC. \\( 505 \\)\nD. \\( 522 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1697:B", "QuestionText": "![An image of 5 boxes, each box representing a number in a sequence. The first box contains a star, the second is empty, the third contains the number 488 and the fourth and fifth boxes are also empty.]() A descending linear sequence has a constant difference of \\( 17 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 488 \\).\nWhat should replace the star?", "AnswerAText": "\\( 471 \\)", "AnswerBText": "\\( 454 \\)", "AnswerCText": "\\( 505 \\)", "AnswerDText": "\\( 522 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 454 \\)", "MisconceptionId": "81", "MisconceptionName": "Thinks you subtract rather than add when finding the previous term in a descending linear sequence", "prompt": "Misconception:\nThinks you subtract rather than add when finding the previous term in a descending linear sequence\n\nQuestion:\n![An image of 5 boxes, each box representing a number in a sequence. The first box contains a star, the second is empty, the third contains the number 488 and the fourth and fifth boxes are also empty.]() A descending linear sequence has a constant difference of \\( 17 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 488 \\).\nWhat should replace the star?\n\nOptions:\nA. \\( 471 \\)\nB. \\( 454 \\)\nC. \\( 505 \\)\nD. \\( 522 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1698:A", "QuestionText": "If the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?", "AnswerAText": "\\( 95 \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( 50 \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 95 \\)", "MisconceptionId": "2284", "MisconceptionName": "When asked for a specific term in a sequence just gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence just gives the next term\n\nQuestion:\nIf the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?\n\nOptions:\nA. \\( 95 \\)\nB. \\( 55 \\)\nC. \\( 50 \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1698:C", "QuestionText": "If the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?", "AnswerAText": "\\( 95 \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( 50 \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 50 \\)", "MisconceptionId": "1631", "MisconceptionName": "When asked for a specific term in a sequence gives the term after", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the term after\n\nQuestion:\nIf the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?\n\nOptions:\nA. \\( 95 \\)\nB. \\( 55 \\)\nC. \\( 50 \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1698:D", "QuestionText": "If the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?", "AnswerAText": "\\( 95 \\)", "AnswerBText": "\\( 55 \\)", "AnswerCText": "\\( 50 \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 45 \\)", "MisconceptionId": "1293", "MisconceptionName": "Identifies how much repeated use of the term-to-term rule changes a number but does not apply to the sequence", "prompt": "Misconception:\nIdentifies how much repeated use of the term-to-term rule changes a number but does not apply to the sequence\n\nQuestion:\nIf the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?\n\nOptions:\nA. \\( 95 \\)\nB. \\( 55 \\)\nC. \\( 50 \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1699:A", "QuestionText": "Which of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)", "AnswerAText": "\\( \\{-32<x<32\\} \\)", "AnswerBText": "\\( \\{x<8\\} \\)", "AnswerCText": "\\( \\{-8<x<8\\} \\)", "AnswerDText": "\\( \\{x<-8\\} \\cup\\{x>8\\} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\{-32<x<32\\} \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhich of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)\n\nOptions:\nA. \\( \\{-32<x<32\\} \\)\nB. \\( \\{x<8\\} \\)\nC. \\( \\{-8<x<8\\} \\)\nD. \\( \\{x<-8\\} \\cup\\{x>8\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1699:B", "QuestionText": "Which of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)", "AnswerAText": "\\( \\{-32<x<32\\} \\)", "AnswerBText": "\\( \\{x<8\\} \\)", "AnswerCText": "\\( \\{-8<x<8\\} \\)", "AnswerDText": "\\( \\{x<-8\\} \\cup\\{x>8\\} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\{x<8\\} \\)", "MisconceptionId": "2577", "MisconceptionName": "Does not think a square root can be negative", "prompt": "Misconception:\nDoes not think a square root can be negative\n\nQuestion:\nWhich of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)\n\nOptions:\nA. \\( \\{-32<x<32\\} \\)\nB. \\( \\{x<8\\} \\)\nC. \\( \\{-8<x<8\\} \\)\nD. \\( \\{x<-8\\} \\cup\\{x>8\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1699:D", "QuestionText": "Which of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)", "AnswerAText": "\\( \\{-32<x<32\\} \\)", "AnswerBText": "\\( \\{x<8\\} \\)", "AnswerCText": "\\( \\{-8<x<8\\} \\)", "AnswerDText": "\\( \\{x<-8\\} \\cup\\{x>8\\} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\{x<-8\\} \\cup\\{x>8\\} \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)\n\nOptions:\nA. \\( \\{-32<x<32\\} \\)\nB. \\( \\{x<8\\} \\)\nC. \\( \\{-8<x<8\\} \\)\nD. \\( \\{x<-8\\} \\cup\\{x>8\\} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1700:A", "QuestionText": "\\( 0.9 \\div 0.3= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 9.3 \\)", "AnswerCText": "\\( 0.333 \\ldots \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.3 \\)", "MisconceptionId": "153", "MisconceptionName": "When dividing decimals with the same number of decimal places as each other, assumes the answer also has the same number of decimal places", "prompt": "Misconception:\nWhen dividing decimals with the same number of decimal places as each other, assumes the answer also has the same number of decimal places\n\nQuestion:\n\\( 0.9 \\div 0.3= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 9.3 \\)\nC. \\( 0.333 \\ldots \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1700:C", "QuestionText": "\\( 0.9 \\div 0.3= \\)", "AnswerAText": "\\( 0.3 \\)", "AnswerBText": "\\( 9.3 \\)", "AnswerCText": "\\( 0.333 \\ldots \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.333 \\ldots \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n\\( 0.9 \\div 0.3= \\)\n\nOptions:\nA. \\( 0.3 \\)\nB. \\( 9.3 \\)\nC. \\( 0.333 \\ldots \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1701:A", "QuestionText": "What is the correct name for the line marked on the circle? ![\\( \\theta \\)]()", "AnswerAText": "Radius", "AnswerBText": "Chord", "AnswerCText": "Tangent", "AnswerDText": "Diameter", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Radius", "MisconceptionId": "1271", "MisconceptionName": "Confuses chord and radius", "prompt": "Misconception:\nConfuses chord and radius\n\nQuestion:\nWhat is the correct name for the line marked on the circle? ![\\( \\theta \\)]()\n\nOptions:\nA. Radius\nB. Chord\nC. Tangent\nD. Diameter\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1701:C", "QuestionText": "What is the correct name for the line marked on the circle? ![\\( \\theta \\)]()", "AnswerAText": "Radius", "AnswerBText": "Chord", "AnswerCText": "Tangent", "AnswerDText": "Diameter", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Tangent", "MisconceptionId": "1733", "MisconceptionName": "Confuses tangent and chord", "prompt": "Misconception:\nConfuses tangent and chord\n\nQuestion:\nWhat is the correct name for the line marked on the circle? ![\\( \\theta \\)]()\n\nOptions:\nA. Radius\nB. Chord\nC. Tangent\nD. Diameter\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1701:D", "QuestionText": "What is the correct name for the line marked on the circle? ![\\( \\theta \\)]()", "AnswerAText": "Radius", "AnswerBText": "Chord", "AnswerCText": "Tangent", "AnswerDText": "Diameter", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Diameter", "MisconceptionId": "1741", "MisconceptionName": "Confuses diameter and chord", "prompt": "Misconception:\nConfuses diameter and chord\n\nQuestion:\nWhat is the correct name for the line marked on the circle? ![\\( \\theta \\)]()\n\nOptions:\nA. Radius\nB. Chord\nC. Tangent\nD. Diameter\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1702:D", "QuestionText": "This is a part of the table of values for the equation\n\\[\n10 x-6 y=30\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0.5 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( 4.25 \\)", "AnswerBText": "\\( -4.25 \\)", "AnswerCText": "\\( 3.3 \\)", "AnswerDText": "\\( 2.7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2.7 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nThis is a part of the table of values for the equation\n\\[\n10 x-6 y=30\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0.5 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( 4.25 \\)\nB. \\( -4.25 \\)\nC. \\( 3.3 \\)\nD. \\( 2.7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1703:A", "QuestionText": "\\(\nn-2 \\geq \\frac{n}{2}\n\\)\n\nIf \\( n \\) can represent any number, is the statement above...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "always true", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\n\\(\nn-2 \\geq \\frac{n}{2}\n\\)\n\nIf \\( n \\) can represent any number, is the statement above...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1703:C", "QuestionText": "\\(\nn-2 \\geq \\frac{n}{2}\n\\)\n\nIf \\( n \\) can represent any number, is the statement above...", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "never true", "MisconceptionId": "557", "MisconceptionName": "Assumes a fact without considering enough examples", "prompt": "Misconception:\nAssumes a fact without considering enough examples\n\nQuestion:\n\\(\nn-2 \\geq \\frac{n}{2}\n\\)\n\nIf \\( n \\) can represent any number, is the statement above...\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1704:A", "QuestionText": "Which inequality is represented by the shaded region? ![A graph of a quadratic equation. There are dashed vertical lines through the roots of the quadratic. The shaded region is between these vertical lines. ]()", "AnswerAText": "\\( x^{2}+x-5 \\leq 0 \\)", "AnswerBText": "\\( x^{2}+x-5 \\geq 0 \\)", "AnswerCText": "\\( x^{2}+x-5<0 \\)", "AnswerDText": "\\( x^{2}+x-5>0 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( x^{2}+x-5 \\leq 0 \\)", "MisconceptionId": "1367", "MisconceptionName": "Thinks a dashed line marking a region means the line is included", "prompt": "Misconception:\nThinks a dashed line marking a region means the line is included\n\nQuestion:\nWhich inequality is represented by the shaded region? ![A graph of a quadratic equation. There are dashed vertical lines through the roots of the quadratic. The shaded region is between these vertical lines. ]()\n\nOptions:\nA. \\( x^{2}+x-5 \\leq 0 \\)\nB. \\( x^{2}+x-5 \\geq 0 \\)\nC. \\( x^{2}+x-5<0 \\)\nD. \\( x^{2}+x-5>0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1704:D", "QuestionText": "Which inequality is represented by the shaded region? ![A graph of a quadratic equation. There are dashed vertical lines through the roots of the quadratic. The shaded region is between these vertical lines. ]()", "AnswerAText": "\\( x^{2}+x-5 \\leq 0 \\)", "AnswerBText": "\\( x^{2}+x-5 \\geq 0 \\)", "AnswerCText": "\\( x^{2}+x-5<0 \\)", "AnswerDText": "\\( x^{2}+x-5>0 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( x^{2}+x-5>0 \\)", "MisconceptionId": "1880", "MisconceptionName": "Mixes up greater than and less than symbols", "prompt": "Misconception:\nMixes up greater than and less than symbols\n\nQuestion:\nWhich inequality is represented by the shaded region? ![A graph of a quadratic equation. There are dashed vertical lines through the roots of the quadratic. The shaded region is between these vertical lines. ]()\n\nOptions:\nA. \\( x^{2}+x-5 \\leq 0 \\)\nB. \\( x^{2}+x-5 \\geq 0 \\)\nC. \\( x^{2}+x-5<0 \\)\nD. \\( x^{2}+x-5>0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1705:A", "QuestionText": "Shape A has been enlarged to get shape B. What is the scale factor of the enlargement? ![Triangle A is two squares across one square up. Triangle B is six squares across and three squares up.]()", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( -3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{3} \\)", "MisconceptionId": "1536", "MisconceptionName": "Divides length of original by length of image rather finding length of image divided by length of original to find an enlargement scale factor.", "prompt": "Misconception:\nDivides length of original by length of image rather finding length of image divided by length of original to find an enlargement scale factor.\n\nQuestion:\nShape A has been enlarged to get shape B. What is the scale factor of the enlargement? ![Triangle A is two squares across one square up. Triangle B is six squares across and three squares up.]()\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 3 \\)\nC. \\( -3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1705:C", "QuestionText": "Shape A has been enlarged to get shape B. What is the scale factor of the enlargement? ![Triangle A is two squares across one square up. Triangle B is six squares across and three squares up.]()", "AnswerAText": "\\( \\frac{1}{3} \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( -3 \\)", "AnswerDText": "\\( 9 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -3 \\)", "MisconceptionId": "1536", "MisconceptionName": "Divides length of original by length of image rather finding length of image divided by length of original to find an enlargement scale factor.", "prompt": "Misconception:\nDivides length of original by length of image rather finding length of image divided by length of original to find an enlargement scale factor.\n\nQuestion:\nShape A has been enlarged to get shape B. What is the scale factor of the enlargement? ![Triangle A is two squares across one square up. Triangle B is six squares across and three squares up.]()\n\nOptions:\nA. \\( \\frac{1}{3} \\)\nB. \\( 3 \\)\nC. \\( -3 \\)\nD. \\( 9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1706:A", "QuestionText": "Which of the following points lies on the circle with equation:\n\\(\nx^{2}+y^{2}=10\n\\)", "AnswerAText": "\\( (-9,1) \\)", "AnswerBText": "\\( (0,5) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (6,4) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (-9,1) \\)", "MisconceptionId": "876", "MisconceptionName": "Believes squaring a negative number just changes the sign", "prompt": "Misconception:\nBelieves squaring a negative number just changes the sign\n\nQuestion:\nWhich of the following points lies on the circle with equation:\n\\(\nx^{2}+y^{2}=10\n\\)\n\nOptions:\nA. \\( (-9,1) \\)\nB. \\( (0,5) \\)\nC. \\( (3,-1) \\)\nD. \\( (6,4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1706:B", "QuestionText": "Which of the following points lies on the circle with equation:\n\\(\nx^{2}+y^{2}=10\n\\)", "AnswerAText": "\\( (-9,1) \\)", "AnswerBText": "\\( (0,5) \\)", "AnswerCText": "\\( (3,-1) \\)", "AnswerDText": "\\( (6,4) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (0,5) \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhich of the following points lies on the circle with equation:\n\\(\nx^{2}+y^{2}=10\n\\)\n\nOptions:\nA. \\( (-9,1) \\)\nB. \\( (0,5) \\)\nC. \\( (3,-1) \\)\nD. \\( (6,4) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1707:B", "QuestionText": "Which of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()", "AnswerAText": "\\( A=6 x \\)", "AnswerBText": "\\( A=36 x^{2} \\)", "AnswerCText": "\\( A=3+2 x \\)", "AnswerDText": "\\( A=6+4 x \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( A=36 x^{2} \\)", "MisconceptionId": "454", "MisconceptionName": "Thinks measures of area must end in squared", "prompt": "Misconception:\nThinks measures of area must end in squared\n\nQuestion:\nWhich of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()\n\nOptions:\nA. \\( A=6 x \\)\nB. \\( A=36 x^{2} \\)\nC. \\( A=3+2 x \\)\nD. \\( A=6+4 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1707:C", "QuestionText": "Which of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()", "AnswerAText": "\\( A=6 x \\)", "AnswerBText": "\\( A=36 x^{2} \\)", "AnswerCText": "\\( A=3+2 x \\)", "AnswerDText": "\\( A=6+4 x \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( A=3+2 x \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nWhich of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()\n\nOptions:\nA. \\( A=6 x \\)\nB. \\( A=36 x^{2} \\)\nC. \\( A=3+2 x \\)\nD. \\( A=6+4 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1707:D", "QuestionText": "Which of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()", "AnswerAText": "\\( A=6 x \\)", "AnswerBText": "\\( A=36 x^{2} \\)", "AnswerCText": "\\( A=3+2 x \\)", "AnswerDText": "\\( A=6+4 x \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( A=6+4 x \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhich of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()\n\nOptions:\nA. \\( A=6 x \\)\nB. \\( A=36 x^{2} \\)\nC. \\( A=3+2 x \\)\nD. \\( A=6+4 x \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1708:A", "QuestionText": "Which option is the best estimate for\n\\[\n17,984-2,407 ?\n\\]", "AnswerAText": "\\( 17,000-2,000 \\)", "AnswerBText": "\\( 18,000-3,000 \\)", "AnswerCText": "\\( 18,000-2,000 \\)", "AnswerDText": "\\( 17,000-3,000 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 17,000-2,000 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhich option is the best estimate for\n\\[\n17,984-2,407 ?\n\\]\n\nOptions:\nA. \\( 17,000-2,000 \\)\nB. \\( 18,000-3,000 \\)\nC. \\( 18,000-2,000 \\)\nD. \\( 17,000-3,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1708:B", "QuestionText": "Which option is the best estimate for\n\\[\n17,984-2,407 ?\n\\]", "AnswerAText": "\\( 17,000-2,000 \\)", "AnswerBText": "\\( 18,000-3,000 \\)", "AnswerCText": "\\( 18,000-2,000 \\)", "AnswerDText": "\\( 17,000-3,000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 18,000-3,000 \\)", "MisconceptionId": "1988", "MisconceptionName": "Rounds up instead of down", "prompt": "Misconception:\nRounds up instead of down\n\nQuestion:\nWhich option is the best estimate for\n\\[\n17,984-2,407 ?\n\\]\n\nOptions:\nA. \\( 17,000-2,000 \\)\nB. \\( 18,000-3,000 \\)\nC. \\( 18,000-2,000 \\)\nD. \\( 17,000-3,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1709:A", "QuestionText": "This pictogram shows the different types of music Bob has in his music collection.\n\nWhich of the following numbers of CDs could Bob represent with whole symbols? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()", "AnswerAText": "\\( 2 \\)", "AnswerBText": "\\( 22 \\)", "AnswerCText": "\\( 32 \\)", "AnswerDText": "\\( 42 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "1310", "MisconceptionName": "When interpreting a pictogram, thinks each symbol stands for 1", "prompt": "Misconception:\nWhen interpreting a pictogram, thinks each symbol stands for 1\n\nQuestion:\nThis pictogram shows the different types of music Bob has in his music collection.\n\nWhich of the following numbers of CDs could Bob represent with whole symbols? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\n\nOptions:\nA. \\( 2 \\)\nB. \\( 22 \\)\nC. \\( 32 \\)\nD. \\( 42 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1710:C", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n105, \\quad 97, \\quad 89, \\quad \\ldots\n\\]", "AnswerAText": "\\( 81 \\)", "AnswerBText": "\\( 71 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1115", "MisconceptionName": "Identifies the term-to-term rule rather than the next term in a sequence", "prompt": "Misconception:\nIdentifies the term-to-term rule rather than the next term in a sequence\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n105, \\quad 97, \\quad 89, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( 81 \\)\nB. \\( 71 \\)\nC. \\( 8 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1710:D", "QuestionText": "What is the next term in this sequence?\n\n\n\\[\n105, \\quad 97, \\quad 89, \\quad \\ldots\n\\]", "AnswerAText": "\\( 81 \\)", "AnswerBText": "\\( 71 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "2472", "MisconceptionName": "Does not know how to find the next term in a sequence", "prompt": "Misconception:\nDoes not know how to find the next term in a sequence\n\nQuestion:\nWhat is the next term in this sequence?\n\n\n\\[\n105, \\quad 97, \\quad 89, \\quad \\ldots\n\\]\n\nOptions:\nA. \\( 81 \\)\nB. \\( 71 \\)\nC. \\( 8 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1711:B", "QuestionText": "Solve this equation, giving all solutions:\n\\[\nk^{2}=4 k\n\\]", "AnswerAText": "\\( k=-4 \\)", "AnswerBText": "\\( k=4 \\)", "AnswerCText": "\\[\nk=0\n\\]\nor\n\\[\nk=4\n\\]", "AnswerDText": "\\[\nk=2\n\\]\nor\n\\[\nk=-2\n\\]", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( k=4 \\)", "MisconceptionId": "1803", "MisconceptionName": "Believes they can divide by a variable without checking whether it could equal zero", "prompt": "Misconception:\nBelieves they can divide by a variable without checking whether it could equal zero\n\nQuestion:\nSolve this equation, giving all solutions:\n\\[\nk^{2}=4 k\n\\]\n\nOptions:\nA. \\( k=-4 \\)\nB. \\( k=4 \\)\nC. \\[\nk=0\n\\]\nor\n\\[\nk=4\n\\]\nD. \\[\nk=2\n\\]\nor\n\\[\nk=-2\n\\]\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1712:A", "QuestionText": "Tom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "537", "MisconceptionName": "Believes you do not need to give the direction when describing a rotation", "prompt": "Misconception:\nBelieves you do not need to give the direction when describing a rotation\n\nQuestion:\nTom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1712:B", "QuestionText": "Tom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "801", "MisconceptionName": "Forgets to give the centre of rotation", "prompt": "Misconception:\nForgets to give the centre of rotation\n\nQuestion:\nTom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1712:C", "QuestionText": "Tom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "537", "MisconceptionName": "Believes you do not need to give the direction when describing a rotation", "prompt": "Misconception:\nBelieves you do not need to give the direction when describing a rotation\n\nQuestion:\nTom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1713:A", "QuestionText": "If you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) &   & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) &  \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 25 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 10 \\)", "MisconceptionId": "2125", "MisconceptionName": "When multiplying a multiple of 10, just multiplies the non-zero digits", "prompt": "Misconception:\nWhen multiplying a multiple of 10, just multiplies the non-zero digits\n\nQuestion:\nIf you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) &   & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) &  \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 10 \\)\nB. \\( 1000 \\)\nC. \\( 25 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1713:B", "QuestionText": "If you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) &   & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) &  \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 25 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1000 \\)", "MisconceptionId": "1051", "MisconceptionName": "When multiplying by a multiple of 10, gives an answer 10 times bigger than it should be", "prompt": "Misconception:\nWhen multiplying by a multiple of 10, gives an answer 10 times bigger than it should be\n\nQuestion:\nIf you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) &   & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) &  \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 10 \\)\nB. \\( 1000 \\)\nC. \\( 25 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1713:C", "QuestionText": "If you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) &   & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) &  \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 10 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 25 \\)", "AnswerDText": "\\( 100 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 25 \\)", "MisconceptionId": "1577", "MisconceptionName": "Adds instead of multiplies when using grid method", "prompt": "Misconception:\nAdds instead of multiplies when using grid method\n\nQuestion:\nIf you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) &   & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) &  \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 10 \\)\nB. \\( 1000 \\)\nC. \\( 25 \\)\nD. \\( 100 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1714:A", "QuestionText": "Calculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)", "AnswerAText": "\\( \\frac{6}{3} \\)", "AnswerBText": "\\( \\frac{2}{18} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{2}{3} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{6}{3} \\)", "MisconceptionId": "1156", "MisconceptionName": "When dividing a fraction by an integer, divides the denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, divides the denominator by the integer\n\nQuestion:\nCalculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{6}{3} \\)\nB. \\( \\frac{2}{18} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1714:B", "QuestionText": "Calculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)", "AnswerAText": "\\( \\frac{6}{3} \\)", "AnswerBText": "\\( \\frac{2}{18} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{2}{3} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{2}{18} \\)", "MisconceptionId": "2399", "MisconceptionName": "when dividing a fraction by an integer, both multiplies the denominator and divides the denominator", "prompt": "Misconception:\nwhen dividing a fraction by an integer, both multiplies the denominator and divides the denominator\n\nQuestion:\nCalculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{6}{3} \\)\nB. \\( \\frac{2}{18} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1714:D", "QuestionText": "Calculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)", "AnswerAText": "\\( \\frac{6}{3} \\)", "AnswerBText": "\\( \\frac{2}{18} \\)", "AnswerCText": "\\( \\frac{2}{9} \\)", "AnswerDText": "\\( \\frac{2}{3} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{2}{3} \\)", "MisconceptionId": "381", "MisconceptionName": "When dividing a fraction by an integer, divides both the numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, divides both the numerator and denominator by the integer\n\nQuestion:\nCalculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)\n\nOptions:\nA. \\( \\frac{6}{3} \\)\nB. \\( \\frac{2}{18} \\)\nC. \\( \\frac{2}{9} \\)\nD. \\( \\frac{2}{3} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1715:B", "QuestionText": "Which of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()", "AnswerAText": "![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()", "AnswerBText": "![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()", "AnswerCText": "![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()", "AnswerDText": "![The number 3, then a calculator button labelled \\(-\\), then the number 7]()", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()", "MisconceptionId": "2447", "MisconceptionName": "Believes the reciprocal button writes a fraction", "prompt": "Misconception:\nBelieves the reciprocal button writes a fraction\n\nQuestion:\nWhich of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()\n\nOptions:\nA. ![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()\nB. ![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()\nC. ![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()\nD. ![The number 3, then a calculator button labelled \\(-\\), then the number 7]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1715:C", "QuestionText": "Which of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()", "AnswerAText": "![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()", "AnswerBText": "![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()", "AnswerCText": "![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()", "AnswerDText": "![The number 3, then a calculator button labelled \\(-\\), then the number 7]()", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()", "MisconceptionId": "1609", "MisconceptionName": "Believes the decimal point button writes a fraction", "prompt": "Misconception:\nBelieves the decimal point button writes a fraction\n\nQuestion:\nWhich of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()\n\nOptions:\nA. ![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()\nB. ![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()\nC. ![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()\nD. ![The number 3, then a calculator button labelled \\(-\\), then the number 7]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1715:D", "QuestionText": "Which of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()", "AnswerAText": "![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()", "AnswerBText": "![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()", "AnswerCText": "![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()", "AnswerDText": "![The number 3, then a calculator button labelled \\(-\\), then the number 7]()", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "![The number 3, then a calculator button labelled \\(-\\), then the number 7]()", "MisconceptionId": "1208", "MisconceptionName": "Believes the subtraction button writes a fraction", "prompt": "Misconception:\nBelieves the subtraction button writes a fraction\n\nQuestion:\nWhich of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()\n\nOptions:\nA. ![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()\nB. ![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()\nC. ![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()\nD. ![The number 3, then a calculator button labelled \\(-\\), then the number 7]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1716:A", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\  m \\bigcirc\n\\)", "AnswerAText": "\\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)", "AnswerBText": "\\( \\triangle=-4 \\)", "AnswerCText": "\\( \\triangle=+8 \\)", "AnswerDText": "\\( \\triangle=+4 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)", "MisconceptionId": "1153", "MisconceptionName": "Believes they can ignore the coefficient when expanding double brackets", "prompt": "Misconception:\nBelieves they can ignore the coefficient when expanding double brackets\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\  m \\bigcirc\n\\)\n\nOptions:\nA. \\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)\nB. \\( \\triangle=-4 \\)\nC. \\( \\triangle=+8 \\)\nD. \\( \\triangle=+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1716:C", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\  m \\bigcirc\n\\)", "AnswerAText": "\\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)", "AnswerBText": "\\( \\triangle=-4 \\)", "AnswerCText": "\\( \\triangle=+8 \\)", "AnswerDText": "\\( \\triangle=+4 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\triangle=+8 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\  m \\bigcirc\n\\)\n\nOptions:\nA. \\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)\nB. \\( \\triangle=-4 \\)\nC. \\( \\triangle=+8 \\)\nD. \\( \\triangle=+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1716:D", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\  m \\bigcirc\n\\)", "AnswerAText": "\\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)", "AnswerBText": "\\( \\triangle=-4 \\)", "AnswerCText": "\\( \\triangle=+8 \\)", "AnswerDText": "\\( \\triangle=+4 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\triangle=+4 \\)", "MisconceptionId": "2225", "MisconceptionName": "Thinks signs are interchangeable when adding or subtracting positive and negative numbers", "prompt": "Misconception:\nThinks signs are interchangeable when adding or subtracting positive and negative numbers\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\  m \\bigcirc\n\\)\n\nOptions:\nA. \\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)\nB. \\( \\triangle=-4 \\)\nC. \\( \\triangle=+8 \\)\nD. \\( \\triangle=+4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1717:A", "QuestionText": "Which of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)", "AnswerAText": "\\( \\frac{5 r}{6 r}=1 \\)", "AnswerBText": "\\( 5 r+1=7 r \\)", "AnswerCText": "\\( 5 r+6=42 r \\)", "AnswerDText": "\\( \\frac{5}{6}+r=7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{5 r}{6 r}=1 \\)", "MisconceptionId": "1566", "MisconceptionName": "Adds or subtracts from numerator first when solving an equation with a fraction", "prompt": "Misconception:\nAdds or subtracts from numerator first when solving an equation with a fraction\n\nQuestion:\nWhich of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)\n\nOptions:\nA. \\( \\frac{5 r}{6 r}=1 \\)\nB. \\( 5 r+1=7 r \\)\nC. \\( 5 r+6=42 r \\)\nD. \\( \\frac{5}{6}+r=7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1717:B", "QuestionText": "Which of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)", "AnswerAText": "\\( \\frac{5 r}{6 r}=1 \\)", "AnswerBText": "\\( 5 r+1=7 r \\)", "AnswerCText": "\\( 5 r+6=42 r \\)", "AnswerDText": "\\( \\frac{5}{6}+r=7 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 5 r+1=7 r \\)", "MisconceptionId": "1206", "MisconceptionName": "Does not understand how to maintain equivalence in fractions", "prompt": "Misconception:\nDoes not understand how to maintain equivalence in fractions\n\nQuestion:\nWhich of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)\n\nOptions:\nA. \\( \\frac{5 r}{6 r}=1 \\)\nB. \\( 5 r+1=7 r \\)\nC. \\( 5 r+6=42 r \\)\nD. \\( \\frac{5}{6}+r=7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1717:D", "QuestionText": "Which of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)", "AnswerAText": "\\( \\frac{5 r}{6 r}=1 \\)", "AnswerBText": "\\( 5 r+1=7 r \\)", "AnswerCText": "\\( 5 r+6=42 r \\)", "AnswerDText": "\\( \\frac{5}{6}+r=7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( \\frac{5}{6}+r=7 \\)", "MisconceptionId": "120", "MisconceptionName": "Does not understand equivalent fractions", "prompt": "Misconception:\nDoes not understand equivalent fractions\n\nQuestion:\nWhich of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)\n\nOptions:\nA. \\( \\frac{5 r}{6 r}=1 \\)\nB. \\( 5 r+1=7 r \\)\nC. \\( 5 r+6=42 r \\)\nD. \\( \\frac{5}{6}+r=7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1718:A", "QuestionText": "Which of the following answers shows a correct expansion and simplification of the expression below?\n\n\\(\n(x-3)^{2}\n\\)", "AnswerAText": "\\( x^{2}-6 x-9 \\)", "AnswerBText": "\\( x^{2}-9 \\)", "AnswerCText": "\\( x^{2}+9 \\)", "AnswerDText": "\\( x^{2}-6 x+9 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( x^{2}-6 x-9 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\nWhich of the following answers shows a correct expansion and simplification of the expression below?\n\n\\(\n(x-3)^{2}\n\\)\n\nOptions:\nA. \\( x^{2}-6 x-9 \\)\nB. \\( x^{2}-9 \\)\nC. \\( x^{2}+9 \\)\nD. \\( x^{2}-6 x+9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1718:C", "QuestionText": "Which of the following answers shows a correct expansion and simplification of the expression below?\n\n\\(\n(x-3)^{2}\n\\)", "AnswerAText": "\\( x^{2}-6 x-9 \\)", "AnswerBText": "\\( x^{2}-9 \\)", "AnswerCText": "\\( x^{2}+9 \\)", "AnswerDText": "\\( x^{2}-6 x+9 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( x^{2}+9 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nWhich of the following answers shows a correct expansion and simplification of the expression below?\n\n\\(\n(x-3)^{2}\n\\)\n\nOptions:\nA. \\( x^{2}-6 x-9 \\)\nB. \\( x^{2}-9 \\)\nC. \\( x^{2}+9 \\)\nD. \\( x^{2}-6 x+9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1719:C", "QuestionText": "Which of these is not a factor of \\( 12 \\) ?", "AnswerAText": "Four", "AnswerBText": "Six", "AnswerCText": "Twelve", "AnswerDText": "Twenty-four", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Twelve", "MisconceptionId": "131", "MisconceptionName": "Does not think a number can be a factor of itself", "prompt": "Misconception:\nDoes not think a number can be a factor of itself\n\nQuestion:\nWhich of these is not a factor of \\( 12 \\) ?\n\nOptions:\nA. Four\nB. Six\nC. Twelve\nD. Twenty-four\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1720:A", "QuestionText": "What is the lowest common multiple of \\( 6 \\) and \\( 7 \\) ?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 42 \\)", "AnswerDText": "They do not have a lowest common multiple", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 1 \\)", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nWhat is the lowest common multiple of \\( 6 \\) and \\( 7 \\) ?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 13 \\)\nC. \\( 42 \\)\nD. They do not have a lowest common multiple\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1720:B", "QuestionText": "What is the lowest common multiple of \\( 6 \\) and \\( 7 \\) ?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 13 \\)", "AnswerCText": "\\( 42 \\)", "AnswerDText": "They do not have a lowest common multiple", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 13 \\)", "MisconceptionId": "1473", "MisconceptionName": "Believes adding two numbers finds their lowest common multiple", "prompt": "Misconception:\nBelieves adding two numbers finds their lowest common multiple\n\nQuestion:\nWhat is the lowest common multiple of \\( 6 \\) and \\( 7 \\) ?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 13 \\)\nC. \\( 42 \\)\nD. They do not have a lowest common multiple\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1721:A", "QuestionText": "What is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 27 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 15 \\)", "MisconceptionId": "2119", "MisconceptionName": "Ignores the negative sign", "prompt": "Misconception:\nIgnores the negative sign\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]\n\nOptions:\nA. \\( 15 \\)\nB. \\( 12 \\)\nC. \\( 7 \\)\nD. \\( 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1721:B", "QuestionText": "What is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 27 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "397", "MisconceptionName": "When calculating the range does not reorder the data to find the largest number minus the smallest number", "prompt": "Misconception:\nWhen calculating the range does not reorder the data to find the largest number minus the smallest number\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]\n\nOptions:\nA. \\( 15 \\)\nB. \\( 12 \\)\nC. \\( 7 \\)\nD. \\( 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1721:C", "QuestionText": "What is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]", "AnswerAText": "\\( 15 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 7 \\)", "AnswerDText": "\\( 27 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "691", "MisconceptionName": "To find the range adds the biggest and smallest number rather than subtract", "prompt": "Misconception:\nTo find the range adds the biggest and smallest number rather than subtract\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]\n\nOptions:\nA. \\( 15 \\)\nB. \\( 12 \\)\nC. \\( 7 \\)\nD. \\( 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1722:C", "QuestionText": "A \\( 2 \\) metre long rope has \\( 0.5 \\) centimetres chopped off the end.\nWhat is the length of the rope that remains?\nGive your answer in millimetres", "AnswerAText": "\\( 1999.5 \\mathrm{~mm} \\)", "AnswerBText": "\\( 1995 \\mathrm{~mm} \\)", "AnswerCText": "\\( 1950 \\mathrm{~mm} \\)", "AnswerDText": "\\( 199.5 \\mathrm{~mm} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1950 \\mathrm{~mm} \\)", "MisconceptionId": "1652", "MisconceptionName": "Thinks there are 100mm in a centimetre", "prompt": "Misconception:\nThinks there are 100mm in a centimetre\n\nQuestion:\nA \\( 2 \\) metre long rope has \\( 0.5 \\) centimetres chopped off the end.\nWhat is the length of the rope that remains?\nGive your answer in millimetres\n\nOptions:\nA. \\( 1999.5 \\mathrm{~mm} \\)\nB. \\( 1995 \\mathrm{~mm} \\)\nC. \\( 1950 \\mathrm{~mm} \\)\nD. \\( 199.5 \\mathrm{~mm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1723:A", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)", "AnswerAText": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "AnswerBText": "\\( \\triangle=+4 \\)", "AnswerCText": "\\( \\triangle=+2 \\)", "AnswerDText": "\\( \\triangle=-4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "MisconceptionId": "2256", "MisconceptionName": "Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets", "prompt": "Misconception:\nBelieves the constant in an expanded quadratic comes from adding the two numbers in the brackets\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)\n\nOptions:\nA. \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\nB. \\( \\triangle=+4 \\)\nC. \\( \\triangle=+2 \\)\nD. \\( \\triangle=-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1723:B", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)", "AnswerAText": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "AnswerBText": "\\( \\triangle=+4 \\)", "AnswerCText": "\\( \\triangle=+2 \\)", "AnswerDText": "\\( \\triangle=-4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\triangle=+4 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)\n\nOptions:\nA. \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\nB. \\( \\triangle=+4 \\)\nC. \\( \\triangle=+2 \\)\nD. \\( \\triangle=-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1723:C", "QuestionText": "When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)", "AnswerAText": "\\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)", "AnswerBText": "\\( \\triangle=+4 \\)", "AnswerCText": "\\( \\triangle=+2 \\)", "AnswerDText": "\\( \\triangle=-4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\triangle=+2 \\)", "MisconceptionId": "2131", "MisconceptionName": "When multiplying out 2 or more brackets, does not multiply all the combinations of terms", "prompt": "Misconception:\nWhen multiplying out 2 or more brackets, does not multiply all the combinations of terms\n\nQuestion:\nWhen you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)\n\nOptions:\nA. \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\nB. \\( \\triangle=+4 \\)\nC. \\( \\triangle=+2 \\)\nD. \\( \\triangle=-4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1724:A", "QuestionText": "What is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 4000 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2375", "MisconceptionName": "Does not equate the value of a number with the place value column it is in", "prompt": "Misconception:\nDoes not equate the value of a number with the place value column it is in\n\nQuestion:\nWhat is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 40 \\)\nC. \\( 400 \\)\nD. \\( 4000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1724:B", "QuestionText": "What is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 4000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "2546", "MisconceptionName": "Confuses the hundreds and tens place value columns", "prompt": "Misconception:\nConfuses the hundreds and tens place value columns\n\nQuestion:\nWhat is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 40 \\)\nC. \\( 400 \\)\nD. \\( 4000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1724:D", "QuestionText": "What is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 40 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 4000 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 4000 \\)", "MisconceptionId": "2565", "MisconceptionName": "Confuses the hundreds and thousands place value columns", "prompt": "Misconception:\nConfuses the hundreds and thousands place value columns\n\nQuestion:\nWhat is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 40 \\)\nC. \\( 400 \\)\nD. \\( 4000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1725:A", "QuestionText": "If five cups of tea and two cups of coffee cost \\( £ 3.70 \\), and two cups of tea and five cups of coffee cost \\( £ 4.00 \\), what is the cost of a cup of tea and a cup of coffee?", "AnswerAText": "\\( \\begin{array}{l}\\text { Tea }=0.5 \\\\ \\text { coffee }=0.6\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}\\text { Tea }=30 p, \\\\ \\text { coffee }=£ 1.10\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}\\text { Tea }=60 p \\\\ \\text { coffee }=50 p\\end{array} \\)", "AnswerDText": "Tea \\( =50 \\mathrm{p} \\) coffee \\( =60 p \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\begin{array}{l}\\text { Tea }=0.5 \\\\ \\text { coffee }=0.6\\end{array} \\)", "MisconceptionId": "1183", "MisconceptionName": "Does not include units in answer.", "prompt": "Misconception:\nDoes not include units in answer.\n\nQuestion:\nIf five cups of tea and two cups of coffee cost \\( £ 3.70 \\), and two cups of tea and five cups of coffee cost \\( £ 4.00 \\), what is the cost of a cup of tea and a cup of coffee?\n\nOptions:\nA. \\( \\begin{array}{l}\\text { Tea }=0.5 \\\\ \\text { coffee }=0.6\\end{array} \\)\nB. \\( \\begin{array}{l}\\text { Tea }=30 p, \\\\ \\text { coffee }=£ 1.10\\end{array} \\)\nC. \\( \\begin{array}{l}\\text { Tea }=60 p \\\\ \\text { coffee }=50 p\\end{array} \\)\nD. Tea \\( =50 \\mathrm{p} \\) coffee \\( =60 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1725:B", "QuestionText": "If five cups of tea and two cups of coffee cost \\( £ 3.70 \\), and two cups of tea and five cups of coffee cost \\( £ 4.00 \\), what is the cost of a cup of tea and a cup of coffee?", "AnswerAText": "\\( \\begin{array}{l}\\text { Tea }=0.5 \\\\ \\text { coffee }=0.6\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{l}\\text { Tea }=30 p, \\\\ \\text { coffee }=£ 1.10\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{l}\\text { Tea }=60 p \\\\ \\text { coffee }=50 p\\end{array} \\)", "AnswerDText": "Tea \\( =50 \\mathrm{p} \\) coffee \\( =60 p \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{l}\\text { Tea }=30 p, \\\\ \\text { coffee }=£ 1.10\\end{array} \\)", "MisconceptionId": "512", "MisconceptionName": "When asked to solve simultaneous equations, believes they can just find values that work in one equation", "prompt": "Misconception:\nWhen asked to solve simultaneous equations, believes they can just find values that work in one equation\n\nQuestion:\nIf five cups of tea and two cups of coffee cost \\( £ 3.70 \\), and two cups of tea and five cups of coffee cost \\( £ 4.00 \\), what is the cost of a cup of tea and a cup of coffee?\n\nOptions:\nA. \\( \\begin{array}{l}\\text { Tea }=0.5 \\\\ \\text { coffee }=0.6\\end{array} \\)\nB. \\( \\begin{array}{l}\\text { Tea }=30 p, \\\\ \\text { coffee }=£ 1.10\\end{array} \\)\nC. \\( \\begin{array}{l}\\text { Tea }=60 p \\\\ \\text { coffee }=50 p\\end{array} \\)\nD. Tea \\( =50 \\mathrm{p} \\) coffee \\( =60 p \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1726:B", "QuestionText": "What length replaces the \\( \\color{green}\\bigstar \\)? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is 2x. The left full height is 5, the partial height on the right is 2. There is a green star on the left partial width at the bottom of the diagram.]()", "AnswerAText": "\\( 5 x+11 \\)", "AnswerBText": "\\( x-3 \\)", "AnswerCText": "\\( x+4 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x-3 \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat length replaces the \\( \\color{green}\\bigstar \\)? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is 2x. The left full height is 5, the partial height on the right is 2. There is a green star on the left partial width at the bottom of the diagram.]()\n\nOptions:\nA. \\( 5 x+11 \\)\nB. \\( x-3 \\)\nC. \\( x+4 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1726:D", "QuestionText": "What length replaces the \\( \\color{green}\\bigstar \\)? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is 2x. The left full height is 5, the partial height on the right is 2. There is a green star on the left partial width at the bottom of the diagram.]()", "AnswerAText": "\\( 5 x+11 \\)", "AnswerBText": "\\( x-3 \\)", "AnswerCText": "\\( x+4 \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nWhat length replaces the \\( \\color{green}\\bigstar \\)? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is 2x. The left full height is 5, the partial height on the right is 2. There is a green star on the left partial width at the bottom of the diagram.]()\n\nOptions:\nA. \\( 5 x+11 \\)\nB. \\( x-3 \\)\nC. \\( x+4 \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1727:A", "QuestionText": "Expand:\n\\[\n3(1-2 p)\n\\]", "AnswerAText": "\\( 4-6 p \\)", "AnswerBText": "\\( 3-6 p \\)", "AnswerCText": "\\( 1-6 p \\)", "AnswerDText": "\\( 6 p-3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4-6 p \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nExpand:\n\\[\n3(1-2 p)\n\\]\n\nOptions:\nA. \\( 4-6 p \\)\nB. \\( 3-6 p \\)\nC. \\( 1-6 p \\)\nD. \\( 6 p-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1727:C", "QuestionText": "Expand:\n\\[\n3(1-2 p)\n\\]", "AnswerAText": "\\( 4-6 p \\)", "AnswerBText": "\\( 3-6 p \\)", "AnswerCText": "\\( 1-6 p \\)", "AnswerDText": "\\( 6 p-3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 1-6 p \\)", "MisconceptionId": "1911", "MisconceptionName": "Only multiplies second term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies second term in the expansion of a bracket\n\nQuestion:\nExpand:\n\\[\n3(1-2 p)\n\\]\n\nOptions:\nA. \\( 4-6 p \\)\nB. \\( 3-6 p \\)\nC. \\( 1-6 p \\)\nD. \\( 6 p-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1727:D", "QuestionText": "Expand:\n\\[\n3(1-2 p)\n\\]", "AnswerAText": "\\( 4-6 p \\)", "AnswerBText": "\\( 3-6 p \\)", "AnswerCText": "\\( 1-6 p \\)", "AnswerDText": "\\( 6 p-3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 6 p-3 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\nExpand:\n\\[\n3(1-2 p)\n\\]\n\nOptions:\nA. \\( 4-6 p \\)\nB. \\( 3-6 p \\)\nC. \\( 1-6 p \\)\nD. \\( 6 p-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1728:A", "QuestionText": "\\( \\frac{3}{4}-\\frac{1}{4} \\times \\frac{1}{5}= \\)", "AnswerAText": "\\( \\frac{2}{16} \\)", "AnswerBText": "\\( \\frac{1}{10} \\)", "AnswerCText": "\\( \\frac{7}{10} \\)", "AnswerDText": "\\( \\frac{5}{10} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( \\frac{2}{16} \\)", "MisconceptionId": "907", "MisconceptionName": "Does not find a common denominator when adding/subtracting fractions", "prompt": "Misconception:\nDoes not find a common denominator when adding/subtracting fractions\n\nQuestion:\n\\( \\frac{3}{4}-\\frac{1}{4} \\times \\frac{1}{5}= \\)\n\nOptions:\nA. \\( \\frac{2}{16} \\)\nB. \\( \\frac{1}{10} \\)\nC. \\( \\frac{7}{10} \\)\nD. \\( \\frac{5}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1728:B", "QuestionText": "\\( \\frac{3}{4}-\\frac{1}{4} \\times \\frac{1}{5}= \\)", "AnswerAText": "\\( \\frac{2}{16} \\)", "AnswerBText": "\\( \\frac{1}{10} \\)", "AnswerCText": "\\( \\frac{7}{10} \\)", "AnswerDText": "\\( \\frac{5}{10} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{10} \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\n\\( \\frac{3}{4}-\\frac{1}{4} \\times \\frac{1}{5}= \\)\n\nOptions:\nA. \\( \\frac{2}{16} \\)\nB. \\( \\frac{1}{10} \\)\nC. \\( \\frac{7}{10} \\)\nD. \\( \\frac{5}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1729:A", "QuestionText": "Which of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?", "AnswerAText": "\\( 35 \\div 7 \\)", "AnswerBText": "\\( 35-7 \\)", "AnswerCText": "\\( 35+7 \\)", "AnswerDText": "\\( 35 \\times 7 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 35 \\div 7 \\)", "MisconceptionId": "2311", "MisconceptionName": "Divides rather than adds when answering worded problems", "prompt": "Misconception:\nDivides rather than adds when answering worded problems\n\nQuestion:\nWhich of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?\n\nOptions:\nA. \\( 35 \\div 7 \\)\nB. \\( 35-7 \\)\nC. \\( 35+7 \\)\nD. \\( 35 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1729:B", "QuestionText": "Which of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?", "AnswerAText": "\\( 35 \\div 7 \\)", "AnswerBText": "\\( 35-7 \\)", "AnswerCText": "\\( 35+7 \\)", "AnswerDText": "\\( 35 \\times 7 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 35-7 \\)", "MisconceptionId": "1978", "MisconceptionName": "Subtracts instead of adds when answering worded problems", "prompt": "Misconception:\nSubtracts instead of adds when answering worded problems\n\nQuestion:\nWhich of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?\n\nOptions:\nA. \\( 35 \\div 7 \\)\nB. \\( 35-7 \\)\nC. \\( 35+7 \\)\nD. \\( 35 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1729:D", "QuestionText": "Which of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?", "AnswerAText": "\\( 35 \\div 7 \\)", "AnswerBText": "\\( 35-7 \\)", "AnswerCText": "\\( 35+7 \\)", "AnswerDText": "\\( 35 \\times 7 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 35 \\times 7 \\)", "MisconceptionId": "126", "MisconceptionName": "Multiplies rather than adds when given the command word 'more'", "prompt": "Misconception:\nMultiplies rather than adds when given the command word 'more'\n\nQuestion:\nWhich of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?\n\nOptions:\nA. \\( 35 \\div 7 \\)\nB. \\( 35-7 \\)\nC. \\( 35+7 \\)\nD. \\( 35 \\times 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1730:A", "QuestionText": "This is the net of a.. ![An image of a square with shapes attached to each of its sides. To the left hand side are three identical squares all connected, in a row. On the top side is a hexagon. On the right hand side are two squares identical to the central square and the squares on the left. So there is a row of 5 squares along the middle of the image. On the bottom side is an identical hexagon to the top.]()", "AnswerAText": "Hexagonalbased pyramid", "AnswerBText": "Hexagonal prism", "AnswerCText": "Hexagon", "AnswerDText": "This net would not create a 3D shape", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Hexagonalbased pyramid", "MisconceptionId": "1783", "MisconceptionName": "Confuses pyramid with prism", "prompt": "Misconception:\nConfuses pyramid with prism\n\nQuestion:\nThis is the net of a.. ![An image of a square with shapes attached to each of its sides. To the left hand side are three identical squares all connected, in a row. On the top side is a hexagon. On the right hand side are two squares identical to the central square and the squares on the left. So there is a row of 5 squares along the middle of the image. On the bottom side is an identical hexagon to the top.]()\n\nOptions:\nA. Hexagonalbased pyramid\nB. Hexagonal prism\nC. Hexagon\nD. This net would not create a 3D shape\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1730:C", "QuestionText": "This is the net of a.. ![An image of a square with shapes attached to each of its sides. To the left hand side are three identical squares all connected, in a row. On the top side is a hexagon. On the right hand side are two squares identical to the central square and the squares on the left. So there is a row of 5 squares along the middle of the image. On the bottom side is an identical hexagon to the top.]()", "AnswerAText": "Hexagonalbased pyramid", "AnswerBText": "Hexagonal prism", "AnswerCText": "Hexagon", "AnswerDText": "This net would not create a 3D shape", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Hexagon", "MisconceptionId": "1837", "MisconceptionName": "Names one of the faces of a 3D shape rather than the 3D shape name", "prompt": "Misconception:\nNames one of the faces of a 3D shape rather than the 3D shape name\n\nQuestion:\nThis is the net of a.. ![An image of a square with shapes attached to each of its sides. To the left hand side are three identical squares all connected, in a row. On the top side is a hexagon. On the right hand side are two squares identical to the central square and the squares on the left. So there is a row of 5 squares along the middle of the image. On the bottom side is an identical hexagon to the top.]()\n\nOptions:\nA. Hexagonalbased pyramid\nB. Hexagonal prism\nC. Hexagon\nD. This net would not create a 3D shape\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1731:B", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n \\frac{3 x}{2} + 1 =5 \n\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=4 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+1=10 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n \\frac{3 x}{2} + 1 =5 \n\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=4 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+1=10 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1731:C", "QuestionText": "Tom and Katie are discussing how to solve:\n\\(\n \\frac{3 x}{2} + 1 =5 \n\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=4 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+1=10 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "340", "MisconceptionName": "Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount", "prompt": "Misconception:\nDoes not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount\n\nQuestion:\nTom and Katie are discussing how to solve:\n\\(\n \\frac{3 x}{2} + 1 =5 \n\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=4 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+1=10 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1732:A", "QuestionText": "\\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?", "AnswerAText": "\\( 45 \\) r6", "AnswerBText": "\\( 46 \\)", "AnswerCText": "\\( 45 \\frac{6}{7} \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 45 \\) r6", "MisconceptionId": "1939", "MisconceptionName": "Difficulty with translating a mathematical answer into a real world context", "prompt": "Misconception:\nDifficulty with translating a mathematical answer into a real world context\n\nQuestion:\n\\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?\n\nOptions:\nA. \\( 45 \\) r6\nB. \\( 46 \\)\nC. \\( 45 \\frac{6}{7} \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1732:C", "QuestionText": "\\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?", "AnswerAText": "\\( 45 \\) r6", "AnswerBText": "\\( 46 \\)", "AnswerCText": "\\( 45 \\frac{6}{7} \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 45 \\frac{6}{7} \\)", "MisconceptionId": "1939", "MisconceptionName": "Difficulty with translating a mathematical answer into a real world context", "prompt": "Misconception:\nDifficulty with translating a mathematical answer into a real world context\n\nQuestion:\n\\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?\n\nOptions:\nA. \\( 45 \\) r6\nB. \\( 46 \\)\nC. \\( 45 \\frac{6}{7} \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1732:D", "QuestionText": "\\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?", "AnswerAText": "\\( 45 \\) r6", "AnswerBText": "\\( 46 \\)", "AnswerCText": "\\( 45 \\frac{6}{7} \\)", "AnswerDText": "\\( 45 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 45 \\)", "MisconceptionId": "1939", "MisconceptionName": "Difficulty with translating a mathematical answer into a real world context", "prompt": "Misconception:\nDifficulty with translating a mathematical answer into a real world context\n\nQuestion:\n\\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?\n\nOptions:\nA. \\( 45 \\) r6\nB. \\( 46 \\)\nC. \\( 45 \\frac{6}{7} \\)\nD. \\( 45 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1733:A", "QuestionText": "All the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 11 is written in Brother without the intersection , number 7 is in Sister without the intersection, the number 4 is in the intersection of Brother and Sister. The number 6 is outside the circles.]() How many students are in the class?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 24 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1842", "MisconceptionName": "Confuses the number of regions in a Venn diagram as the total number of entries in the diagram", "prompt": "Misconception:\nConfuses the number of regions in a Venn diagram as the total number of entries in the diagram\n\nQuestion:\nAll the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 11 is written in Brother without the intersection , number 7 is in Sister without the intersection, the number 4 is in the intersection of Brother and Sister. The number 6 is outside the circles.]() How many students are in the class?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 24 \\)\nC. \\( 28 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1733:D", "QuestionText": "All the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 11 is written in Brother without the intersection , number 7 is in Sister without the intersection, the number 4 is in the intersection of Brother and Sister. The number 6 is outside the circles.]() How many students are in the class?", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 24 \\)", "AnswerCText": "\\( 28 \\)", "AnswerDText": "\\( 22 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 22 \\)", "MisconceptionId": "1532", "MisconceptionName": "Forgets to include values outside of the Venn diagram when finding the total", "prompt": "Misconception:\nForgets to include values outside of the Venn diagram when finding the total\n\nQuestion:\nAll the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 11 is written in Brother without the intersection , number 7 is in Sister without the intersection, the number 4 is in the intersection of Brother and Sister. The number 6 is outside the circles.]() How many students are in the class?\n\nOptions:\nA. \\( 4 \\)\nB. \\( 24 \\)\nC. \\( 28 \\)\nD. \\( 22 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1734:B", "QuestionText": "This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally Dora uses the same method to calculate \\( 2.7+35.9 \\). Which of the following shows how she would do this? ![A diagram showing 3 thought bubbles from Dora's head. The first bubble says \"I added the whole part first 12 + 4 = 16\". The second bubble says \"I then added the decimal part 0.3 + 0.5 = 0.8\". The third bubble says \"I then added 16 and 0.8 to get 16.8. So 12.3 + 4.5 = 16.8\".]()", "AnswerAText": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=38.6\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}2.7+35=37.7 \\\\ 37.7+0.9=38.6\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=37.16\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=0.16 \\\\ 35+0.16=35.16\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}2.7+35=37.7 \\\\ 37.7+0.9=38.6\\end{array} \\)", "MisconceptionId": "1999", "MisconceptionName": "Does not interpret the correct order of operations from a worded problem", "prompt": "Misconception:\nDoes not interpret the correct order of operations from a worded problem\n\nQuestion:\nThis is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally Dora uses the same method to calculate \\( 2.7+35.9 \\). Which of the following shows how she would do this? ![A diagram showing 3 thought bubbles from Dora's head. The first bubble says \"I added the whole part first 12 + 4 = 16\". The second bubble says \"I then added the decimal part 0.3 + 0.5 = 0.8\". The third bubble says \"I then added 16 and 0.8 to get 16.8. So 12.3 + 4.5 = 16.8\".]()\n\nOptions:\nA. \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=38.6\\end{array} \\)\nB. \\( \\begin{array}{c}2.7+35=37.7 \\\\ 37.7+0.9=38.6\\end{array} \\)\nC. \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=37.16\\end{array} \\)\nD. \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=0.16 \\\\ 35+0.16=35.16\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1734:C", "QuestionText": "This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally Dora uses the same method to calculate \\( 2.7+35.9 \\). Which of the following shows how she would do this? ![A diagram showing 3 thought bubbles from Dora's head. The first bubble says \"I added the whole part first 12 + 4 = 16\". The second bubble says \"I then added the decimal part 0.3 + 0.5 = 0.8\". The third bubble says \"I then added 16 and 0.8 to get 16.8. So 12.3 + 4.5 = 16.8\".]()", "AnswerAText": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=38.6\\end{array} \\)", "AnswerBText": "\\( \\begin{array}{c}2.7+35=37.7 \\\\ 37.7+0.9=38.6\\end{array} \\)", "AnswerCText": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=37.16\\end{array} \\)", "AnswerDText": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=0.16 \\\\ 35+0.16=35.16\\end{array} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=37.16\\end{array} \\)", "MisconceptionId": "2305", "MisconceptionName": "Ignores place value when adding a whole number and a decimal", "prompt": "Misconception:\nIgnores place value when adding a whole number and a decimal\n\nQuestion:\nThis is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally Dora uses the same method to calculate \\( 2.7+35.9 \\). Which of the following shows how she would do this? ![A diagram showing 3 thought bubbles from Dora's head. The first bubble says \"I added the whole part first 12 + 4 = 16\". The second bubble says \"I then added the decimal part 0.3 + 0.5 = 0.8\". The third bubble says \"I then added 16 and 0.8 to get 16.8. So 12.3 + 4.5 = 16.8\".]()\n\nOptions:\nA. \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=38.6\\end{array} \\)\nB. \\( \\begin{array}{c}2.7+35=37.7 \\\\ 37.7+0.9=38.6\\end{array} \\)\nC. \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=37.16\\end{array} \\)\nD. \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=0.16 \\\\ 35+0.16=35.16\\end{array} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1735:A", "QuestionText": "Solve\n\\[\n42 \\geq 6(2 n+1)\n\\]", "AnswerAText": "\\( n \\geq 3 \\)", "AnswerBText": "\\( \\frac{43}{12} \\geq n \\)", "AnswerCText": "\\( \\frac{35}{12} \\geq n \\)", "AnswerDText": "\\( 3 \\geq n \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( n \\geq 3 \\)", "MisconceptionId": "38", "MisconceptionName": "Believes the sides of an inequality can be switched without changing the direction of the sign", "prompt": "Misconception:\nBelieves the sides of an inequality can be switched without changing the direction of the sign\n\nQuestion:\nSolve\n\\[\n42 \\geq 6(2 n+1)\n\\]\n\nOptions:\nA. \\( n \\geq 3 \\)\nB. \\( \\frac{43}{12} \\geq n \\)\nC. \\( \\frac{35}{12} \\geq n \\)\nD. \\( 3 \\geq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1735:C", "QuestionText": "Solve\n\\[\n42 \\geq 6(2 n+1)\n\\]", "AnswerAText": "\\( n \\geq 3 \\)", "AnswerBText": "\\( \\frac{43}{12} \\geq n \\)", "AnswerCText": "\\( \\frac{35}{12} \\geq n \\)", "AnswerDText": "\\( 3 \\geq n \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( \\frac{35}{12} \\geq n \\)", "MisconceptionId": "107", "MisconceptionName": "When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.", "prompt": "Misconception:\nWhen expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.\n\nQuestion:\nSolve\n\\[\n42 \\geq 6(2 n+1)\n\\]\n\nOptions:\nA. \\( n \\geq 3 \\)\nB. \\( \\frac{43}{12} \\geq n \\)\nC. \\( \\frac{35}{12} \\geq n \\)\nD. \\( 3 \\geq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1736:A", "QuestionText": "\\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)", "AnswerAText": "\\[\n+0\n\\]\n(no number term)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( +4 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\[\n+0\n\\]\n(no number term)", "MisconceptionId": "2220", "MisconceptionName": "Mixes up term in a sequence and position of a term", "prompt": "Misconception:\nMixes up term in a sequence and position of a term\n\nQuestion:\n\\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)\n\nOptions:\nA. \\[\n+0\n\\]\n(no number term)\nB. \\( -6 \\)\nC. \\( -4 \\)\nD. \\( +4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1736:B", "QuestionText": "\\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)", "AnswerAText": "\\[\n+0\n\\]\n(no number term)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( +4 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( -6 \\)", "MisconceptionId": "108", "MisconceptionName": "Uses only the first two terms of a sequence to work out a term-to-term rule", "prompt": "Misconception:\nUses only the first two terms of a sequence to work out a term-to-term rule\n\nQuestion:\n\\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)\n\nOptions:\nA. \\[\n+0\n\\]\n(no number term)\nB. \\( -6 \\)\nC. \\( -4 \\)\nD. \\( +4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1736:D", "QuestionText": "\\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)", "AnswerAText": "\\[\n+0\n\\]\n(no number term)", "AnswerBText": "\\( -6 \\)", "AnswerCText": "\\( -4 \\)", "AnswerDText": "\\( +4 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( +4 \\)", "MisconceptionId": "1510", "MisconceptionName": "Believes subtraction is commutative", "prompt": "Misconception:\nBelieves subtraction is commutative\n\nQuestion:\n\\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)\n\nOptions:\nA. \\[\n+0\n\\]\n(no number term)\nB. \\( -6 \\)\nC. \\( -4 \\)\nD. \\( +4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1737:B", "QuestionText": "What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()", "AnswerAText": "\\( 2 a+2 b \\)", "AnswerBText": "\\( a b \\)", "AnswerCText": "\\( a+b \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( a b \\)", "MisconceptionId": "833", "MisconceptionName": "When calculating perimeter, multiplies instead of adds", "prompt": "Misconception:\nWhen calculating perimeter, multiplies instead of adds\n\nQuestion:\nWhat is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()\n\nOptions:\nA. \\( 2 a+2 b \\)\nB. \\( a b \\)\nC. \\( a+b \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1737:C", "QuestionText": "What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()", "AnswerAText": "\\( 2 a+2 b \\)", "AnswerBText": "\\( a b \\)", "AnswerCText": "\\( a+b \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( a+b \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()\n\nOptions:\nA. \\( 2 a+2 b \\)\nB. \\( a b \\)\nC. \\( a+b \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1737:D", "QuestionText": "What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()", "AnswerAText": "\\( 2 a+2 b \\)", "AnswerBText": "\\( a b \\)", "AnswerCText": "\\( a+b \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information", "MisconceptionId": "935", "MisconceptionName": "Fails to use the properties of simple shapes to work out missing lengths", "prompt": "Misconception:\nFails to use the properties of simple shapes to work out missing lengths\n\nQuestion:\nWhat is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()\n\nOptions:\nA. \\( 2 a+2 b \\)\nB. \\( a b \\)\nC. \\( a+b \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1738:B", "QuestionText": "An angle measures \\( 212^{\\degree} \\). This means it is...", "AnswerAText": "Reflex", "AnswerBText": "Obtuse", "AnswerCText": "Acute", "AnswerDText": "A right angle", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Obtuse", "MisconceptionId": "599", "MisconceptionName": "Does not understand that an obtuse angle is between 90 and 180 degrees", "prompt": "Misconception:\nDoes not understand that an obtuse angle is between 90 and 180 degrees\n\nQuestion:\nAn angle measures \\( 212^{\\degree} \\). This means it is...\n\nOptions:\nA. Reflex\nB. Obtuse\nC. Acute\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1738:C", "QuestionText": "An angle measures \\( 212^{\\degree} \\). This means it is...", "AnswerAText": "Reflex", "AnswerBText": "Obtuse", "AnswerCText": "Acute", "AnswerDText": "A right angle", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Acute", "MisconceptionId": "1202", "MisconceptionName": "Does not understand that an acute angle is between 0 and 90 degrees", "prompt": "Misconception:\nDoes not understand that an acute angle is between 0 and 90 degrees\n\nQuestion:\nAn angle measures \\( 212^{\\degree} \\). This means it is...\n\nOptions:\nA. Reflex\nB. Obtuse\nC. Acute\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1738:D", "QuestionText": "An angle measures \\( 212^{\\degree} \\). This means it is...", "AnswerAText": "Reflex", "AnswerBText": "Obtuse", "AnswerCText": "Acute", "AnswerDText": "A right angle", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "A right angle", "MisconceptionId": "219", "MisconceptionName": "Does not know that a right angle is 90 degrees", "prompt": "Misconception:\nDoes not know that a right angle is 90 degrees\n\nQuestion:\nAn angle measures \\( 212^{\\degree} \\). This means it is...\n\nOptions:\nA. Reflex\nB. Obtuse\nC. Acute\nD. A right angle\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1739:A", "QuestionText": "What type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()", "AnswerAText": "alternate angles", "AnswerBText": "corresponding angles", "AnswerCText": "co-interior angles", "AnswerDText": "opposite angles", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "alternate angles", "MisconceptionId": "2454", "MisconceptionName": "Confuses corresponding and alternate angles", "prompt": "Misconception:\nConfuses corresponding and alternate angles\n\nQuestion:\nWhat type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()\n\nOptions:\nA. alternate angles\nB. corresponding angles\nC. co-interior angles\nD. opposite angles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1739:C", "QuestionText": "What type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()", "AnswerAText": "alternate angles", "AnswerBText": "corresponding angles", "AnswerCText": "co-interior angles", "AnswerDText": "opposite angles", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "co-interior angles", "MisconceptionId": "2336", "MisconceptionName": "Confuses co-interior and corresponding angles", "prompt": "Misconception:\nConfuses co-interior and corresponding angles\n\nQuestion:\nWhat type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()\n\nOptions:\nA. alternate angles\nB. corresponding angles\nC. co-interior angles\nD. opposite angles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1739:D", "QuestionText": "What type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()", "AnswerAText": "alternate angles", "AnswerBText": "corresponding angles", "AnswerCText": "co-interior angles", "AnswerDText": "opposite angles", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "opposite angles", "MisconceptionId": "625", "MisconceptionName": "Confuses corresponding and vertically opposite angles", "prompt": "Misconception:\nConfuses corresponding and vertically opposite angles\n\nQuestion:\nWhat type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()\n\nOptions:\nA. alternate angles\nB. corresponding angles\nC. co-interior angles\nD. opposite angles\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1740:A", "QuestionText": "This is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?", "AnswerAText": "\\( y=-3 \\)", "AnswerBText": "\\( x=-3 \\)", "AnswerCText": "\\( x=1 \\)", "AnswerDText": "\\( y=1 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( y=-3 \\)", "MisconceptionId": "2080", "MisconceptionName": "Confuses the y-intercept with the turning point of a curve", "prompt": "Misconception:\nConfuses the y-intercept with the turning point of a curve\n\nQuestion:\nThis is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?\n\nOptions:\nA. \\( y=-3 \\)\nB. \\( x=-3 \\)\nC. \\( x=1 \\)\nD. \\( y=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1740:B", "QuestionText": "This is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?", "AnswerAText": "\\( y=-3 \\)", "AnswerBText": "\\( x=-3 \\)", "AnswerCText": "\\( x=1 \\)", "AnswerDText": "\\( y=1 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( x=-3 \\)", "MisconceptionId": "2080", "MisconceptionName": "Confuses the y-intercept with the turning point of a curve", "prompt": "Misconception:\nConfuses the y-intercept with the turning point of a curve\n\nQuestion:\nThis is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?\n\nOptions:\nA. \\( y=-3 \\)\nB. \\( x=-3 \\)\nC. \\( x=1 \\)\nD. \\( y=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1740:D", "QuestionText": "This is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?", "AnswerAText": "\\( y=-3 \\)", "AnswerBText": "\\( x=-3 \\)", "AnswerCText": "\\( x=1 \\)", "AnswerDText": "\\( y=1 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( y=1 \\)", "MisconceptionId": "2113", "MisconceptionName": "Confuses the equations of vertical and horizontal lines", "prompt": "Misconception:\nConfuses the equations of vertical and horizontal lines\n\nQuestion:\nThis is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?\n\nOptions:\nA. \\( y=-3 \\)\nB. \\( x=-3 \\)\nC. \\( x=1 \\)\nD. \\( y=1 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1741:A", "QuestionText": "Which of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()", "AnswerAText": "Linear", "AnswerBText": "Quadratic", "AnswerCText": "Geometric", "AnswerDText": "Fibonacci", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Linear", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\nWhich of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()\n\nOptions:\nA. Linear\nB. Quadratic\nC. Geometric\nD. Fibonacci\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1741:C", "QuestionText": "Which of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()", "AnswerAText": "Linear", "AnswerBText": "Quadratic", "AnswerCText": "Geometric", "AnswerDText": "Fibonacci", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Geometric", "MisconceptionId": "1388", "MisconceptionName": "Does not understand the term quadratic", "prompt": "Misconception:\nDoes not understand the term quadratic\n\nQuestion:\nWhich of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()\n\nOptions:\nA. Linear\nB. Quadratic\nC. Geometric\nD. Fibonacci\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1741:D", "QuestionText": "Which of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()", "AnswerAText": "Linear", "AnswerBText": "Quadratic", "AnswerCText": "Geometric", "AnswerDText": "Fibonacci", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Fibonacci", "MisconceptionId": "2228", "MisconceptionName": "Does not know what a Fibonacci sequence is", "prompt": "Misconception:\nDoes not know what a Fibonacci sequence is\n\nQuestion:\nWhich of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()\n\nOptions:\nA. Linear\nB. Quadratic\nC. Geometric\nD. Fibonacci\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1742:A", "QuestionText": "Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)", "AnswerAText": "\\( 6 x-y-z \\)", "AnswerBText": "\\( 6 x+y-z \\)", "AnswerCText": "\\( 6 x-5 y-z \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 6 x-y-z \\)", "MisconceptionId": "1380", "MisconceptionName": "When collecting like terms, assigns positivity or negativity incorrectly.", "prompt": "Misconception:\nWhen collecting like terms, assigns positivity or negativity incorrectly.\n\nQuestion:\nSimplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)\n\nOptions:\nA. \\( 6 x-y-z \\)\nB. \\( 6 x+y-z \\)\nC. \\( 6 x-5 y-z \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1742:C", "QuestionText": "Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)", "AnswerAText": "\\( 6 x-y-z \\)", "AnswerBText": "\\( 6 x+y-z \\)", "AnswerCText": "\\( 6 x-5 y-z \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 6 x-5 y-z \\)", "MisconceptionId": "1380", "MisconceptionName": "When collecting like terms, assigns positivity or negativity incorrectly.", "prompt": "Misconception:\nWhen collecting like terms, assigns positivity or negativity incorrectly.\n\nQuestion:\nSimplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)\n\nOptions:\nA. \\( 6 x-y-z \\)\nB. \\( 6 x+y-z \\)\nC. \\( 6 x-5 y-z \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1742:D", "QuestionText": "Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)", "AnswerAText": "\\( 6 x-y-z \\)", "AnswerBText": "\\( 6 x+y-z \\)", "AnswerCText": "\\( 6 x-5 y-z \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "436", "MisconceptionName": "Does not understand when like terms can be collected", "prompt": "Misconception:\nDoes not understand when like terms can be collected\n\nQuestion:\nSimplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)\n\nOptions:\nA. \\( 6 x-y-z \\)\nB. \\( 6 x+y-z \\)\nC. \\( 6 x-5 y-z \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1743:A", "QuestionText": "I increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?", "AnswerAText": "\\( 170 \\% \\)", "AnswerBText": "\\( 176 \\% \\)", "AnswerCText": "\\( 166 \\% \\)", "AnswerDText": "\\( 264 \\% \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 170 \\% \\)", "MisconceptionId": "904", "MisconceptionName": "Has taken the percentage from the original", "prompt": "Misconception:\nHas taken the percentage from the original\n\nQuestion:\nI increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\n\nOptions:\nA. \\( 170 \\% \\)\nB. \\( 176 \\% \\)\nC. \\( 166 \\% \\)\nD. \\( 264 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1743:C", "QuestionText": "I increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?", "AnswerAText": "\\( 170 \\% \\)", "AnswerBText": "\\( 176 \\% \\)", "AnswerCText": "\\( 166 \\% \\)", "AnswerDText": "\\( 264 \\% \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 166 \\% \\)", "MisconceptionId": "904", "MisconceptionName": "Has taken the percentage from the original", "prompt": "Misconception:\nHas taken the percentage from the original\n\nQuestion:\nI increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\n\nOptions:\nA. \\( 170 \\% \\)\nB. \\( 176 \\% \\)\nC. \\( 166 \\% \\)\nD. \\( 264 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1743:D", "QuestionText": "I increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?", "AnswerAText": "\\( 170 \\% \\)", "AnswerBText": "\\( 176 \\% \\)", "AnswerCText": "\\( 166 \\% \\)", "AnswerDText": "\\( 264 \\% \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 264 \\% \\)", "MisconceptionId": "890", "MisconceptionName": "Thinks they had to give the new amount rather than the total percentage that the original has been increased by.", "prompt": "Misconception:\nThinks they had to give the new amount rather than the total percentage that the original has been increased by.\n\nQuestion:\nI increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\n\nOptions:\nA. \\( 170 \\% \\)\nB. \\( 176 \\% \\)\nC. \\( 166 \\% \\)\nD. \\( 264 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1744:C", "QuestionText": "Find the first \\( 2 \\) numbers in the sequence using the \\( n \\)th term \\( 4 n^{2}+2 n-5 \\)", "AnswerAText": "\\( 1,7 \\)", "AnswerBText": "\\( 5,19 \\)", "AnswerCText": "\\( 13,63 \\)", "AnswerDText": "\\( 1,15 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 13,63 \\)", "MisconceptionId": "32", "MisconceptionName": "When squaring a variable, believes they also need to square the coefficient", "prompt": "Misconception:\nWhen squaring a variable, believes they also need to square the coefficient\n\nQuestion:\nFind the first \\( 2 \\) numbers in the sequence using the \\( n \\)th term \\( 4 n^{2}+2 n-5 \\)\n\nOptions:\nA. \\( 1,7 \\)\nB. \\( 5,19 \\)\nC. \\( 13,63 \\)\nD. \\( 1,15 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1745:A", "QuestionText": "Triangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()", "AnswerAText": "\\( 7 \\mathrm{~cm} \\)", "AnswerBText": "\\( 90 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "\\( 60 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 7 \\mathrm{~cm} \\)", "MisconceptionId": "423", "MisconceptionName": "Does not know the meaning of equilateral", "prompt": "Misconception:\nDoes not know the meaning of equilateral\n\nQuestion:\nTriangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()\n\nOptions:\nA. \\( 7 \\mathrm{~cm} \\)\nB. \\( 90 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. \\( 60 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1745:B", "QuestionText": "Triangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()", "AnswerAText": "\\( 7 \\mathrm{~cm} \\)", "AnswerBText": "\\( 90 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "\\( 60 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 90 \\mathrm{~cm} \\)", "MisconceptionId": "423", "MisconceptionName": "Does not know the meaning of equilateral", "prompt": "Misconception:\nDoes not know the meaning of equilateral\n\nQuestion:\nTriangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()\n\nOptions:\nA. \\( 7 \\mathrm{~cm} \\)\nB. \\( 90 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. \\( 60 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1745:D", "QuestionText": "Triangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()", "AnswerAText": "\\( 7 \\mathrm{~cm} \\)", "AnswerBText": "\\( 90 \\mathrm{~cm} \\)", "AnswerCText": "\\( 8 \\mathrm{~cm} \\)", "AnswerDText": "\\( 60 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 60 \\mathrm{~cm} \\)", "MisconceptionId": "423", "MisconceptionName": "Does not know the meaning of equilateral", "prompt": "Misconception:\nDoes not know the meaning of equilateral\n\nQuestion:\nTriangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()\n\nOptions:\nA. \\( 7 \\mathrm{~cm} \\)\nB. \\( 90 \\mathrm{~cm} \\)\nC. \\( 8 \\mathrm{~cm} \\)\nD. \\( 60 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1746:A", "QuestionText": "\\(\ny=x^{2}-10 x+25\n\\)\n\nWhere does this curve intercept the \\( x \\) axis?", "AnswerAText": "\\( (-5,0) \\)", "AnswerBText": "\\[\n(-5,0)\n\\] and \\[\n(5,0)\n\\]", "AnswerCText": "\\( (5,0) \\)", "AnswerDText": "It doesn't intercept the \\( x \\) axis", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (-5,0) \\)", "MisconceptionId": "2436", "MisconceptionName": "Believes the solutions of a quadratic equation are the constants in the factorised form", "prompt": "Misconception:\nBelieves the solutions of a quadratic equation are the constants in the factorised form\n\nQuestion:\n\\(\ny=x^{2}-10 x+25\n\\)\n\nWhere does this curve intercept the \\( x \\) axis?\n\nOptions:\nA. \\( (-5,0) \\)\nB. \\[\n(-5,0)\n\\] and \\[\n(5,0)\n\\]\nC. \\( (5,0) \\)\nD. It doesn't intercept the \\( x \\) axis\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1747:C", "QuestionText": "Ada turns clockwise from facing \\( \\mathrm{NW} \\) to facing \\( \\mathrm{S} \\)\n\nHow many degrees has Ada turned? ![A image of a compass.]()", "AnswerAText": "\\( 225^{\\degree} \\)", "AnswerBText": "\\( 315^{\\degree} \\)", "AnswerCText": "\\( 135^{\\degree} \\)", "AnswerDText": "\\( 180^{\\degree} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 135^{\\degree} \\)", "MisconceptionId": "860", "MisconceptionName": "Mixes up clockwise and anticlockwise", "prompt": "Misconception:\nMixes up clockwise and anticlockwise\n\nQuestion:\nAda turns clockwise from facing \\( \\mathrm{NW} \\) to facing \\( \\mathrm{S} \\)\n\nHow many degrees has Ada turned? ![A image of a compass.]()\n\nOptions:\nA. \\( 225^{\\degree} \\)\nB. \\( 315^{\\degree} \\)\nC. \\( 135^{\\degree} \\)\nD. \\( 180^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1748:B", "QuestionText": "Which line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()", "AnswerAText": "\\( y=x \\)", "AnswerBText": "\\( y=4.5 \\)", "AnswerCText": "\\( y=-x \\)", "AnswerDText": "This is not a reflection", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( y=4.5 \\)", "MisconceptionId": "268", "MisconceptionName": "Believes lines of reflection must be vertical or horizontal", "prompt": "Misconception:\nBelieves lines of reflection must be vertical or horizontal\n\nQuestion:\nWhich line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()\n\nOptions:\nA. \\( y=x \\)\nB. \\( y=4.5 \\)\nC. \\( y=-x \\)\nD. This is not a reflection\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1748:C", "QuestionText": "Which line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()", "AnswerAText": "\\( y=x \\)", "AnswerBText": "\\( y=4.5 \\)", "AnswerCText": "\\( y=-x \\)", "AnswerDText": "This is not a reflection", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( y=-x \\)", "MisconceptionId": "1139", "MisconceptionName": "Confuses the lines y=x and y=-x", "prompt": "Misconception:\nConfuses the lines y=x and y=-x\n\nQuestion:\nWhich line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()\n\nOptions:\nA. \\( y=x \\)\nB. \\( y=4.5 \\)\nC. \\( y=-x \\)\nD. This is not a reflection\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1748:D", "QuestionText": "Which line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()", "AnswerAText": "\\( y=x \\)", "AnswerBText": "\\( y=4.5 \\)", "AnswerCText": "\\( y=-x \\)", "AnswerDText": "This is not a reflection", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "This is not a reflection", "MisconceptionId": "268", "MisconceptionName": "Believes lines of reflection must be vertical or horizontal", "prompt": "Misconception:\nBelieves lines of reflection must be vertical or horizontal\n\nQuestion:\nWhich line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()\n\nOptions:\nA. \\( y=x \\)\nB. \\( y=4.5 \\)\nC. \\( y=-x \\)\nD. This is not a reflection\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1749:A", "QuestionText": "What is \\( 0.07 \\) written as a percentage?", "AnswerAText": "\\( 0.07 \\% \\)", "AnswerBText": "\\( 70 \\% \\)", "AnswerCText": "\\( 7 \\% \\)", "AnswerDText": "\\( 0.7 \\% \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.07 \\% \\)", "MisconceptionId": "1965", "MisconceptionName": "Thinks you need to just add a % sign to a decimal to convert to a percentage", "prompt": "Misconception:\nThinks you need to just add a % sign to a decimal to convert to a percentage\n\nQuestion:\nWhat is \\( 0.07 \\) written as a percentage?\n\nOptions:\nA. \\( 0.07 \\% \\)\nB. \\( 70 \\% \\)\nC. \\( 7 \\% \\)\nD. \\( 0.7 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1749:B", "QuestionText": "What is \\( 0.07 \\) written as a percentage?", "AnswerAText": "\\( 0.07 \\% \\)", "AnswerBText": "\\( 70 \\% \\)", "AnswerCText": "\\( 7 \\% \\)", "AnswerDText": "\\( 0.7 \\% \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 70 \\% \\)", "MisconceptionId": "1632", "MisconceptionName": "Believes a decimal with one significant figure is a multiple of 10 when converted to a percentage, regardless of place value", "prompt": "Misconception:\nBelieves a decimal with one significant figure is a multiple of 10 when converted to a percentage, regardless of place value\n\nQuestion:\nWhat is \\( 0.07 \\) written as a percentage?\n\nOptions:\nA. \\( 0.07 \\% \\)\nB. \\( 70 \\% \\)\nC. \\( 7 \\% \\)\nD. \\( 0.7 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1749:D", "QuestionText": "What is \\( 0.07 \\) written as a percentage?", "AnswerAText": "\\( 0.07 \\% \\)", "AnswerBText": "\\( 70 \\% \\)", "AnswerCText": "\\( 7 \\% \\)", "AnswerDText": "\\( 0.7 \\% \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.7 \\% \\)", "MisconceptionId": "61", "MisconceptionName": "Multiplies by 10 instead of 100 when converting decimal to percentage", "prompt": "Misconception:\nMultiplies by 10 instead of 100 when converting decimal to percentage\n\nQuestion:\nWhat is \\( 0.07 \\) written as a percentage?\n\nOptions:\nA. \\( 0.07 \\% \\)\nB. \\( 70 \\% \\)\nC. \\( 7 \\% \\)\nD. \\( 0.7 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1750:B", "QuestionText": "\\( \\frac{1}{4} \\times\\left(\\frac{2}{3}\\right)^{2}= \\)", "AnswerAText": "\\( \\frac{1}{36} \\)", "AnswerBText": "\\( \\frac{1}{6} \\)", "AnswerCText": "\\( \\frac{1}{9} \\)", "AnswerDText": "\\( \\frac{1}{4} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{1}{6} \\)", "MisconceptionId": "27", "MisconceptionName": "Believes squaring a fraction requires you to double both parts", "prompt": "Misconception:\nBelieves squaring a fraction requires you to double both parts\n\nQuestion:\n\\( \\frac{1}{4} \\times\\left(\\frac{2}{3}\\right)^{2}= \\)\n\nOptions:\nA. \\( \\frac{1}{36} \\)\nB. \\( \\frac{1}{6} \\)\nC. \\( \\frac{1}{9} \\)\nD. \\( \\frac{1}{4} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1751:A", "QuestionText": "Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct\n\\[\n397 \\div 209\n\\]", "AnswerAText": "\\( 1.332 \\ldots \\)", "AnswerBText": "\\( 2.243 \\ldots \\)", "AnswerCText": "\\( 1.533 \\ldots \\)", "AnswerDText": "\\( 1.899 \\ldots \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1.332 \\ldots \\)", "MisconceptionId": "1157", "MisconceptionName": "Rounds every number up when estimating", "prompt": "Misconception:\nRounds every number up when estimating\n\nQuestion:\nWithout working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct\n\\[\n397 \\div 209\n\\]\n\nOptions:\nA. \\( 1.332 \\ldots \\)\nB. \\( 2.243 \\ldots \\)\nC. \\( 1.533 \\ldots \\)\nD. \\( 1.899 \\ldots \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1751:C", "QuestionText": "Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct\n\\[\n397 \\div 209\n\\]", "AnswerAText": "\\( 1.332 \\ldots \\)", "AnswerBText": "\\( 2.243 \\ldots \\)", "AnswerCText": "\\( 1.533 \\ldots \\)", "AnswerDText": "\\( 1.899 \\ldots \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1.533 \\ldots \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWithout working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct\n\\[\n397 \\div 209\n\\]\n\nOptions:\nA. \\( 1.332 \\ldots \\)\nB. \\( 2.243 \\ldots \\)\nC. \\( 1.533 \\ldots \\)\nD. \\( 1.899 \\ldots \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1752:B", "QuestionText": "Which of the following lines is perpendicular to x = -10 ?", "AnswerAText": "\\( y=7 \\)", "AnswerBText": "\\(x=-10\\)", "AnswerCText": "\\( x=-\\frac{1}{10} \\)", "AnswerDText": "\\( x=\\frac{1}{10} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\(x=-10\\)", "MisconceptionId": "1513", "MisconceptionName": "Does not know the meaning of perpendicular", "prompt": "Misconception:\nDoes not know the meaning of perpendicular\n\nQuestion:\nWhich of the following lines is perpendicular to x = -10 ?\n\nOptions:\nA. \\( y=7 \\)\nB. \\(x=-10\\)\nC. \\( x=-\\frac{1}{10} \\)\nD. \\( x=\\frac{1}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1752:C", "QuestionText": "Which of the following lines is perpendicular to x = -10 ?", "AnswerAText": "\\( y=7 \\)", "AnswerBText": "\\(x=-10\\)", "AnswerCText": "\\( x=-\\frac{1}{10} \\)", "AnswerDText": "\\( x=\\frac{1}{10} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( x=-\\frac{1}{10} \\)", "MisconceptionId": "2491", "MisconceptionName": "Thinks that in the equation x=a, a is the gradient", "prompt": "Misconception:\nThinks that in the equation x=a, a is the gradient\n\nQuestion:\nWhich of the following lines is perpendicular to x = -10 ?\n\nOptions:\nA. \\( y=7 \\)\nB. \\(x=-10\\)\nC. \\( x=-\\frac{1}{10} \\)\nD. \\( x=\\frac{1}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1753:A", "QuestionText": "\\( 0.4 \\div 0.8= \\)", "AnswerAText": "\\( 0.4 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 0.32 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 0.4 \\)", "MisconceptionId": "2273", "MisconceptionName": "Subtracts instead of divides", "prompt": "Misconception:\nSubtracts instead of divides\n\nQuestion:\n\\( 0.4 \\div 0.8= \\)\n\nOptions:\nA. \\( 0.4 \\)\nB. \\( 2 \\)\nC. \\( 0.32 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1753:B", "QuestionText": "\\( 0.4 \\div 0.8= \\)", "AnswerAText": "\\( 0.4 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 0.32 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2359", "MisconceptionName": "Believes division is commutative", "prompt": "Misconception:\nBelieves division is commutative\n\nQuestion:\n\\( 0.4 \\div 0.8= \\)\n\nOptions:\nA. \\( 0.4 \\)\nB. \\( 2 \\)\nC. \\( 0.32 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1753:C", "QuestionText": "\\( 0.4 \\div 0.8= \\)", "AnswerAText": "\\( 0.4 \\)", "AnswerBText": "\\( 2 \\)", "AnswerCText": "\\( 0.32 \\)", "AnswerDText": "\\( 0.5 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.32 \\)", "MisconceptionId": "1074", "MisconceptionName": "Multiplies rather than divides", "prompt": "Misconception:\nMultiplies rather than divides\n\nQuestion:\n\\( 0.4 \\div 0.8= \\)\n\nOptions:\nA. \\( 0.4 \\)\nB. \\( 2 \\)\nC. \\( 0.32 \\)\nD. \\( 0.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1754:B", "QuestionText": "Here is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 8 \\) and \\( 10 \\) seconds? ![A graph showing time in seconds on the x axis and speed in metres per second on the y axis. The curve passes through the points (8,15) and (10,24)]()", "AnswerAText": "\\( 19.5 m \\)", "AnswerBText": "\\( 48 m \\)", "AnswerCText": "\\( 120 m \\)", "AnswerDText": "\\( 39 m \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 48 m \\)", "MisconceptionId": "991", "MisconceptionName": "Believes that when finding area under graph you can use the upper y value rather than average of upper and lower", "prompt": "Misconception:\nBelieves that when finding area under graph you can use the upper y value rather than average of upper and lower\n\nQuestion:\nHere is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 8 \\) and \\( 10 \\) seconds? ![A graph showing time in seconds on the x axis and speed in metres per second on the y axis. The curve passes through the points (8,15) and (10,24)]()\n\nOptions:\nA. \\( 19.5 m \\)\nB. \\( 48 m \\)\nC. \\( 120 m \\)\nD. \\( 39 m \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1754:C", "QuestionText": "Here is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 8 \\) and \\( 10 \\) seconds? ![A graph showing time in seconds on the x axis and speed in metres per second on the y axis. The curve passes through the points (8,15) and (10,24)]()", "AnswerAText": "\\( 19.5 m \\)", "AnswerBText": "\\( 48 m \\)", "AnswerCText": "\\( 120 m \\)", "AnswerDText": "\\( 39 m \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 120 m \\)", "MisconceptionId": "989", "MisconceptionName": "Does not understand that area under a speed time graph gives distance because distance = speed x time", "prompt": "Misconception:\nDoes not understand that area under a speed time graph gives distance because distance = speed x time\n\nQuestion:\nHere is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 8 \\) and \\( 10 \\) seconds? ![A graph showing time in seconds on the x axis and speed in metres per second on the y axis. The curve passes through the points (8,15) and (10,24)]()\n\nOptions:\nA. \\( 19.5 m \\)\nB. \\( 48 m \\)\nC. \\( 120 m \\)\nD. \\( 39 m \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1755:A", "QuestionText": "Expand and simplify:\n\\(\n(2 y-3)^{2}\n\\)", "AnswerAText": "\\( (2 y-3)(2 y-3) \\)", "AnswerBText": "\\( 4 y^{2}-9 \\)", "AnswerCText": "\\( 4 y^{2}+9 \\)", "AnswerDText": "\\( 4 y^{2}-12 y+9 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( (2 y-3)(2 y-3) \\)", "MisconceptionId": "894", "MisconceptionName": "Believes expanding a squared expression means writing it as a set of double brackets", "prompt": "Misconception:\nBelieves expanding a squared expression means writing it as a set of double brackets\n\nQuestion:\nExpand and simplify:\n\\(\n(2 y-3)^{2}\n\\)\n\nOptions:\nA. \\( (2 y-3)(2 y-3) \\)\nB. \\( 4 y^{2}-9 \\)\nC. \\( 4 y^{2}+9 \\)\nD. \\( 4 y^{2}-12 y+9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1755:B", "QuestionText": "Expand and simplify:\n\\(\n(2 y-3)^{2}\n\\)", "AnswerAText": "\\( (2 y-3)(2 y-3) \\)", "AnswerBText": "\\( 4 y^{2}-9 \\)", "AnswerCText": "\\( 4 y^{2}+9 \\)", "AnswerDText": "\\( 4 y^{2}-12 y+9 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4 y^{2}-9 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nExpand and simplify:\n\\(\n(2 y-3)^{2}\n\\)\n\nOptions:\nA. \\( (2 y-3)(2 y-3) \\)\nB. \\( 4 y^{2}-9 \\)\nC. \\( 4 y^{2}+9 \\)\nD. \\( 4 y^{2}-12 y+9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1755:C", "QuestionText": "Expand and simplify:\n\\(\n(2 y-3)^{2}\n\\)", "AnswerAText": "\\( (2 y-3)(2 y-3) \\)", "AnswerBText": "\\( 4 y^{2}-9 \\)", "AnswerCText": "\\( 4 y^{2}+9 \\)", "AnswerDText": "\\( 4 y^{2}-12 y+9 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4 y^{2}+9 \\)", "MisconceptionId": "1872", "MisconceptionName": "Believes they only need to multiply the first and last pairs of terms when expanding double brackets", "prompt": "Misconception:\nBelieves they only need to multiply the first and last pairs of terms when expanding double brackets\n\nQuestion:\nExpand and simplify:\n\\(\n(2 y-3)^{2}\n\\)\n\nOptions:\nA. \\( (2 y-3)(2 y-3) \\)\nB. \\( 4 y^{2}-9 \\)\nC. \\( 4 y^{2}+9 \\)\nD. \\( 4 y^{2}-12 y+9 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1756:A", "QuestionText": "How do you write \\( 23 \\% \\) as a decimal?", "AnswerAText": "\\( 2.3 \\)", "AnswerBText": "\\( 0.23 \\)", "AnswerCText": "\\( 23 \\)", "AnswerDText": "\\( 23.00 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 2.3 \\)", "MisconceptionId": "619", "MisconceptionName": "Divided by 10 rather than 100", "prompt": "Misconception:\nDivided by 10 rather than 100\n\nQuestion:\nHow do you write \\( 23 \\% \\) as a decimal?\n\nOptions:\nA. \\( 2.3 \\)\nB. \\( 0.23 \\)\nC. \\( 23 \\)\nD. \\( 23.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1756:C", "QuestionText": "How do you write \\( 23 \\% \\) as a decimal?", "AnswerAText": "\\( 2.3 \\)", "AnswerBText": "\\( 0.23 \\)", "AnswerCText": "\\( 23 \\)", "AnswerDText": "\\( 23.00 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 23 \\)", "MisconceptionId": "1756", "MisconceptionName": "Thinks you need to just remove the percentage sign to convert from a percentage to a decimal", "prompt": "Misconception:\nThinks you need to just remove the percentage sign to convert from a percentage to a decimal\n\nQuestion:\nHow do you write \\( 23 \\% \\) as a decimal?\n\nOptions:\nA. \\( 2.3 \\)\nB. \\( 0.23 \\)\nC. \\( 23 \\)\nD. \\( 23.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1756:D", "QuestionText": "How do you write \\( 23 \\% \\) as a decimal?", "AnswerAText": "\\( 2.3 \\)", "AnswerBText": "\\( 0.23 \\)", "AnswerCText": "\\( 23 \\)", "AnswerDText": "\\( 23.00 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 23.00 \\)", "MisconceptionId": "329", "MisconceptionName": "Does not understand a percentage is out of 100", "prompt": "Misconception:\nDoes not understand a percentage is out of 100\n\nQuestion:\nHow do you write \\( 23 \\% \\) as a decimal?\n\nOptions:\nA. \\( 2.3 \\)\nB. \\( 0.23 \\)\nC. \\( 23 \\)\nD. \\( 23.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1757:B", "QuestionText": "![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?", "AnswerAText": "\\( -1,-1,-1 \\)", "AnswerBText": "\\( -1,2,7 \\)", "AnswerCText": "\\( -1,-3,-11 \\)", "AnswerDText": "\\( -1,-4,-10 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( -1,2,7 \\)", "MisconceptionId": "1552", "MisconceptionName": "Believes term to term rule is applied to position number, not previous term", "prompt": "Misconception:\nBelieves term to term rule is applied to position number, not previous term\n\nQuestion:\n![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\n\nOptions:\nA. \\( -1,-1,-1 \\)\nB. \\( -1,2,7 \\)\nC. \\( -1,-3,-11 \\)\nD. \\( -1,-4,-10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1757:C", "QuestionText": "![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?", "AnswerAText": "\\( -1,-1,-1 \\)", "AnswerBText": "\\( -1,2,7 \\)", "AnswerCText": "\\( -1,-3,-11 \\)", "AnswerDText": "\\( -1,-4,-10 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( -1,-3,-11 \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\n![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\n\nOptions:\nA. \\( -1,-1,-1 \\)\nB. \\( -1,2,7 \\)\nC. \\( -1,-3,-11 \\)\nD. \\( -1,-4,-10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1757:D", "QuestionText": "![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?", "AnswerAText": "\\( -1,-1,-1 \\)", "AnswerBText": "\\( -1,2,7 \\)", "AnswerCText": "\\( -1,-3,-11 \\)", "AnswerDText": "\\( -1,-4,-10 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -1,-4,-10 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\n\nOptions:\nA. \\( -1,-1,-1 \\)\nB. \\( -1,2,7 \\)\nC. \\( -1,-3,-11 \\)\nD. \\( -1,-4,-10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1758:A", "QuestionText": "Which function machine matches the equation \\( y=x^{2}+4 ? \\)", "AnswerAText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerBText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerCText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerDText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "MisconceptionId": "77", "MisconceptionName": "Does not follow the arrows through a function machine, changes the order of the operations asked.", "prompt": "Misconception:\nDoes not follow the arrows through a function machine, changes the order of the operations asked.\n\nQuestion:\nWhich function machine matches the equation \\( y=x^{2}+4 ? \\)\n\nOptions:\nA. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nB. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nC. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nD. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1758:B", "QuestionText": "Which function machine matches the equation \\( y=x^{2}+4 ? \\)", "AnswerAText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerBText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerCText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerDText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nWhich function machine matches the equation \\( y=x^{2}+4 ? \\)\n\nOptions:\nA. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nB. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nC. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nD. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1758:D", "QuestionText": "Which function machine matches the equation \\( y=x^{2}+4 ? \\)", "AnswerAText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerBText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerCText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()", "AnswerDText": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()", "MisconceptionId": "2389", "MisconceptionName": "When using a function machine, confuses the input and the output.", "prompt": "Misconception:\nWhen using a function machine, confuses the input and the output.\n\nQuestion:\nWhich function machine matches the equation \\( y=x^{2}+4 ? \\)\n\nOptions:\nA. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nB. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nC. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nD. ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1759:A", "QuestionText": "This pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()", "AnswerAText": "The fraction of the different uses of water", "AnswerBText": "The mean amount of water used", "AnswerCText": "The angle of each of the sectors", "AnswerDText": "The modal use of water", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "The fraction of the different uses of water", "MisconceptionId": "804", "MisconceptionName": "Believes percentages cannot be converted into fractions", "prompt": "Misconception:\nBelieves percentages cannot be converted into fractions\n\nQuestion:\nThis pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()\n\nOptions:\nA. The fraction of the different uses of water\nB. The mean amount of water used\nC. The angle of each of the sectors\nD. The modal use of water\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1759:C", "QuestionText": "This pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()", "AnswerAText": "The fraction of the different uses of water", "AnswerBText": "The mean amount of water used", "AnswerCText": "The angle of each of the sectors", "AnswerDText": "The modal use of water", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "The angle of each of the sectors", "MisconceptionId": "635", "MisconceptionName": "Believes you cannot find the angle size in a pie chart when given its percentage value", "prompt": "Misconception:\nBelieves you cannot find the angle size in a pie chart when given its percentage value\n\nQuestion:\nThis pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()\n\nOptions:\nA. The fraction of the different uses of water\nB. The mean amount of water used\nC. The angle of each of the sectors\nD. The modal use of water\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1759:D", "QuestionText": "This pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()", "AnswerAText": "The fraction of the different uses of water", "AnswerBText": "The mean amount of water used", "AnswerCText": "The angle of each of the sectors", "AnswerDText": "The modal use of water", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "The modal use of water", "MisconceptionId": "1769", "MisconceptionName": "Does not know how to read information off a pie chart", "prompt": "Misconception:\nDoes not know how to read information off a pie chart\n\nQuestion:\nThis pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()\n\nOptions:\nA. The fraction of the different uses of water\nB. The mean amount of water used\nC. The angle of each of the sectors\nD. The modal use of water\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1760:A", "QuestionText": "\\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.", "AnswerAText": "\\( 3 \\sqrt{5} \\)", "AnswerBText": "\\( \\sqrt{39} \\)", "AnswerCText": "\\( 5 \\sqrt{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 3 \\sqrt{5} \\)", "MisconceptionId": "2011", "MisconceptionName": "When simplifying surds, leaves the square root of the biggest square number under the root and puts the other number on the outside", "prompt": "Misconception:\nWhen simplifying surds, leaves the square root of the biggest square number under the root and puts the other number on the outside\n\nQuestion:\n\\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.\n\nOptions:\nA. \\( 3 \\sqrt{5} \\)\nB. \\( \\sqrt{39} \\)\nC. \\( 5 \\sqrt{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1760:B", "QuestionText": "\\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.", "AnswerAText": "\\( 3 \\sqrt{5} \\)", "AnswerBText": "\\( \\sqrt{39} \\)", "AnswerCText": "\\( 5 \\sqrt{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\sqrt{39} \\)", "MisconceptionId": "44", "MisconceptionName": "When adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds", "prompt": "Misconception:\nWhen adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds\n\nQuestion:\n\\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.\n\nOptions:\nA. \\( 3 \\sqrt{5} \\)\nB. \\( \\sqrt{39} \\)\nC. \\( 5 \\sqrt{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1760:D", "QuestionText": "\\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.", "AnswerAText": "\\( 3 \\sqrt{5} \\)", "AnswerBText": "\\( \\sqrt{39} \\)", "AnswerCText": "\\( 5 \\sqrt{3} \\)", "AnswerDText": "Cannot be simplified", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Cannot be simplified", "MisconceptionId": "578", "MisconceptionName": "Does not recognise when a surd can be simplified", "prompt": "Misconception:\nDoes not recognise when a surd can be simplified\n\nQuestion:\n\\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.\n\nOptions:\nA. \\( 3 \\sqrt{5} \\)\nB. \\( \\sqrt{39} \\)\nC. \\( 5 \\sqrt{3} \\)\nD. Cannot be simplified\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1761:A", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise  to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()", "AnswerAText": "\\( 335^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 345^{\\circ} \\)", "AnswerDText": "\\( 210^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 335^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise  to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()\n\nOptions:\nA. \\( 335^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 345^{\\circ} \\)\nD. \\( 210^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1761:C", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise  to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()", "AnswerAText": "\\( 335^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 345^{\\circ} \\)", "AnswerDText": "\\( 210^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 345^{\\circ} \\)", "MisconceptionId": "1290", "MisconceptionName": "Reads the wrong scale on the protractor when measuring reflex angles", "prompt": "Misconception:\nReads the wrong scale on the protractor when measuring reflex angles\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise  to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()\n\nOptions:\nA. \\( 335^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 345^{\\circ} \\)\nD. \\( 210^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1761:D", "QuestionText": "What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise  to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()", "AnswerAText": "\\( 335^{\\circ} \\)", "AnswerBText": "\\( 215^{\\circ} \\)", "AnswerCText": "\\( 345^{\\circ} \\)", "AnswerDText": "\\( 210^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 210^{\\circ} \\)", "MisconceptionId": "1250", "MisconceptionName": "Correct scale but wrong value on protractor reading.", "prompt": "Misconception:\nCorrect scale but wrong value on protractor reading.\n\nQuestion:\nWhat is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise  to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()\n\nOptions:\nA. \\( 335^{\\circ} \\)\nB. \\( 215^{\\circ} \\)\nC. \\( 345^{\\circ} \\)\nD. \\( 210^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1762:A", "QuestionText": "How would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()", "AnswerAText": "\\( 1 \\) square left, \\( 3 \\) squares up", "AnswerBText": "\\( 1 \\) square down, \\( 3 \\) squares right", "AnswerCText": "\\( 1 \\) squares right,\\( 4 \\) squares down", "AnswerDText": "\\( 1 \\) squares right, \\( 3 \\) squares down", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 1 \\) square left, \\( 3 \\) squares up", "MisconceptionId": "1265", "MisconceptionName": "When describing a translation, goes from the image to the original", "prompt": "Misconception:\nWhen describing a translation, goes from the image to the original\n\nQuestion:\nHow would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()\n\nOptions:\nA. \\( 1 \\) square left, \\( 3 \\) squares up\nB. \\( 1 \\) square down, \\( 3 \\) squares right\nC. \\( 1 \\) squares right,\\( 4 \\) squares down\nD. \\( 1 \\) squares right, \\( 3 \\) squares down\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1762:B", "QuestionText": "How would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()", "AnswerAText": "\\( 1 \\) square left, \\( 3 \\) squares up", "AnswerBText": "\\( 1 \\) square down, \\( 3 \\) squares right", "AnswerCText": "\\( 1 \\) squares right,\\( 4 \\) squares down", "AnswerDText": "\\( 1 \\) squares right, \\( 3 \\) squares down", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1 \\) square down, \\( 3 \\) squares right", "MisconceptionId": "1269", "MisconceptionName": "Confuses left and right", "prompt": "Misconception:\nConfuses left and right\n\nQuestion:\nHow would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()\n\nOptions:\nA. \\( 1 \\) square left, \\( 3 \\) squares up\nB. \\( 1 \\) square down, \\( 3 \\) squares right\nC. \\( 1 \\) squares right,\\( 4 \\) squares down\nD. \\( 1 \\) squares right, \\( 3 \\) squares down\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1762:C", "QuestionText": "How would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()", "AnswerAText": "\\( 1 \\) square left, \\( 3 \\) squares up", "AnswerBText": "\\( 1 \\) square down, \\( 3 \\) squares right", "AnswerCText": "\\( 1 \\) squares right,\\( 4 \\) squares down", "AnswerDText": "\\( 1 \\) squares right, \\( 3 \\) squares down", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1 \\) squares right,\\( 4 \\) squares down", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nHow would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()\n\nOptions:\nA. \\( 1 \\) square left, \\( 3 \\) squares up\nB. \\( 1 \\) square down, \\( 3 \\) squares right\nC. \\( 1 \\) squares right,\\( 4 \\) squares down\nD. \\( 1 \\) squares right, \\( 3 \\) squares down\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1763:A", "QuestionText": "![A line graph with title \"Goals scored in the UK\". \nThe x-axis scale is labelled: Aug, Sept, Oct, Nov, Dec, Jan, Feb, Mar, Apr, May. \nThe y-axis is titled \"Number of goals\" and the scale is labelled from 0 to 3000 in steps of 500. The following points are plotted and joined together: (Aug, 500), (Sept, 850 approx.), (Oct, 950 approx.),(Nov, 1000), (Dec, 1175 approx.), (Jan, 1200 approx.), (Feb, 500), (Mar, 1000), (Apr, 1500), (May, 2000).\n]() What was the total number of goals scored in the winter season (Dec, Jan, Feb)?", "AnswerAText": "\\( 3375 \\)", "AnswerBText": "\\( 2875 \\)", "AnswerCText": "\\( 3875 \\)", "AnswerDText": "\\( 2000 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3375 \\)", "MisconceptionId": "2318", "MisconceptionName": "Has used the wrong data point on the graph", "prompt": "Misconception:\nHas used the wrong data point on the graph\n\nQuestion:\n![A line graph with title \"Goals scored in the UK\". \nThe x-axis scale is labelled: Aug, Sept, Oct, Nov, Dec, Jan, Feb, Mar, Apr, May. \nThe y-axis is titled \"Number of goals\" and the scale is labelled from 0 to 3000 in steps of 500. The following points are plotted and joined together: (Aug, 500), (Sept, 850 approx.), (Oct, 950 approx.),(Nov, 1000), (Dec, 1175 approx.), (Jan, 1200 approx.), (Feb, 500), (Mar, 1000), (Apr, 1500), (May, 2000).\n]() What was the total number of goals scored in the winter season (Dec, Jan, Feb)?\n\nOptions:\nA. \\( 3375 \\)\nB. \\( 2875 \\)\nC. \\( 3875 \\)\nD. \\( 2000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1764:C", "QuestionText": "Tom and Katie are discussing this function machine ![A function machine with an input of a+4, the function is not labelled and then an output of 4a+4]() Tom says the function could be \\( +3 a \\)\nKatie says the function could be \\( \\times 4 \\)\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nTom and Katie are discussing this function machine ![A function machine with an input of a+4, the function is not labelled and then an output of 4a+4]() Tom says the function could be \\( +3 a \\)\nKatie says the function could be \\( \\times 4 \\)\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1765:A", "QuestionText": "Sam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?", "AnswerAText": "Sam has gone left when he should have gone right", "AnswerBText": "Sam has not moved right the correct number of places", "AnswerCText": "Sam has started counting from his initial position when counting right", "AnswerDText": "Sam has not moved up the correct number of places", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Sam has gone left when he should have gone right", "MisconceptionId": "1796", "MisconceptionName": "Thinks a positive x value in a column vector means to move left rather than right", "prompt": "Misconception:\nThinks a positive x value in a column vector means to move left rather than right\n\nQuestion:\nSam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?\n\nOptions:\nA. Sam has gone left when he should have gone right\nB. Sam has not moved right the correct number of places\nC. Sam has started counting from his initial position when counting right\nD. Sam has not moved up the correct number of places\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1765:B", "QuestionText": "Sam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?", "AnswerAText": "Sam has gone left when he should have gone right", "AnswerBText": "Sam has not moved right the correct number of places", "AnswerCText": "Sam has started counting from his initial position when counting right", "AnswerDText": "Sam has not moved up the correct number of places", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Sam has not moved right the correct number of places", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nSam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?\n\nOptions:\nA. Sam has gone left when he should have gone right\nB. Sam has not moved right the correct number of places\nC. Sam has started counting from his initial position when counting right\nD. Sam has not moved up the correct number of places\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1765:C", "QuestionText": "Sam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?", "AnswerAText": "Sam has gone left when he should have gone right", "AnswerBText": "Sam has not moved right the correct number of places", "AnswerCText": "Sam has started counting from his initial position when counting right", "AnswerDText": "Sam has not moved up the correct number of places", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Sam has started counting from his initial position when counting right", "MisconceptionId": "556", "MisconceptionName": "When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.", "prompt": "Misconception:\nWhen describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares.\n\nQuestion:\nSam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?\n\nOptions:\nA. Sam has gone left when he should have gone right\nB. Sam has not moved right the correct number of places\nC. Sam has started counting from his initial position when counting right\nD. Sam has not moved up the correct number of places\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1766:C", "QuestionText": "Solve\n\\[\n36 \\leq 4(5 n-1)\n\\]", "AnswerAText": "\\( 2 \\leq n \\)", "AnswerBText": "\\( \\frac{33}{5} \\leq n \\)", "AnswerCText": "\\( n \\leq 2 \\)", "AnswerDText": "\\( \\frac{37}{20} \\leq n \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( n \\leq 2 \\)", "MisconceptionId": "38", "MisconceptionName": "Believes the sides of an inequality can be switched without changing the direction of the sign", "prompt": "Misconception:\nBelieves the sides of an inequality can be switched without changing the direction of the sign\n\nQuestion:\nSolve\n\\[\n36 \\leq 4(5 n-1)\n\\]\n\nOptions:\nA. \\( 2 \\leq n \\)\nB. \\( \\frac{33}{5} \\leq n \\)\nC. \\( n \\leq 2 \\)\nD. \\( \\frac{37}{20} \\leq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1766:D", "QuestionText": "Solve\n\\[\n36 \\leq 4(5 n-1)\n\\]", "AnswerAText": "\\( 2 \\leq n \\)", "AnswerBText": "\\( \\frac{33}{5} \\leq n \\)", "AnswerCText": "\\( n \\leq 2 \\)", "AnswerDText": "\\( \\frac{37}{20} \\leq n \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{37}{20} \\leq n \\)", "MisconceptionId": "220", "MisconceptionName": "Only multiplies the first term in the expansion of a bracket", "prompt": "Misconception:\nOnly multiplies the first term in the expansion of a bracket\n\nQuestion:\nSolve\n\\[\n36 \\leq 4(5 n-1)\n\\]\n\nOptions:\nA. \\( 2 \\leq n \\)\nB. \\( \\frac{33}{5} \\leq n \\)\nC. \\( n \\leq 2 \\)\nD. \\( \\frac{37}{20} \\leq n \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1767:B", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( \\times 7 \\)", "AnswerCText": "\\( \\div 7 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\times 7 \\)", "MisconceptionId": "481", "MisconceptionName": "Thinks the inverse of subtraction is multiplication", "prompt": "Misconception:\nThinks the inverse of subtraction is multiplication\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( \\times 7 \\)\nC. \\( \\div 7 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1767:C", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( \\times 7 \\)", "AnswerCText": "\\( \\div 7 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\div 7 \\)", "MisconceptionId": "566", "MisconceptionName": "Thinks the inverse of subtraction is division", "prompt": "Misconception:\nThinks the inverse of subtraction is division\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( \\times 7 \\)\nC. \\( \\div 7 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1767:D", "QuestionText": "Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()", "AnswerAText": "\\( +7 \\)", "AnswerBText": "\\( \\times 7 \\)", "AnswerCText": "\\( \\div 7 \\)", "AnswerDText": "\\( -7 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( -7 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nIsaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()\n\nOptions:\nA. \\( +7 \\)\nB. \\( \\times 7 \\)\nC. \\( \\div 7 \\)\nD. \\( -7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1768:A", "QuestionText": "\\[\n15 \\times 12=15 \\times(4 \\times \\text { 年 })\n\\]\nWhat should replace the star to make this calculation correct?", "AnswerAText": "\\( 8 \\)", "AnswerBText": "\\( 12 \\)", "AnswerCText": "\\( 3 \\)", "AnswerDText": "\\( 24 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "2273", "MisconceptionName": "Subtracts instead of divides", "prompt": "Misconception:\nSubtracts instead of divides\n\nQuestion:\n\\[\n15 \\times 12=15 \\times(4 \\times \\text { 年 })\n\\]\nWhat should replace the star to make this calculation correct?\n\nOptions:\nA. \\( 8 \\)\nB. \\( 12 \\)\nC. \\( 3 \\)\nD. \\( 24 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1769:A", "QuestionText": "What is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()", "AnswerAText": "\\( 49^{\\degree} \\)", "AnswerBText": "\\( 34^{\\degree} \\)", "AnswerCText": "\\( 54^{\\degree} \\)", "AnswerDText": "\\( 73.5^{\\degree} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 49^{\\degree} \\)", "MisconceptionId": "1176", "MisconceptionName": "Confuses isosceles and equilateral triangles", "prompt": "Misconception:\nConfuses isosceles and equilateral triangles\n\nQuestion:\nWhat is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()\n\nOptions:\nA. \\( 49^{\\degree} \\)\nB. \\( 34^{\\degree} \\)\nC. \\( 54^{\\degree} \\)\nD. \\( 73.5^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1769:B", "QuestionText": "What is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()", "AnswerAText": "\\( 49^{\\degree} \\)", "AnswerBText": "\\( 34^{\\degree} \\)", "AnswerCText": "\\( 54^{\\degree} \\)", "AnswerDText": "\\( 73.5^{\\degree} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 34^{\\degree} \\)", "MisconceptionId": "1791", "MisconceptionName": "Does not know that vertically opposite angles are equal", "prompt": "Misconception:\nDoes not know that vertically opposite angles are equal\n\nQuestion:\nWhat is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()\n\nOptions:\nA. \\( 49^{\\degree} \\)\nB. \\( 34^{\\degree} \\)\nC. \\( 54^{\\degree} \\)\nD. \\( 73.5^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1769:C", "QuestionText": "What is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()", "AnswerAText": "\\( 49^{\\degree} \\)", "AnswerBText": "\\( 34^{\\degree} \\)", "AnswerCText": "\\( 54^{\\degree} \\)", "AnswerDText": "\\( 73.5^{\\degree} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 54^{\\degree} \\)", "MisconceptionId": "1791", "MisconceptionName": "Does not know that vertically opposite angles are equal", "prompt": "Misconception:\nDoes not know that vertically opposite angles are equal\n\nQuestion:\nWhat is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()\n\nOptions:\nA. \\( 49^{\\degree} \\)\nB. \\( 34^{\\degree} \\)\nC. \\( 54^{\\degree} \\)\nD. \\( 73.5^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1770:D", "QuestionText": "There are \\( 7 \\) shelves of plates. Three of the shelves hold \\( 17 \\) plates each. Two of the shelves hold \\( 21 \\) plates each. The other shelves hold \\( 19 \\) plates each.\nHow many plates are there in total?", "AnswerAText": "\\( 112 \\)", "AnswerBText": "\\( 69 \\)", "AnswerCText": "\\( 131 \\)", "AnswerDText": "\\( 57 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 57 \\)", "MisconceptionId": "2340", "MisconceptionName": "Does not recognise when to find a multiple from a worded question", "prompt": "Misconception:\nDoes not recognise when to find a multiple from a worded question\n\nQuestion:\nThere are \\( 7 \\) shelves of plates. Three of the shelves hold \\( 17 \\) plates each. Two of the shelves hold \\( 21 \\) plates each. The other shelves hold \\( 19 \\) plates each.\nHow many plates are there in total?\n\nOptions:\nA. \\( 112 \\)\nB. \\( 69 \\)\nC. \\( 131 \\)\nD. \\( 57 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1771:A", "QuestionText": "Which symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)", "AnswerAText": "\\( = \\)", "AnswerBText": "\\( > \\)", "AnswerCText": "\\( < \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( = \\)", "MisconceptionId": "2030", "MisconceptionName": "Believes that fractions with larger denominators are greater in size", "prompt": "Misconception:\nBelieves that fractions with larger denominators are greater in size\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)\n\nOptions:\nA. \\( = \\)\nB. \\( > \\)\nC. \\( < \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1771:C", "QuestionText": "Which symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)", "AnswerAText": "\\( = \\)", "AnswerBText": "\\( > \\)", "AnswerCText": "\\( < \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( < \\)", "MisconceptionId": "2030", "MisconceptionName": "Believes that fractions with larger denominators are greater in size", "prompt": "Misconception:\nBelieves that fractions with larger denominators are greater in size\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)\n\nOptions:\nA. \\( = \\)\nB. \\( > \\)\nC. \\( < \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1771:D", "QuestionText": "Which symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)", "AnswerAText": "\\( = \\)", "AnswerBText": "\\( > \\)", "AnswerCText": "\\( < \\)", "AnswerDText": "None of these", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "None of these", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)\n\nOptions:\nA. \\( = \\)\nB. \\( > \\)\nC. \\( < \\)\nD. None of these\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1772:A", "QuestionText": "What is the size of each interior angle in a regular octagon?", "AnswerAText": "\\( 80^{\\degree} \\)", "AnswerBText": "\\( 135^{\\degree} \\)", "AnswerCText": "\\( 120^{\\degree} \\)", "AnswerDText": "\\( 180^{\\degree} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 80^{\\degree} \\)", "MisconceptionId": "2341", "MisconceptionName": "Does not know how to calculate the sum of interior angles", "prompt": "Misconception:\nDoes not know how to calculate the sum of interior angles\n\nQuestion:\nWhat is the size of each interior angle in a regular octagon?\n\nOptions:\nA. \\( 80^{\\degree} \\)\nB. \\( 135^{\\degree} \\)\nC. \\( 120^{\\degree} \\)\nD. \\( 180^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1772:C", "QuestionText": "What is the size of each interior angle in a regular octagon?", "AnswerAText": "\\( 80^{\\degree} \\)", "AnswerBText": "\\( 135^{\\degree} \\)", "AnswerCText": "\\( 120^{\\degree} \\)", "AnswerDText": "\\( 180^{\\degree} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 120^{\\degree} \\)", "MisconceptionId": "2341", "MisconceptionName": "Does not know how to calculate the sum of interior angles", "prompt": "Misconception:\nDoes not know how to calculate the sum of interior angles\n\nQuestion:\nWhat is the size of each interior angle in a regular octagon?\n\nOptions:\nA. \\( 80^{\\degree} \\)\nB. \\( 135^{\\degree} \\)\nC. \\( 120^{\\degree} \\)\nD. \\( 180^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1772:D", "QuestionText": "What is the size of each interior angle in a regular octagon?", "AnswerAText": "\\( 80^{\\degree} \\)", "AnswerBText": "\\( 135^{\\degree} \\)", "AnswerCText": "\\( 120^{\\degree} \\)", "AnswerDText": "\\( 180^{\\degree} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 180^{\\degree} \\)", "MisconceptionId": "773", "MisconceptionName": "Does not understand to find each interior angle of a regular polygon you divide the sum by the number of sides", "prompt": "Misconception:\nDoes not understand to find each interior angle of a regular polygon you divide the sum by the number of sides\n\nQuestion:\nWhat is the size of each interior angle in a regular octagon?\n\nOptions:\nA. \\( 80^{\\degree} \\)\nB. \\( 135^{\\degree} \\)\nC. \\( 120^{\\degree} \\)\nD. \\( 180^{\\degree} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1773:A", "QuestionText": "\\( 0.3 \\times 0.9= \\)", "AnswerAText": "\\( 2.7 \\)", "AnswerBText": "\\( 1.2 \\)", "AnswerCText": "\\( 0.27 \\)", "AnswerDText": "\\( 0.027 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 2.7 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.3 \\times 0.9= \\)\n\nOptions:\nA. \\( 2.7 \\)\nB. \\( 1.2 \\)\nC. \\( 0.27 \\)\nD. \\( 0.027 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1773:B", "QuestionText": "\\( 0.3 \\times 0.9= \\)", "AnswerAText": "\\( 2.7 \\)", "AnswerBText": "\\( 1.2 \\)", "AnswerCText": "\\( 0.27 \\)", "AnswerDText": "\\( 0.027 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 1.2 \\)", "MisconceptionId": "1416", "MisconceptionName": "Adds instead of multiplies", "prompt": "Misconception:\nAdds instead of multiplies\n\nQuestion:\n\\( 0.3 \\times 0.9= \\)\n\nOptions:\nA. \\( 2.7 \\)\nB. \\( 1.2 \\)\nC. \\( 0.27 \\)\nD. \\( 0.027 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1773:D", "QuestionText": "\\( 0.3 \\times 0.9= \\)", "AnswerAText": "\\( 2.7 \\)", "AnswerBText": "\\( 1.2 \\)", "AnswerCText": "\\( 0.27 \\)", "AnswerDText": "\\( 0.027 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.027 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.3 \\times 0.9= \\)\n\nOptions:\nA. \\( 2.7 \\)\nB. \\( 1.2 \\)\nC. \\( 0.27 \\)\nD. \\( 0.027 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1774:A", "QuestionText": "\\( 3 \\) miles \\( \\approx 5 \\mathrm{~km} \\) \\( 300 \\mathrm{~km} \\approx \\square \\) miles", "AnswerAText": "\\( 298 \\)", "AnswerBText": "\\( 500 \\)", "AnswerCText": "\\( 180 \\)", "AnswerDText": "\\( 1500 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 298 \\)", "MisconceptionId": "306", "MisconceptionName": "Added rather than multiplied by a scale factor", "prompt": "Misconception:\nAdded rather than multiplied by a scale factor\n\nQuestion:\n\\( 3 \\) miles \\( \\approx 5 \\mathrm{~km} \\) \\( 300 \\mathrm{~km} \\approx \\square \\) miles\n\nOptions:\nA. \\( 298 \\)\nB. \\( 500 \\)\nC. \\( 180 \\)\nD. \\( 1500 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1775:B", "QuestionText": "Jo and Paul are arguing about a first step to solve this equation:\n\\(5-2 v=3-6 v\\)\n\nJo says you can write: \\( 2 v=8-6 v \\)\n\nPaul says you can write: \\( 5+8 v=3 \\)\n\nWho is correct?", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Paul", "MisconceptionId": "795", "MisconceptionName": "Ignores the negative signs when adding positive and negative numbers", "prompt": "Misconception:\nIgnores the negative signs when adding positive and negative numbers\n\nQuestion:\nJo and Paul are arguing about a first step to solve this equation:\n\\(5-2 v=3-6 v\\)\n\nJo says you can write: \\( 2 v=8-6 v \\)\n\nPaul says you can write: \\( 5+8 v=3 \\)\n\nWho is correct?\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1776:C", "QuestionText": "All the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 10 is written in Brother without the intersection , number 5 is in Sister without the intersection, the number 7 is in the intersection of Brother and Sister. The number 9 is outside the circles.]() How many students are in the class?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 31 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "1842", "MisconceptionName": "Confuses the number of regions in a Venn diagram as the total number of entries in the diagram", "prompt": "Misconception:\nConfuses the number of regions in a Venn diagram as the total number of entries in the diagram\n\nQuestion:\nAll the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 10 is written in Brother without the intersection , number 5 is in Sister without the intersection, the number 7 is in the intersection of Brother and Sister. The number 9 is outside the circles.]() How many students are in the class?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 31 \\)\nC. \\( 4 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1776:D", "QuestionText": "All the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 10 is written in Brother without the intersection , number 5 is in Sister without the intersection, the number 7 is in the intersection of Brother and Sister. The number 9 is outside the circles.]() How many students are in the class?", "AnswerAText": "\\( 24 \\)", "AnswerBText": "\\( 31 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 21 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 21 \\)", "MisconceptionId": "1532", "MisconceptionName": "Forgets to include values outside of the Venn diagram when finding the total", "prompt": "Misconception:\nForgets to include values outside of the Venn diagram when finding the total\n\nQuestion:\nAll the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 10 is written in Brother without the intersection , number 5 is in Sister without the intersection, the number 7 is in the intersection of Brother and Sister. The number 9 is outside the circles.]() How many students are in the class?\n\nOptions:\nA. \\( 24 \\)\nB. \\( 31 \\)\nC. \\( 4 \\)\nD. \\( 21 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1777:A", "QuestionText": "What number belongs in the box to make the calculation correct?\n\n\n\\[\n6 \\times \\square=108\n\\]", "AnswerAText": "\\( 648 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 102 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 648 \\)", "MisconceptionId": "2271", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does the original operation\n\nQuestion:\nWhat number belongs in the box to make the calculation correct?\n\n\n\\[\n6 \\times \\square=108\n\\]\n\nOptions:\nA. \\( 648 \\)\nB. \\( 11 \\)\nC. \\( 102 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1777:C", "QuestionText": "What number belongs in the box to make the calculation correct?\n\n\n\\[\n6 \\times \\square=108\n\\]", "AnswerAText": "\\( 648 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 102 \\)", "AnswerDText": "\\( 18 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 102 \\)", "MisconceptionId": "568", "MisconceptionName": "When solving a problem that requires an inverse operation (e.g. missing number problems), does subtraction when division is required", "prompt": "Misconception:\nWhen solving a problem that requires an inverse operation (e.g. missing number problems), does subtraction when division is required\n\nQuestion:\nWhat number belongs in the box to make the calculation correct?\n\n\n\\[\n6 \\times \\square=108\n\\]\n\nOptions:\nA. \\( 648 \\)\nB. \\( 11 \\)\nC. \\( 102 \\)\nD. \\( 18 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1778:B", "QuestionText": "Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\)", "AnswerDText": "\\( 1 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 5 \\mathrm{~cm} \\)", "MisconceptionId": "396", "MisconceptionName": "Does not recognise the height of a trapezium as the perpendicular length between the parallel sides", "prompt": "Misconception:\nDoes not recognise the height of a trapezium as the perpendicular length between the parallel sides\n\nQuestion:\nSally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\)\nD. \\( 1 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1778:C", "QuestionText": "Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\)", "AnswerDText": "\\( 1 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\mathrm{~cm} \\)", "MisconceptionId": "2332", "MisconceptionName": "Uses slant height instead of perpendicular height to find area of a trapezium", "prompt": "Misconception:\nUses slant height instead of perpendicular height to find area of a trapezium\n\nQuestion:\nSally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\)\nD. \\( 1 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1778:D", "QuestionText": "Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?", "AnswerAText": "\\( 4 \\mathrm{~cm} \\)", "AnswerBText": "\\( 5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 6 \\mathrm{~cm} \\)", "AnswerDText": "\\( 1 \\mathrm{~cm} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 1 \\mathrm{~cm} \\)", "MisconceptionId": "396", "MisconceptionName": "Does not recognise the height of a trapezium as the perpendicular length between the parallel sides", "prompt": "Misconception:\nDoes not recognise the height of a trapezium as the perpendicular length between the parallel sides\n\nQuestion:\nSally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?\n\nOptions:\nA. \\( 4 \\mathrm{~cm} \\)\nB. \\( 5 \\mathrm{~cm} \\)\nC. \\( 6 \\mathrm{~cm} \\)\nD. \\( 1 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1779:A", "QuestionText": "How many vertices does this shape have? ![cuboid]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "450", "MisconceptionName": "Confuses the terms faces and vertices", "prompt": "Misconception:\nConfuses the terms faces and vertices\n\nQuestion:\nHow many vertices does this shape have? ![cuboid]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1779:C", "QuestionText": "How many vertices does this shape have? ![cuboid]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "2007", "MisconceptionName": "Believes the number of vertices on a 3D shape match those of the 2D cross section", "prompt": "Misconception:\nBelieves the number of vertices on a 3D shape match those of the 2D cross section\n\nQuestion:\nHow many vertices does this shape have? ![cuboid]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1779:D", "QuestionText": "How many vertices does this shape have? ![cuboid]()", "AnswerAText": "\\( 6 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 4 \\)", "AnswerDText": "\\( 7 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 7 \\)", "MisconceptionId": "870", "MisconceptionName": "Only counts visible vertices", "prompt": "Misconception:\nOnly counts visible vertices\n\nQuestion:\nHow many vertices does this shape have? ![cuboid]()\n\nOptions:\nA. \\( 6 \\)\nB. \\( 8 \\)\nC. \\( 4 \\)\nD. \\( 7 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1780:B", "QuestionText": "Millie is working out the midpoint of these two points. What should replace the triangle? ![An x and y axis showing 3 points. (1,8) (star, triangle) and (7,3)]()", "AnswerAText": "![\\( \\triangle=6 \\)]()", "AnswerBText": "![\\( \\triangle=5 \\)]()", "AnswerCText": "![\\( \\triangle=5.5 \\)]()", "AnswerDText": "![\\( \\triangle=11 \\)]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![\\( \\triangle=5 \\)]()", "MisconceptionId": "2416", "MisconceptionName": "Finds the difference in a coordinate pair rather than the midpoint", "prompt": "Misconception:\nFinds the difference in a coordinate pair rather than the midpoint\n\nQuestion:\nMillie is working out the midpoint of these two points. What should replace the triangle? ![An x and y axis showing 3 points. (1,8) (star, triangle) and (7,3)]()\n\nOptions:\nA. ![\\( \\triangle=6 \\)]()\nB. ![\\( \\triangle=5 \\)]()\nC. ![\\( \\triangle=5.5 \\)]()\nD. ![\\( \\triangle=11 \\)]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1780:D", "QuestionText": "Millie is working out the midpoint of these two points. What should replace the triangle? ![An x and y axis showing 3 points. (1,8) (star, triangle) and (7,3)]()", "AnswerAText": "![\\( \\triangle=6 \\)]()", "AnswerBText": "![\\( \\triangle=5 \\)]()", "AnswerCText": "![\\( \\triangle=5.5 \\)]()", "AnswerDText": "![\\( \\triangle=11 \\)]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![\\( \\triangle=11 \\)]()", "MisconceptionId": "2427", "MisconceptionName": "Does not divide by 2 when finding midpoint", "prompt": "Misconception:\nDoes not divide by 2 when finding midpoint\n\nQuestion:\nMillie is working out the midpoint of these two points. What should replace the triangle? ![An x and y axis showing 3 points. (1,8) (star, triangle) and (7,3)]()\n\nOptions:\nA. ![\\( \\triangle=6 \\)]()\nB. ![\\( \\triangle=5 \\)]()\nC. ![\\( \\triangle=5.5 \\)]()\nD. ![\\( \\triangle=11 \\)]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1781:C", "QuestionText": "What could go in the missing gaps? \\begin{tabular}{|l|l|l|l|}\n\\hline \\multicolumn{4}{|c|}{\\( 8 a+7 \\)} \\\\\n\\hline \\( 3 a \\) & \\( -3 \\) & \\( ? \\) & \\( ? \\) \\\\\n\\hline\n\\end{tabular}", "AnswerAText": "\\( 5 a \\) and \\( 10 \\)", "AnswerBText": "\\( 5 a+10 \\)", "AnswerCText": "\\( 5 a \\) and \\( 4 \\)", "AnswerDText": "\\( 6 a \\) and \\( 4-a \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 5 a \\) and \\( 4 \\)", "MisconceptionId": "55", "MisconceptionName": "When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored", "prompt": "Misconception:\nWhen subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored\n\nQuestion:\nWhat could go in the missing gaps? \\begin{tabular}{|l|l|l|l|}\n\\hline \\multicolumn{4}{|c|}{\\( 8 a+7 \\)} \\\\\n\\hline \\( 3 a \\) & \\( -3 \\) & \\( ? \\) & \\( ? \\) \\\\\n\\hline\n\\end{tabular}\n\nOptions:\nA. \\( 5 a \\) and \\( 10 \\)\nB. \\( 5 a+10 \\)\nC. \\( 5 a \\) and \\( 4 \\)\nD. \\( 6 a \\) and \\( 4-a \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1782:D", "QuestionText": "Which calculation is a correct procedure to find the angle marked [?]\nA\n\\( 360-(54 \\times 2) \\)\nB\n\\( 180-54 \\) ![Two intersecting lines and one adjacent line. One line is marked with the angle 54 degrees. Between the two adjacent lines there is a box with a question mark in it [?]]()", "AnswerAText": "A", "AnswerBText": "B", "AnswerCText": "Both \\( A \\) and \\( B \\)", "AnswerDText": "Neither A nor B", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither A nor B", "MisconceptionId": "725", "MisconceptionName": "Does not know that angles on a straight line sum to 180 degrees", "prompt": "Misconception:\nDoes not know that angles on a straight line sum to 180 degrees\n\nQuestion:\nWhich calculation is a correct procedure to find the angle marked [?]\nA\n\\( 360-(54 \\times 2) \\)\nB\n\\( 180-54 \\) ![Two intersecting lines and one adjacent line. One line is marked with the angle 54 degrees. Between the two adjacent lines there is a box with a question mark in it [?]]()\n\nOptions:\nA. A\nB. B\nC. Both \\( A \\) and \\( B \\)\nD. Neither A nor B\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1783:A", "QuestionText": "\\( 0.8^{2}= \\)", "AnswerAText": "\\( 6.4 \\)", "AnswerBText": "\\( 1.6 \\)", "AnswerCText": "\\( 0.16 \\)", "AnswerDText": "\\( 0.64 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6.4 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.8^{2}= \\)\n\nOptions:\nA. \\( 6.4 \\)\nB. \\( 1.6 \\)\nC. \\( 0.16 \\)\nD. \\( 0.64 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1783:B", "QuestionText": "\\( 0.8^{2}= \\)", "AnswerAText": "\\( 6.4 \\)", "AnswerBText": "\\( 1.6 \\)", "AnswerCText": "\\( 0.16 \\)", "AnswerDText": "\\( 0.64 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 1.6 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 0.8^{2}= \\)\n\nOptions:\nA. \\( 6.4 \\)\nB. \\( 1.6 \\)\nC. \\( 0.16 \\)\nD. \\( 0.64 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1783:C", "QuestionText": "\\( 0.8^{2}= \\)", "AnswerAText": "\\( 6.4 \\)", "AnswerBText": "\\( 1.6 \\)", "AnswerCText": "\\( 0.16 \\)", "AnswerDText": "\\( 0.64 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.16 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\n\\( 0.8^{2}= \\)\n\nOptions:\nA. \\( 6.4 \\)\nB. \\( 1.6 \\)\nC. \\( 0.16 \\)\nD. \\( 0.64 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1784:A", "QuestionText": "The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()", "AnswerAText": "\\( h=8 \\mathrm{~cm} \\)", "AnswerBText": "\\( h=2.5 \\mathrm{~cm} \\)", "AnswerCText": "\\( h=5 \\mathrm{~cm} \\)", "AnswerDText": "\\( h=13.3 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( h=8 \\mathrm{~cm} \\)", "MisconceptionId": "2103", "MisconceptionName": "Believes h in the formula for area of a trapezium stands for half the sum of the parallel sides", "prompt": "Misconception:\nBelieves h in the formula for area of a trapezium stands for half the sum of the parallel sides\n\nQuestion:\nThe area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()\n\nOptions:\nA. \\( h=8 \\mathrm{~cm} \\)\nB. \\( h=2.5 \\mathrm{~cm} \\)\nC. \\( h=5 \\mathrm{~cm} \\)\nD. \\( h=13.3 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1784:B", "QuestionText": "The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()", "AnswerAText": "\\( h=8 \\mathrm{~cm} \\)", "AnswerBText": "\\( h=2.5 \\mathrm{~cm} \\)", "AnswerCText": "\\( h=5 \\mathrm{~cm} \\)", "AnswerDText": "\\( h=13.3 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( h=2.5 \\mathrm{~cm} \\)", "MisconceptionId": "2353", "MisconceptionName": "Does not divide by 2 when calculating the area of a trapezium", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()\n\nOptions:\nA. \\( h=8 \\mathrm{~cm} \\)\nB. \\( h=2.5 \\mathrm{~cm} \\)\nC. \\( h=5 \\mathrm{~cm} \\)\nD. \\( h=13.3 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1784:D", "QuestionText": "The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()", "AnswerAText": "\\( h=8 \\mathrm{~cm} \\)", "AnswerBText": "\\( h=2.5 \\mathrm{~cm} \\)", "AnswerCText": "\\( h=5 \\mathrm{~cm} \\)", "AnswerDText": "\\( h=13.3 \\mathrm{~cm} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( h=13.3 \\mathrm{~cm} \\)", "MisconceptionId": "1883", "MisconceptionName": "Uses only the base and perpendicular height when calculating the area of a trapezium", "prompt": "Misconception:\nUses only the base and perpendicular height when calculating the area of a trapezium\n\nQuestion:\nThe area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()\n\nOptions:\nA. \\( h=8 \\mathrm{~cm} \\)\nB. \\( h=2.5 \\mathrm{~cm} \\)\nC. \\( h=5 \\mathrm{~cm} \\)\nD. \\( h=13.3 \\mathrm{~cm} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1785:A", "QuestionText": "What is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?", "AnswerAText": "\\( 870,000 \\)", "AnswerBText": "\\( 900,000 \\)", "AnswerCText": "\\( 880,000 \\)", "AnswerDText": "\\( 876,000 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 870,000 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?\n\nOptions:\nA. \\( 870,000 \\)\nB. \\( 900,000 \\)\nC. \\( 880,000 \\)\nD. \\( 876,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1785:B", "QuestionText": "What is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?", "AnswerAText": "\\( 870,000 \\)", "AnswerBText": "\\( 900,000 \\)", "AnswerCText": "\\( 880,000 \\)", "AnswerDText": "\\( 876,000 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 900,000 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?\n\nOptions:\nA. \\( 870,000 \\)\nB. \\( 900,000 \\)\nC. \\( 880,000 \\)\nD. \\( 876,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1785:D", "QuestionText": "What is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?", "AnswerAText": "\\( 870,000 \\)", "AnswerBText": "\\( 900,000 \\)", "AnswerCText": "\\( 880,000 \\)", "AnswerDText": "\\( 876,000 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 876,000 \\)", "MisconceptionId": "1248", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too little)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too little)\n\nQuestion:\nWhat is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?\n\nOptions:\nA. \\( 870,000 \\)\nB. \\( 900,000 \\)\nC. \\( 880,000 \\)\nD. \\( 876,000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1786:B", "QuestionText": "The bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Hot Chocs were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Hot Chocs bar's lower section is 5 ticks high, and the whole bar is 2 ticks above 100 on the vertical scale.]()", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 110 \\)", "AnswerCText": "\\( 50 \\)", "AnswerDText": "\\( 51 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 110 \\)", "MisconceptionId": "70", "MisconceptionName": "When reading a composite bar chart, just reads total height of bar", "prompt": "Misconception:\nWhen reading a composite bar chart, just reads total height of bar\n\nQuestion:\nThe bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Hot Chocs were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Hot Chocs bar's lower section is 5 ticks high, and the whole bar is 2 ticks above 100 on the vertical scale.]()\n\nOptions:\nA. \\( 60 \\)\nB. \\( 110 \\)\nC. \\( 50 \\)\nD. \\( 51 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1786:D", "QuestionText": "The bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Hot Chocs were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Hot Chocs bar's lower section is 5 ticks high, and the whole bar is 2 ticks above 100 on the vertical scale.]()", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 110 \\)", "AnswerCText": "\\( 50 \\)", "AnswerDText": "\\( 51 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 51 \\)", "MisconceptionId": "134", "MisconceptionName": "Misreads scale", "prompt": "Misconception:\nMisreads scale\n\nQuestion:\nThe bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Hot Chocs were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Hot Chocs bar's lower section is 5 ticks high, and the whole bar is 2 ticks above 100 on the vertical scale.]()\n\nOptions:\nA. \\( 60 \\)\nB. \\( 110 \\)\nC. \\( 50 \\)\nD. \\( 51 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1787:A", "QuestionText": "Imran slept really well until a car alarm woke him up and he couldn't get back to sleep.\n\nWhich of the following sketches best shows Imran's sleep?", "AnswerAText": "![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it starts to gradually decrease until the end of the night when it reaches 0.]()", "AnswerBText": "![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it suddenly drops all the way to 0 and stays there for the rest of the night.]()", "AnswerCText": "![This graph shows depth of sleep staying around 0 for some time before gradually increasing, maintaining a consistent level for a short period and then gradually decreasing until the end of the night.]()", "AnswerDText": "![This graph shows depth of sleep staying at 0 for some time before gradually increasing, maintaining a consistent level for a short period and then gradually decreasing until the end of the night.]()", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it starts to gradually decrease until the end of the night when it reaches 0.]()", "MisconceptionId": "2047", "MisconceptionName": "Believes infinite gradient is not possible in real life.", "prompt": "Misconception:\nBelieves infinite gradient is not possible in real life.\n\nQuestion:\nImran slept really well until a car alarm woke him up and he couldn't get back to sleep.\n\nWhich of the following sketches best shows Imran's sleep?\n\nOptions:\nA. ![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it starts to gradually decrease until the end of the night when it reaches 0.]()\nB. ![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it suddenly drops all the way to 0 and stays there for the rest of the night.]()\nC. ![This graph shows depth of sleep staying around 0 for some time before gradually increasing, maintaining a consistent level for a short period and then gradually decreasing until the end of the night.]()\nD. ![This graph shows depth of sleep staying at 0 for some time before gradually increasing, maintaining a consistent level for a short period and then gradually decreasing until the end of the night.]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1788:A", "QuestionText": "What is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 300,000 \\)", "AnswerCText": "\\( 30,000 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1428", "MisconceptionName": "Does not understand the meaning of \"value\"", "prompt": "Misconception:\nDoes not understand the meaning of \"value\"\n\nQuestion:\nWhat is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]\n\nOptions:\nA. \\( 3 \\)\nB. \\( 300,000 \\)\nC. \\( 30,000 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1788:C", "QuestionText": "What is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 300,000 \\)", "AnswerCText": "\\( 30,000 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 30,000 \\)", "MisconceptionId": "242", "MisconceptionName": "Thinks the hundred thousands column is the ten thousands column", "prompt": "Misconception:\nThinks the hundred thousands column is the ten thousands column\n\nQuestion:\nWhat is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]\n\nOptions:\nA. \\( 3 \\)\nB. \\( 300,000 \\)\nC. \\( 30,000 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1788:D", "QuestionText": "What is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 300,000 \\)", "AnswerCText": "\\( 30,000 \\)", "AnswerDText": "\\( 300 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "1016", "MisconceptionName": "Confuses the hundreds and hundred thousands place value columns", "prompt": "Misconception:\nConfuses the hundreds and hundred thousands place value columns\n\nQuestion:\nWhat is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]\n\nOptions:\nA. \\( 3 \\)\nB. \\( 300,000 \\)\nC. \\( 30,000 \\)\nD. \\( 300 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1789:A", "QuestionText": "\\(\n(-20) \\times(-5)=2 \\times(-10) \\times(-5)\n\\)\nIs this...", "AnswerAText": "true because of distributivity", "AnswerBText": "true because of associativity", "AnswerCText": "true because of commutativity", "AnswerDText": "false", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "true because of distributivity", "MisconceptionId": "488", "MisconceptionName": "Does not correctly apply the distributive property of multiplication", "prompt": "Misconception:\nDoes not correctly apply the distributive property of multiplication\n\nQuestion:\n\\(\n(-20) \\times(-5)=2 \\times(-10) \\times(-5)\n\\)\nIs this...\n\nOptions:\nA. true because of distributivity\nB. true because of associativity\nC. true because of commutativity\nD. false\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1789:C", "QuestionText": "\\(\n(-20) \\times(-5)=2 \\times(-10) \\times(-5)\n\\)\nIs this...", "AnswerAText": "true because of distributivity", "AnswerBText": "true because of associativity", "AnswerCText": "true because of commutativity", "AnswerDText": "false", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "true because of commutativity", "MisconceptionId": "186", "MisconceptionName": "Does not understand the meaning of the word commutative", "prompt": "Misconception:\nDoes not understand the meaning of the word commutative\n\nQuestion:\n\\(\n(-20) \\times(-5)=2 \\times(-10) \\times(-5)\n\\)\nIs this...\n\nOptions:\nA. true because of distributivity\nB. true because of associativity\nC. true because of commutativity\nD. false\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1790:B", "QuestionText": "What is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "982", "MisconceptionName": "Calculates perimeter when asked for area", "prompt": "Misconception:\nCalculates perimeter when asked for area\n\nQuestion:\nWhat is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 8 \\)\nC. \\( 20 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1790:C", "QuestionText": "What is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2090", "MisconceptionName": "Finds the area of the whole grid instead of the shaded shape", "prompt": "Misconception:\nFinds the area of the whole grid instead of the shaded shape\n\nQuestion:\nWhat is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 8 \\)\nC. \\( 20 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1790:D", "QuestionText": "What is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 8 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "743", "MisconceptionName": "When calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle", "prompt": "Misconception:\nWhen calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle\n\nQuestion:\nWhat is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()\n\nOptions:\nA. \\( 3 \\)\nB. \\( 8 \\)\nC. \\( 20 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1791:B", "QuestionText": "\\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "sometimes true", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n\\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1791:C", "QuestionText": "\\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "never true", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n\\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1791:D", "QuestionText": "\\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()", "AnswerAText": "always true", "AnswerBText": "sometimes true", "AnswerCText": "never true", "AnswerDText": "Need more information", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Need more information", "MisconceptionId": "31", "MisconceptionName": "Does not understand bar modelling in algebra", "prompt": "Misconception:\nDoes not understand bar modelling in algebra\n\nQuestion:\n\\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\n\nOptions:\nA. always true\nB. sometimes true\nC. never true\nD. Need more information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1792:B", "QuestionText": "What is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()", "AnswerAText": "\\( 26 \\mathrm{~cm} \\)", "AnswerBText": "\\( 13 \\mathrm{~cm} \\)", "AnswerCText": "\\( 40 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information in the diagram", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 13 \\mathrm{~cm} \\)", "MisconceptionId": "1706", "MisconceptionName": "When calculating perimeter, only adds the marked lengths", "prompt": "Misconception:\nWhen calculating perimeter, only adds the marked lengths\n\nQuestion:\nWhat is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()\n\nOptions:\nA. \\( 26 \\mathrm{~cm} \\)\nB. \\( 13 \\mathrm{~cm} \\)\nC. \\( 40 \\mathrm{~cm} \\)\nD. Not enough information in the diagram\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1792:C", "QuestionText": "What is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()", "AnswerAText": "\\( 26 \\mathrm{~cm} \\)", "AnswerBText": "\\( 13 \\mathrm{~cm} \\)", "AnswerCText": "\\( 40 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information in the diagram", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 40 \\mathrm{~cm} \\)", "MisconceptionId": "1668", "MisconceptionName": "Calculates area when asked for perimeter", "prompt": "Misconception:\nCalculates area when asked for perimeter\n\nQuestion:\nWhat is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()\n\nOptions:\nA. \\( 26 \\mathrm{~cm} \\)\nB. \\( 13 \\mathrm{~cm} \\)\nC. \\( 40 \\mathrm{~cm} \\)\nD. Not enough information in the diagram\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1792:D", "QuestionText": "What is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()", "AnswerAText": "\\( 26 \\mathrm{~cm} \\)", "AnswerBText": "\\( 13 \\mathrm{~cm} \\)", "AnswerCText": "\\( 40 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information in the diagram", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Not enough information in the diagram", "MisconceptionId": "618", "MisconceptionName": "Does not recall rectangle side length property", "prompt": "Misconception:\nDoes not recall rectangle side length property\n\nQuestion:\nWhat is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()\n\nOptions:\nA. \\( 26 \\mathrm{~cm} \\)\nB. \\( 13 \\mathrm{~cm} \\)\nC. \\( 40 \\mathrm{~cm} \\)\nD. Not enough information in the diagram\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1793:B", "QuestionText": "\\[\n20,14,8,2,-4, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: \\(\\color{gold}\\bigstar\\)n  \\(\\square\\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1716", "MisconceptionName": "Goes the wrong direction in the sequence when identifying term-to-term rule", "prompt": "Misconception:\nGoes the wrong direction in the sequence when identifying term-to-term rule\n\nQuestion:\n\\[\n20,14,8,2,-4, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: \\(\\color{gold}\\bigstar\\)n  \\(\\square\\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 20 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1793:C", "QuestionText": "\\[\n20,14,8,2,-4, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: \\(\\color{gold}\\bigstar\\)n  \\(\\square\\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 20 \\)", "AnswerDText": "\\( -6 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "2376", "MisconceptionName": "When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.", "prompt": "Misconception:\nWhen finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n.\n\nQuestion:\n\\[\n20,14,8,2,-4, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: \\(\\color{gold}\\bigstar\\)n  \\(\\square\\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 20 \\)\nD. \\( -6 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1794:B", "QuestionText": "Convert \\( \\frac{7}{40} \\) into a decimal", "AnswerAText": "\\( 0.175 \\)", "AnswerBText": "\\( 0.7 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 7.40 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 0.7 \\)", "MisconceptionId": "1715", "MisconceptionName": "Converts a fraction to a decimal by using only the numerator after the decimal point", "prompt": "Misconception:\nConverts a fraction to a decimal by using only the numerator after the decimal point\n\nQuestion:\nConvert \\( \\frac{7}{40} \\) into a decimal\n\nOptions:\nA. \\( 0.175 \\)\nB. \\( 0.7 \\)\nC. \\( 0.1 \\)\nD. \\( 7.40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1794:D", "QuestionText": "Convert \\( \\frac{7}{40} \\) into a decimal", "AnswerAText": "\\( 0.175 \\)", "AnswerBText": "\\( 0.7 \\)", "AnswerCText": "\\( 0.1 \\)", "AnswerDText": "\\( 7.40 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 7.40 \\)", "MisconceptionId": "2308", "MisconceptionName": "Converts a fraction to a decimal by placing a decimal point between the numerator and denominator", "prompt": "Misconception:\nConverts a fraction to a decimal by placing a decimal point between the numerator and denominator\n\nQuestion:\nConvert \\( \\frac{7}{40} \\) into a decimal\n\nOptions:\nA. \\( 0.175 \\)\nB. \\( 0.7 \\)\nC. \\( 0.1 \\)\nD. \\( 7.40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1795:B", "QuestionText": "\\( \\frac{7}{8}-\\frac{1}{4}= \\)", "AnswerAText": "\\( \\frac{5}{8} \\)", "AnswerBText": "\\( \\frac{6}{4} \\)", "AnswerCText": "\\( \\frac{9}{8} \\)", "AnswerDText": "\\( \\frac{6}{8} \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\frac{6}{4} \\)", "MisconceptionId": "172", "MisconceptionName": "When subtracting fractions, subtracts the numerators and denominators", "prompt": "Misconception:\nWhen subtracting fractions, subtracts the numerators and denominators\n\nQuestion:\n\\( \\frac{7}{8}-\\frac{1}{4}= \\)\n\nOptions:\nA. \\( \\frac{5}{8} \\)\nB. \\( \\frac{6}{4} \\)\nC. \\( \\frac{9}{8} \\)\nD. \\( \\frac{6}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1795:C", "QuestionText": "\\( \\frac{7}{8}-\\frac{1}{4}= \\)", "AnswerAText": "\\( \\frac{5}{8} \\)", "AnswerBText": "\\( \\frac{6}{4} \\)", "AnswerCText": "\\( \\frac{9}{8} \\)", "AnswerDText": "\\( \\frac{6}{8} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{9}{8} \\)", "MisconceptionId": "1514", "MisconceptionName": "Adds instead of subtracts", "prompt": "Misconception:\nAdds instead of subtracts\n\nQuestion:\n\\( \\frac{7}{8}-\\frac{1}{4}= \\)\n\nOptions:\nA. \\( \\frac{5}{8} \\)\nB. \\( \\frac{6}{4} \\)\nC. \\( \\frac{9}{8} \\)\nD. \\( \\frac{6}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1795:D", "QuestionText": "\\( \\frac{7}{8}-\\frac{1}{4}= \\)", "AnswerAText": "\\( \\frac{5}{8} \\)", "AnswerBText": "\\( \\frac{6}{4} \\)", "AnswerCText": "\\( \\frac{9}{8} \\)", "AnswerDText": "\\( \\frac{6}{8} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{6}{8} \\)", "MisconceptionId": "1206", "MisconceptionName": "Does not understand how to maintain equivalence in fractions", "prompt": "Misconception:\nDoes not understand how to maintain equivalence in fractions\n\nQuestion:\n\\( \\frac{7}{8}-\\frac{1}{4}= \\)\n\nOptions:\nA. \\( \\frac{5}{8} \\)\nB. \\( \\frac{6}{4} \\)\nC. \\( \\frac{9}{8} \\)\nD. \\( \\frac{6}{8} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1796:A", "QuestionText": "What is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()", "AnswerAText": "\\( 50\\degree\\)", "AnswerBText": "\\( 65\\degree\\)", "AnswerCText": "\\( 90\\degree\\)", "AnswerDText": "Not enough information", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 50\\degree\\)", "MisconceptionId": "1069", "MisconceptionName": "Assumes an angle is the size that it looks in the (not to scale) diagram", "prompt": "Misconception:\nAssumes an angle is the size that it looks in the (not to scale) diagram\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()\n\nOptions:\nA. \\( 50\\degree\\)\nB. \\( 65\\degree\\)\nC. \\( 90\\degree\\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1796:B", "QuestionText": "What is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()", "AnswerAText": "\\( 50\\degree\\)", "AnswerBText": "\\( 65\\degree\\)", "AnswerCText": "\\( 90\\degree\\)", "AnswerDText": "Not enough information", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 65\\degree\\)", "MisconceptionId": "1321", "MisconceptionName": "Thinks angles which look the same on diagram will be equal", "prompt": "Misconception:\nThinks angles which look the same on diagram will be equal\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()\n\nOptions:\nA. \\( 50\\degree\\)\nB. \\( 65\\degree\\)\nC. \\( 90\\degree\\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1796:C", "QuestionText": "What is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()", "AnswerAText": "\\( 50\\degree\\)", "AnswerBText": "\\( 65\\degree\\)", "AnswerCText": "\\( 90\\degree\\)", "AnswerDText": "Not enough information", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 90\\degree\\)", "MisconceptionId": "1192", "MisconceptionName": "Believes all triangles have a right angle", "prompt": "Misconception:\nBelieves all triangles have a right angle\n\nQuestion:\nWhat is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()\n\nOptions:\nA. \\( 50\\degree\\)\nB. \\( 65\\degree\\)\nC. \\( 90\\degree\\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1797:B", "QuestionText": "Sally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)", "AnswerAText": "\\( \\mathrm{cm}^{2} \\)", "AnswerBText": "\\( \\mathrm{mm}^{3} \\)", "AnswerCText": "\\( m^{3} \\)", "AnswerDText": "\\( l \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\mathrm{mm}^{3} \\)", "MisconceptionId": "996", "MisconceptionName": "Does not know that units of volume are usually cubed", "prompt": "Misconception:\nDoes not know that units of volume are usually cubed\n\nQuestion:\nSally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)\n\nOptions:\nA. \\( \\mathrm{cm}^{2} \\)\nB. \\( \\mathrm{mm}^{3} \\)\nC. \\( m^{3} \\)\nD. \\( l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1797:C", "QuestionText": "Sally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)", "AnswerAText": "\\( \\mathrm{cm}^{2} \\)", "AnswerBText": "\\( \\mathrm{mm}^{3} \\)", "AnswerCText": "\\( m^{3} \\)", "AnswerDText": "\\( l \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( m^{3} \\)", "MisconceptionId": "996", "MisconceptionName": "Does not know that units of volume are usually cubed", "prompt": "Misconception:\nDoes not know that units of volume are usually cubed\n\nQuestion:\nSally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)\n\nOptions:\nA. \\( \\mathrm{cm}^{2} \\)\nB. \\( \\mathrm{mm}^{3} \\)\nC. \\( m^{3} \\)\nD. \\( l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1797:D", "QuestionText": "Sally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)", "AnswerAText": "\\( \\mathrm{cm}^{2} \\)", "AnswerBText": "\\( \\mathrm{mm}^{3} \\)", "AnswerCText": "\\( m^{3} \\)", "AnswerDText": "\\( l \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( l \\)", "MisconceptionId": "1520", "MisconceptionName": "Does not recognise litres as a unit of volume", "prompt": "Misconception:\nDoes not recognise litres as a unit of volume\n\nQuestion:\nSally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)\n\nOptions:\nA. \\( \\mathrm{cm}^{2} \\)\nB. \\( \\mathrm{mm}^{3} \\)\nC. \\( m^{3} \\)\nD. \\( l \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1798:A", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,0) \\)", "AnswerCText": "\\( (2,4) \\)", "AnswerDText": "\\( (0,2) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (2,2) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,0) \\)\nC. \\( (2,4) \\)\nD. \\( (0,2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1798:B", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,0) \\)", "AnswerCText": "\\( (2,4) \\)", "AnswerDText": "\\( (0,2) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( (2,0) \\)", "MisconceptionId": "1990", "MisconceptionName": "Fails to reflect across mirror line", "prompt": "Misconception:\nFails to reflect across mirror line\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,0) \\)\nC. \\( (2,4) \\)\nD. \\( (0,2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1798:D", "QuestionText": "The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()", "AnswerAText": "\\( (2,2) \\)", "AnswerBText": "\\( (2,0) \\)", "AnswerCText": "\\( (2,4) \\)", "AnswerDText": "\\( (0,2) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (0,2) \\)", "MisconceptionId": "563", "MisconceptionName": "Counts the squares rather than the diagonals when reflecting in y=x or y=-x", "prompt": "Misconception:\nCounts the squares rather than the diagonals when reflecting in y=x or y=-x\n\nQuestion:\nThe triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()\n\nOptions:\nA. \\( (2,2) \\)\nB. \\( (2,0) \\)\nC. \\( (2,4) \\)\nD. \\( (0,2) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1799:A", "QuestionText": "\\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 0.0098 \\)", "AnswerBText": "\\( 0.0097 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.00 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.0098 \\)", "MisconceptionId": "1529", "MisconceptionName": "Rounds to the wrong degree of accuracy (significant figures rather than decimal places)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (significant figures rather than decimal places)\n\nQuestion:\n\\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 0.0098 \\)\nB. \\( 0.0097 \\)\nC. \\( 0.01 \\)\nD. \\( 0.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1799:B", "QuestionText": "\\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 0.0098 \\)", "AnswerBText": "\\( 0.0097 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.00 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0.0097 \\)", "MisconceptionId": "1529", "MisconceptionName": "Rounds to the wrong degree of accuracy (significant figures rather than decimal places)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (significant figures rather than decimal places)\n\nQuestion:\n\\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 0.0098 \\)\nB. \\( 0.0097 \\)\nC. \\( 0.01 \\)\nD. \\( 0.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1799:D", "QuestionText": "\\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?", "AnswerAText": "\\( 0.0098 \\)", "AnswerBText": "\\( 0.0097 \\)", "AnswerCText": "\\( 0.01 \\)", "AnswerDText": "\\( 0.00 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 0.00 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\n\\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?\n\nOptions:\nA. \\( 0.0098 \\)\nB. \\( 0.0097 \\)\nC. \\( 0.01 \\)\nD. \\( 0.00 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1800:B", "QuestionText": "\\( 0.55-0.2= \\)", "AnswerAText": "\\( 0.552 \\)", "AnswerBText": "\\( 0.33 \\)", "AnswerCText": "\\( 0.53 \\)", "AnswerDText": "\\( 0.35 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 0.33 \\)", "MisconceptionId": "496", "MisconceptionName": "When subtracting decimals with a different number of decimals, subtracts one digit from more than one column", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimals, subtracts one digit from more than one column\n\nQuestion:\n\\( 0.55-0.2= \\)\n\nOptions:\nA. \\( 0.552 \\)\nB. \\( 0.33 \\)\nC. \\( 0.53 \\)\nD. \\( 0.35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1800:C", "QuestionText": "\\( 0.55-0.2= \\)", "AnswerAText": "\\( 0.552 \\)", "AnswerBText": "\\( 0.33 \\)", "AnswerCText": "\\( 0.53 \\)", "AnswerDText": "\\( 0.35 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 0.53 \\)", "MisconceptionId": "2346", "MisconceptionName": "When subtracting decimals with a different number of decimal places, lines up the digits incorrectly", "prompt": "Misconception:\nWhen subtracting decimals with a different number of decimal places, lines up the digits incorrectly\n\nQuestion:\n\\( 0.55-0.2= \\)\n\nOptions:\nA. \\( 0.552 \\)\nB. \\( 0.33 \\)\nC. \\( 0.53 \\)\nD. \\( 0.35 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1801:A", "QuestionText": "What is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)", "AnswerAText": "\\( -9<x<11 \\)", "AnswerBText": "\\( -3<x<2 \\)", "AnswerCText": "\\( -2<x<2 \\)", "AnswerDText": "\\( -3.5<x<1.5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( -9<x<11 \\)", "MisconceptionId": "1214", "MisconceptionName": "When solving an equation, uses the same operation rather than the inverse.", "prompt": "Misconception:\nWhen solving an equation, uses the same operation rather than the inverse.\n\nQuestion:\nWhat is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)\n\nOptions:\nA. \\( -9<x<11 \\)\nB. \\( -3<x<2 \\)\nC. \\( -2<x<2 \\)\nD. \\( -3.5<x<1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1801:C", "QuestionText": "What is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)", "AnswerAText": "\\( -9<x<11 \\)", "AnswerBText": "\\( -3<x<2 \\)", "AnswerCText": "\\( -2<x<2 \\)", "AnswerDText": "\\( -3.5<x<1.5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -2<x<2 \\)", "MisconceptionId": "1937", "MisconceptionName": "Believes subtracting a positive number from a negative number makes the answer less negative", "prompt": "Misconception:\nBelieves subtracting a positive number from a negative number makes the answer less negative\n\nQuestion:\nWhat is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)\n\nOptions:\nA. \\( -9<x<11 \\)\nB. \\( -3<x<2 \\)\nC. \\( -2<x<2 \\)\nD. \\( -3.5<x<1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1801:D", "QuestionText": "What is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)", "AnswerAText": "\\( -9<x<11 \\)", "AnswerBText": "\\( -3<x<2 \\)", "AnswerCText": "\\( -2<x<2 \\)", "AnswerDText": "\\( -3.5<x<1.5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -3.5<x<1.5 \\)", "MisconceptionId": "256", "MisconceptionName": "Does not reverse the order of operations when solving an equation", "prompt": "Misconception:\nDoes not reverse the order of operations when solving an equation\n\nQuestion:\nWhat is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)\n\nOptions:\nA. \\( -9<x<11 \\)\nB. \\( -3<x<2 \\)\nC. \\( -2<x<2 \\)\nD. \\( -3.5<x<1.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1802:B", "QuestionText": "In a bakery \\( \\frac{3}{7} \\) of the cakes are chocolate, \\( \\frac{5}{14} \\) of the cakes are vanilla and \\( \\frac{6}{28} \\) are lemon.\nWhich flavour cake is there more of?", "AnswerAText": "Chocolate", "AnswerBText": "Vanilla", "AnswerCText": "Lemon", "AnswerDText": "There is the same amount of each.", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Vanilla", "MisconceptionId": "684", "MisconceptionName": "Does not find a common denominator when comparing fractions", "prompt": "Misconception:\nDoes not find a common denominator when comparing fractions\n\nQuestion:\nIn a bakery \\( \\frac{3}{7} \\) of the cakes are chocolate, \\( \\frac{5}{14} \\) of the cakes are vanilla and \\( \\frac{6}{28} \\) are lemon.\nWhich flavour cake is there more of?\n\nOptions:\nA. Chocolate\nB. Vanilla\nC. Lemon\nD. There is the same amount of each.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1802:D", "QuestionText": "In a bakery \\( \\frac{3}{7} \\) of the cakes are chocolate, \\( \\frac{5}{14} \\) of the cakes are vanilla and \\( \\frac{6}{28} \\) are lemon.\nWhich flavour cake is there more of?", "AnswerAText": "Chocolate", "AnswerBText": "Vanilla", "AnswerCText": "Lemon", "AnswerDText": "There is the same amount of each.", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "There is the same amount of each.", "MisconceptionId": "684", "MisconceptionName": "Does not find a common denominator when comparing fractions", "prompt": "Misconception:\nDoes not find a common denominator when comparing fractions\n\nQuestion:\nIn a bakery \\( \\frac{3}{7} \\) of the cakes are chocolate, \\( \\frac{5}{14} \\) of the cakes are vanilla and \\( \\frac{6}{28} \\) are lemon.\nWhich flavour cake is there more of?\n\nOptions:\nA. Chocolate\nB. Vanilla\nC. Lemon\nD. There is the same amount of each.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1803:A", "QuestionText": "Which of the following is the best estimate of the size of this angle? ![An obtuse angle]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "\\( 90^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "\\( 160^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 60^{\\circ} \\)", "MisconceptionId": "1344", "MisconceptionName": "Estimates angle without using knowledge of degrees in quarter turns", "prompt": "Misconception:\nEstimates angle without using knowledge of degrees in quarter turns\n\nQuestion:\nWhich of the following is the best estimate of the size of this angle? ![An obtuse angle]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. \\( 90^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. \\( 160^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1803:B", "QuestionText": "Which of the following is the best estimate of the size of this angle? ![An obtuse angle]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "\\( 90^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "\\( 160^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 90^{\\circ} \\)", "MisconceptionId": "1344", "MisconceptionName": "Estimates angle without using knowledge of degrees in quarter turns", "prompt": "Misconception:\nEstimates angle without using knowledge of degrees in quarter turns\n\nQuestion:\nWhich of the following is the best estimate of the size of this angle? ![An obtuse angle]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. \\( 90^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. \\( 160^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1803:D", "QuestionText": "Which of the following is the best estimate of the size of this angle? ![An obtuse angle]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "\\( 90^{\\circ} \\)", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "\\( 160^{\\circ} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 160^{\\circ} \\)", "MisconceptionId": "1344", "MisconceptionName": "Estimates angle without using knowledge of degrees in quarter turns", "prompt": "Misconception:\nEstimates angle without using knowledge of degrees in quarter turns\n\nQuestion:\nWhich of the following is the best estimate of the size of this angle? ![An obtuse angle]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. \\( 90^{\\circ} \\)\nC. \\( 120^{\\circ} \\)\nD. \\( 160^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1804:A", "QuestionText": "This is a part of the table of values for the equation\n\\(y=\\frac{1}{2} x^{2}\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\frac{2}{3} \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{1}{9} \\)", "AnswerBText": "\\( \\frac{2}{9} \\)", "AnswerCText": "\\( \\frac{2}{3} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{1}{9} \\)", "MisconceptionId": "1113", "MisconceptionName": "When substituting a value into a non-linear term with a coefficient, multiplies by the coefficient then calculates the power.", "prompt": "Misconception:\nWhen substituting a value into a non-linear term with a coefficient, multiplies by the coefficient then calculates the power.\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(y=\\frac{1}{2} x^{2}\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\frac{2}{3} \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{1}{9} \\)\nB. \\( \\frac{2}{9} \\)\nC. \\( \\frac{2}{3} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1804:C", "QuestionText": "This is a part of the table of values for the equation\n\\(y=\\frac{1}{2} x^{2}\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\frac{2}{3} \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( \\frac{1}{9} \\)", "AnswerBText": "\\( \\frac{2}{9} \\)", "AnswerCText": "\\( \\frac{2}{3} \\)", "AnswerDText": "\\( \\frac{1}{6} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{2}{3} \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nThis is a part of the table of values for the equation\n\\(y=\\frac{1}{2} x^{2}\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\frac{2}{3} \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( \\frac{1}{9} \\)\nB. \\( \\frac{2}{9} \\)\nC. \\( \\frac{2}{3} \\)\nD. \\( \\frac{1}{6} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1805:B", "QuestionText": "What is the smallest odd cube number?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 27 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1884", "MisconceptionName": "Thinks numbers are a multiple of their index", "prompt": "Misconception:\nThinks numbers are a multiple of their index\n\nQuestion:\nWhat is the smallest odd cube number?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( 8 \\)\nD. \\( 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1805:C", "QuestionText": "What is the smallest odd cube number?", "AnswerAText": "\\( 1 \\)", "AnswerBText": "\\( 3 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 27 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "421", "MisconceptionName": "Mixes up odd and even numbers", "prompt": "Misconception:\nMixes up odd and even numbers\n\nQuestion:\nWhat is the smallest odd cube number?\n\nOptions:\nA. \\( 1 \\)\nB. \\( 3 \\)\nC. \\( 8 \\)\nD. \\( 27 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1806:B", "QuestionText": "Write the following using correct algebraic notation \\( p \\) multiplied by three lots of \\( q \\)", "AnswerAText": "\\( 3 p+q \\)", "AnswerBText": "\\( p q^{3} \\)", "AnswerCText": "\\( p q+3 \\)", "AnswerDText": "\\( 3 p q \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( p q^{3} \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nWrite the following using correct algebraic notation \\( p \\) multiplied by three lots of \\( q \\)\n\nOptions:\nA. \\( 3 p+q \\)\nB. \\( p q^{3} \\)\nC. \\( p q+3 \\)\nD. \\( 3 p q \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1807:A", "QuestionText": "What is the value of \\( 3^{2} \\) ?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 12 \\)", "MisconceptionId": "64", "MisconceptionName": "Mixes up squaring and multiplying by 4", "prompt": "Misconception:\nMixes up squaring and multiplying by 4\n\nQuestion:\nWhat is the value of \\( 3^{2} \\) ?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1807:B", "QuestionText": "What is the value of \\( 3^{2} \\) ?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nWhat is the value of \\( 3^{2} \\) ?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1807:D", "QuestionText": "What is the value of \\( 3^{2} \\) ?", "AnswerAText": "\\( 12 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 9 \\)", "AnswerDText": "\\( 5 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\nWhat is the value of \\( 3^{2} \\) ?\n\nOptions:\nA. \\( 12 \\)\nB. \\( 6 \\)\nC. \\( 9 \\)\nD. \\( 5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1808:B", "QuestionText": "Simplify, if possible:\n\\(\nm^{2} \\times m^{2}\n\\)", "AnswerAText": "\\( m^{4} \\)", "AnswerBText": "\\( 4 m \\)", "AnswerCText": "\\( 2 m^{2} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 4 m \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nSimplify, if possible:\n\\(\nm^{2} \\times m^{2}\n\\)\n\nOptions:\nA. \\( m^{4} \\)\nB. \\( 4 m \\)\nC. \\( 2 m^{2} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1808:C", "QuestionText": "Simplify, if possible:\n\\(\nm^{2} \\times m^{2}\n\\)", "AnswerAText": "\\( m^{4} \\)", "AnswerBText": "\\( 4 m \\)", "AnswerCText": "\\( 2 m^{2} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 2 m^{2} \\)", "MisconceptionId": "1644", "MisconceptionName": "Confuses collecting like terms with multiplication", "prompt": "Misconception:\nConfuses collecting like terms with multiplication\n\nQuestion:\nSimplify, if possible:\n\\(\nm^{2} \\times m^{2}\n\\)\n\nOptions:\nA. \\( m^{4} \\)\nB. \\( 4 m \\)\nC. \\( 2 m^{2} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1809:B", "QuestionText": "What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-3)(p+1) \\equiv p^{2} \\triangle p \\bigcirc\n\\)", "AnswerAText": "\\( \\bigcirc=-3 \\)", "AnswerBText": "\\( \\bigcirc=+3 \\)", "AnswerCText": "\\( \\bigcirc=-4 \\)", "AnswerDText": "\\( \\bigcirc=-2 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\bigcirc=+3 \\)", "MisconceptionId": "974", "MisconceptionName": "Believes multiplying a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves multiplying a positive by a negative gives a positive answer\n\nQuestion:\nWhat should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-3)(p+1) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\n\nOptions:\nA. \\( \\bigcirc=-3 \\)\nB. \\( \\bigcirc=+3 \\)\nC. \\( \\bigcirc=-4 \\)\nD. \\( \\bigcirc=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1809:D", "QuestionText": "What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-3)(p+1) \\equiv p^{2} \\triangle p \\bigcirc\n\\)", "AnswerAText": "\\( \\bigcirc=-3 \\)", "AnswerBText": "\\( \\bigcirc=+3 \\)", "AnswerCText": "\\( \\bigcirc=-4 \\)", "AnswerDText": "\\( \\bigcirc=-2 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\bigcirc=-2 \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\nWhat should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-3)(p+1) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\n\nOptions:\nA. \\( \\bigcirc=-3 \\)\nB. \\( \\bigcirc=+3 \\)\nC. \\( \\bigcirc=-4 \\)\nD. \\( \\bigcirc=-2 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1810:B", "QuestionText": "The bar chart shows the number of students in each year group who study French, Spanish and Chinese.\n\nHow many more Year 8s than Year 7s study French? ![An image of a vertical bar chart with bars striped red and white for French, solid blue for Spanish and solid white for Chinese (a key shows this). The x-axis is titled 'year group' with labels for Years 7 to 11. The y-axis is titled 'number of children' and its scale is from 0 to 80 in steps of 10. The following data is shown on the bar chart.\nYear 7: French 42, Spanish 35, Chinese 60; Year 8: French 80, Spanish 27, Chinese 25; Year 9: French 35, Spanish 70, Chinese 12; Year 10: French 12, Spanish 35, Chinese 0; Year 11: French 33, Spanish 26, Chinese 0.]()", "AnswerAText": "\\( 42 \\)", "AnswerBText": "\\( 122 \\)", "AnswerCText": "\\( 38 \\)", "AnswerDText": "\\( 80 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 122 \\)", "MisconceptionId": "673", "MisconceptionName": "Finds total instead of difference when asked 'How many more'", "prompt": "Misconception:\nFinds total instead of difference when asked 'How many more'\n\nQuestion:\nThe bar chart shows the number of students in each year group who study French, Spanish and Chinese.\n\nHow many more Year 8s than Year 7s study French? ![An image of a vertical bar chart with bars striped red and white for French, solid blue for Spanish and solid white for Chinese (a key shows this). The x-axis is titled 'year group' with labels for Years 7 to 11. The y-axis is titled 'number of children' and its scale is from 0 to 80 in steps of 10. The following data is shown on the bar chart.\nYear 7: French 42, Spanish 35, Chinese 60; Year 8: French 80, Spanish 27, Chinese 25; Year 9: French 35, Spanish 70, Chinese 12; Year 10: French 12, Spanish 35, Chinese 0; Year 11: French 33, Spanish 26, Chinese 0.]()\n\nOptions:\nA. \\( 42 \\)\nB. \\( 122 \\)\nC. \\( 38 \\)\nD. \\( 80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1811:B", "QuestionText": "What is the length of the side marked \\( q \\) ? ![Two, intersecting circles drawn with a compass and used to construct a triangle with one side labelled with q]()", "AnswerAText": "\\( 2 \\mathrm{~cm} \\)", "AnswerBText": "\\( 2.5 \\mathrm{~cm} \\)", "AnswerCText": "\\( 3 \\mathrm{~cm} \\)", "AnswerDText": "Not enough information", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 2.5 \\mathrm{~cm} \\)", "MisconceptionId": "1047", "MisconceptionName": "Estimates a measurement on a diagram rather than working it out", "prompt": "Misconception:\nEstimates a measurement on a diagram rather than working it out\n\nQuestion:\nWhat is the length of the side marked \\( q \\) ? ![Two, intersecting circles drawn with a compass and used to construct a triangle with one side labelled with q]()\n\nOptions:\nA. \\( 2 \\mathrm{~cm} \\)\nB. \\( 2.5 \\mathrm{~cm} \\)\nC. \\( 3 \\mathrm{~cm} \\)\nD. Not enough information\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1812:A", "QuestionText": "Here are two points and their midpoint. What should replace the star? ![A set of axis showing all four quadrants. Three points are marked in a straight line with a negative gradient. One lilac circle marks a point in the 1st quadrant and is labelled (-5, 5). One red circle marks a point in the 1st quadrant and is labelled (-2,1). Another lilac circle marks a point in the 4th quadrant and is labelled (gold star icon, green triangle icon) as the coordinates are unknown. ]()", "AnswerAText": "\\(\\color{gold}\\bigstar\\) = 5", "AnswerBText": "\\(\\color{gold}\\bigstar\\) = -7", "AnswerCText": "\\(\\color{gold}\\bigstar\\) = -3.5", "AnswerDText": "\\(\\color{gold}\\bigstar\\) = 1", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\(\\color{gold}\\bigstar\\) = 5", "MisconceptionId": "118", "MisconceptionName": "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", "prompt": "Misconception:\nGiven a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute value\n\nQuestion:\nHere are two points and their midpoint. What should replace the star? ![A set of axis showing all four quadrants. Three points are marked in a straight line with a negative gradient. One lilac circle marks a point in the 1st quadrant and is labelled (-5, 5). One red circle marks a point in the 1st quadrant and is labelled (-2,1). Another lilac circle marks a point in the 4th quadrant and is labelled (gold star icon, green triangle icon) as the coordinates are unknown. ]()\n\nOptions:\nA. \\(\\color{gold}\\bigstar\\) = 5\nB. \\(\\color{gold}\\bigstar\\) = -7\nC. \\(\\color{gold}\\bigstar\\) = -3.5\nD. \\(\\color{gold}\\bigstar\\) = 1\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1812:B", "QuestionText": "Here are two points and their midpoint. What should replace the star? ![A set of axis showing all four quadrants. Three points are marked in a straight line with a negative gradient. One lilac circle marks a point in the 1st quadrant and is labelled (-5, 5). One red circle marks a point in the 1st quadrant and is labelled (-2,1). Another lilac circle marks a point in the 4th quadrant and is labelled (gold star icon, green triangle icon) as the coordinates are unknown. ]()", "AnswerAText": "\\(\\color{gold}\\bigstar\\) = 5", "AnswerBText": "\\(\\color{gold}\\bigstar\\) = -7", "AnswerCText": "\\(\\color{gold}\\bigstar\\) = -3.5", "AnswerDText": "\\(\\color{gold}\\bigstar\\) = 1", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\(\\color{gold}\\bigstar\\) = -7", "MisconceptionId": "393", "MisconceptionName": "Believes adding coordinates of endpoint and midpoint of a line will give the other endpoint", "prompt": "Misconception:\nBelieves adding coordinates of endpoint and midpoint of a line will give the other endpoint\n\nQuestion:\nHere are two points and their midpoint. What should replace the star? ![A set of axis showing all four quadrants. Three points are marked in a straight line with a negative gradient. One lilac circle marks a point in the 1st quadrant and is labelled (-5, 5). One red circle marks a point in the 1st quadrant and is labelled (-2,1). Another lilac circle marks a point in the 4th quadrant and is labelled (gold star icon, green triangle icon) as the coordinates are unknown. ]()\n\nOptions:\nA. \\(\\color{gold}\\bigstar\\) = 5\nB. \\(\\color{gold}\\bigstar\\) = -7\nC. \\(\\color{gold}\\bigstar\\) = -3.5\nD. \\(\\color{gold}\\bigstar\\) = 1\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1813:A", "QuestionText": "Each square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()", "AnswerAText": "\\( 5 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 9 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 4.5 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 5 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "584", "MisconceptionName": "Underestimates the area of shapes when counting squares when some squares are neither wholes nor halves", "prompt": "Misconception:\nUnderestimates the area of shapes when counting squares when some squares are neither wholes nor halves\n\nQuestion:\nEach square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()\n\nOptions:\nA. \\( 5 \\mathrm{~cm}^{2} \\)\nB. \\( 3 \\mathrm{~cm}^{2} \\)\nC. \\( 9 \\mathrm{~cm}^{2} \\)\nD. \\( 4.5 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1813:B", "QuestionText": "Each square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()", "AnswerAText": "\\( 5 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 9 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 4.5 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 3 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "828", "MisconceptionName": "Adds when calculating area instead of multiplying", "prompt": "Misconception:\nAdds when calculating area instead of multiplying\n\nQuestion:\nEach square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()\n\nOptions:\nA. \\( 5 \\mathrm{~cm}^{2} \\)\nB. \\( 3 \\mathrm{~cm}^{2} \\)\nC. \\( 9 \\mathrm{~cm}^{2} \\)\nD. \\( 4.5 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1813:C", "QuestionText": "Each square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()", "AnswerAText": "\\( 5 \\mathrm{~cm}^{2} \\)", "AnswerBText": "\\( 3 \\mathrm{~cm}^{2} \\)", "AnswerCText": "\\( 9 \\mathrm{~cm}^{2} \\)", "AnswerDText": "\\( 4.5 \\mathrm{~cm}^{2} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 9 \\mathrm{~cm}^{2} \\)", "MisconceptionId": "159", "MisconceptionName": "Does not divide by 2 when calculating the area of a triangle", "prompt": "Misconception:\nDoes not divide by 2 when calculating the area of a triangle\n\nQuestion:\nEach square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()\n\nOptions:\nA. \\( 5 \\mathrm{~cm}^{2} \\)\nB. \\( 3 \\mathrm{~cm}^{2} \\)\nC. \\( 9 \\mathrm{~cm}^{2} \\)\nD. \\( 4.5 \\mathrm{~cm}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1814:A", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1811", "MisconceptionName": "Believes that the compensation strategy for the multiplication of 2 numbers can only be used one way round.", "prompt": "Misconception:\nBelieves that the compensation strategy for the multiplication of 2 numbers can only be used one way round.\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1814:B", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only\nKatie", "MisconceptionId": "1811", "MisconceptionName": "Believes that the compensation strategy for the multiplication of 2 numbers can only be used one way round.", "prompt": "Misconception:\nBelieves that the compensation strategy for the multiplication of 2 numbers can only be used one way round.\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1814:D", "QuestionText": "Tom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1066", "MisconceptionName": "Does not think that the compensation strategy for the multiplication of 2 numbers is valid.", "prompt": "Misconception:\nDoes not think that the compensation strategy for the multiplication of 2 numbers is valid.\n\nQuestion:\nTom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1815:A", "QuestionText": "\\( (16)^{0}=? \\)", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "You cannot have a power of \\( 0 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "1920", "MisconceptionName": "Forgotten that anything to the power of 0 equals 1", "prompt": "Misconception:\nForgotten that anything to the power of 0 equals 1\n\nQuestion:\n\\( (16)^{0}=? \\)\n\nOptions:\nA. \\( 16 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. You cannot have a power of \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1815:B", "QuestionText": "\\( (16)^{0}=? \\)", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "You cannot have a power of \\( 0 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 0 \\)", "MisconceptionId": "1920", "MisconceptionName": "Forgotten that anything to the power of 0 equals 1", "prompt": "Misconception:\nForgotten that anything to the power of 0 equals 1\n\nQuestion:\n\\( (16)^{0}=? \\)\n\nOptions:\nA. \\( 16 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. You cannot have a power of \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1815:D", "QuestionText": "\\( (16)^{0}=? \\)", "AnswerAText": "\\( 16 \\)", "AnswerBText": "\\( 0 \\)", "AnswerCText": "\\( 1 \\)", "AnswerDText": "You cannot have a power of \\( 0 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "You cannot have a power of \\( 0 \\)", "MisconceptionId": "1920", "MisconceptionName": "Forgotten that anything to the power of 0 equals 1", "prompt": "Misconception:\nForgotten that anything to the power of 0 equals 1\n\nQuestion:\n\\( (16)^{0}=? \\)\n\nOptions:\nA. \\( 16 \\)\nB. \\( 0 \\)\nC. \\( 1 \\)\nD. You cannot have a power of \\( 0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1816:B", "QuestionText": "What number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()", "AnswerAText": "\\( 145 \\)", "AnswerBText": "\\( 140 \\)", "AnswerCText": "\\( 149 \\)", "AnswerDText": "\\( 148 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 140 \\)", "MisconceptionId": "2035", "MisconceptionName": "When reading integers on a number line, assumes each dash is 10", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 10\n\nQuestion:\nWhat number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()\n\nOptions:\nA. \\( 145 \\)\nB. \\( 140 \\)\nC. \\( 149 \\)\nD. \\( 148 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1816:C", "QuestionText": "What number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()", "AnswerAText": "\\( 145 \\)", "AnswerBText": "\\( 140 \\)", "AnswerCText": "\\( 149 \\)", "AnswerDText": "\\( 148 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 149 \\)", "MisconceptionId": "2053", "MisconceptionName": "When reading integers on a number line, assumes each dash is 1", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 1\n\nQuestion:\nWhat number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()\n\nOptions:\nA. \\( 145 \\)\nB. \\( 140 \\)\nC. \\( 149 \\)\nD. \\( 148 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1816:D", "QuestionText": "What number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()", "AnswerAText": "\\( 145 \\)", "AnswerBText": "\\( 140 \\)", "AnswerCText": "\\( 149 \\)", "AnswerDText": "\\( 148 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 148 \\)", "MisconceptionId": "1103", "MisconceptionName": "When reading integers on a number line, assumes each dash is 2", "prompt": "Misconception:\nWhen reading integers on a number line, assumes each dash is 2\n\nQuestion:\nWhat number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()\n\nOptions:\nA. \\( 145 \\)\nB. \\( 140 \\)\nC. \\( 149 \\)\nD. \\( 148 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1817:A", "QuestionText": "\\( 0.01^{3}= \\)", "AnswerAText": "\\( 0.0001 \\)", "AnswerBText": "\\( 0.000001 \\)", "AnswerCText": "\\( 0.03 \\)", "AnswerDText": "\\( 0.00001 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 0.0001 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.01^{3}= \\)\n\nOptions:\nA. \\( 0.0001 \\)\nB. \\( 0.000001 \\)\nC. \\( 0.03 \\)\nD. \\( 0.00001 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1817:C", "QuestionText": "\\( 0.01^{3}= \\)", "AnswerAText": "\\( 0.0001 \\)", "AnswerBText": "\\( 0.000001 \\)", "AnswerCText": "\\( 0.03 \\)", "AnswerDText": "\\( 0.00001 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 0.03 \\)", "MisconceptionId": "438", "MisconceptionName": "Believes cubing a number means you multiply it by 3", "prompt": "Misconception:\nBelieves cubing a number means you multiply it by 3\n\nQuestion:\n\\( 0.01^{3}= \\)\n\nOptions:\nA. \\( 0.0001 \\)\nB. \\( 0.000001 \\)\nC. \\( 0.03 \\)\nD. \\( 0.00001 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1817:D", "QuestionText": "\\( 0.01^{3}= \\)", "AnswerAText": "\\( 0.0001 \\)", "AnswerBText": "\\( 0.000001 \\)", "AnswerCText": "\\( 0.03 \\)", "AnswerDText": "\\( 0.00001 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 0.00001 \\)", "MisconceptionId": "2481", "MisconceptionName": "When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal", "prompt": "Misconception:\nWhen multiplying decimals, divides by the wrong power of 10 when reinserting the decimal\n\nQuestion:\n\\( 0.01^{3}= \\)\n\nOptions:\nA. \\( 0.0001 \\)\nB. \\( 0.000001 \\)\nC. \\( 0.03 \\)\nD. \\( 0.00001 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1818:B", "QuestionText": "Tom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1358", "MisconceptionName": "Believes you can have decimals in a simplified fraction", "prompt": "Misconception:\nBelieves you can have decimals in a simplified fraction\n\nQuestion:\nTom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1818:C", "QuestionText": "Tom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1358", "MisconceptionName": "Believes you can have decimals in a simplified fraction", "prompt": "Misconception:\nBelieves you can have decimals in a simplified fraction\n\nQuestion:\nTom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1818:D", "QuestionText": "Tom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "820", "MisconceptionName": "Does not know that you can leave a fraction in improper form", "prompt": "Misconception:\nDoes not know that you can leave a fraction in improper form\n\nQuestion:\nTom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1819:B", "QuestionText": "\\( \\sqrt[3]{27}=? \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 327 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 9 \\)", "MisconceptionId": "414", "MisconceptionName": "Divides by the order of the root", "prompt": "Misconception:\nDivides by the order of the root\n\nQuestion:\n\\( \\sqrt[3]{27}=? \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 9 \\)\nC. \\( 81 \\)\nD. \\( 327 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1819:C", "QuestionText": "\\( \\sqrt[3]{27}=? \\)", "AnswerAText": "\\( 3 \\)", "AnswerBText": "\\( 9 \\)", "AnswerCText": "\\( 81 \\)", "AnswerDText": "\\( 327 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 81 \\)", "MisconceptionId": "146", "MisconceptionName": "Has multiplied by the root power", "prompt": "Misconception:\nHas multiplied by the root power\n\nQuestion:\n\\( \\sqrt[3]{27}=? \\)\n\nOptions:\nA. \\( 3 \\)\nB. \\( 9 \\)\nC. \\( 81 \\)\nD. \\( 327 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1820:A", "QuestionText": "\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()", "AnswerAText": "XMP", "AnswerBText": "SNY", "AnswerCText": "SNX", "AnswerDText": "XNR", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "XMP", "MisconceptionId": "625", "MisconceptionName": "Confuses corresponding and vertically opposite angles", "prompt": "Misconception:\nConfuses corresponding and vertically opposite angles\n\nQuestion:\n\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()\n\nOptions:\nA. XMP\nB. SNY\nC. SNX\nD. XNR\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1820:C", "QuestionText": "\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()", "AnswerAText": "XMP", "AnswerBText": "SNY", "AnswerCText": "SNX", "AnswerDText": "XNR", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "SNX", "MisconceptionId": "2336", "MisconceptionName": "Confuses co-interior and corresponding angles", "prompt": "Misconception:\nConfuses co-interior and corresponding angles\n\nQuestion:\n\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()\n\nOptions:\nA. XMP\nB. SNY\nC. SNX\nD. XNR\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1820:D", "QuestionText": "\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()", "AnswerAText": "XMP", "AnswerBText": "SNY", "AnswerCText": "SNX", "AnswerDText": "XNR", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "XNR", "MisconceptionId": "2454", "MisconceptionName": "Confuses corresponding and alternate angles", "prompt": "Misconception:\nConfuses corresponding and alternate angles\n\nQuestion:\n\\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()\n\nOptions:\nA. XMP\nB. SNY\nC. SNX\nD. XNR\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1821:A", "QuestionText": "A common factor of \\( 8 \\) and \\( 20 \\) is...", "AnswerAText": "\\( 40 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "710", "MisconceptionName": "Confuses factors and multiples", "prompt": "Misconception:\nConfuses factors and multiples\n\nQuestion:\nA common factor of \\( 8 \\) and \\( 20 \\) is...\n\nOptions:\nA. \\( 40 \\)\nB. \\( 20 \\)\nC. \\( 8 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1821:B", "QuestionText": "A common factor of \\( 8 \\) and \\( 20 \\) is...", "AnswerAText": "\\( 40 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 20 \\)", "MisconceptionId": "1693", "MisconceptionName": "Does not know the meaning of common, eg. common factor", "prompt": "Misconception:\nDoes not know the meaning of common, eg. common factor\n\nQuestion:\nA common factor of \\( 8 \\) and \\( 20 \\) is...\n\nOptions:\nA. \\( 40 \\)\nB. \\( 20 \\)\nC. \\( 8 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1821:C", "QuestionText": "A common factor of \\( 8 \\) and \\( 20 \\) is...", "AnswerAText": "\\( 40 \\)", "AnswerBText": "\\( 20 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 4 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 8 \\)", "MisconceptionId": "1693", "MisconceptionName": "Does not know the meaning of common, eg. common factor", "prompt": "Misconception:\nDoes not know the meaning of common, eg. common factor\n\nQuestion:\nA common factor of \\( 8 \\) and \\( 20 \\) is...\n\nOptions:\nA. \\( 40 \\)\nB. \\( 20 \\)\nC. \\( 8 \\)\nD. \\( 4 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1822:B", "QuestionText": "Which vector correctly describes the translation that maps object \\( P \\) onto object \\( Q \\)? ![The image shows a pair of axes and two congruent trapezia labelled P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (3, 3), (4, 5), (6, 5), (7, 3).]()", "AnswerAText": "\\( \\left(\\begin{array}{c}2 \\\\ -4\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{c}-4 \\\\ 2\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( \\left(\\begin{array}{c}-4 \\\\ 2\\end{array}\\right) \\)", "MisconceptionId": "905", "MisconceptionName": "Thinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round", "prompt": "Misconception:\nThinks the movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round\n\nQuestion:\nWhich vector correctly describes the translation that maps object \\( P \\) onto object \\( Q \\)? ![The image shows a pair of axes and two congruent trapezia labelled P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (3, 3), (4, 5), (6, 5), (7, 3).]()\n\nOptions:\nA. \\( \\left(\\begin{array}{c}2 \\\\ -4\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{c}-4 \\\\ 2\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1822:D", "QuestionText": "Which vector correctly describes the translation that maps object \\( P \\) onto object \\( Q \\)? ![The image shows a pair of axes and two congruent trapezia labelled P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (3, 3), (4, 5), (6, 5), (7, 3).]()", "AnswerAText": "\\( \\left(\\begin{array}{c}2 \\\\ -4\\end{array}\\right) \\)", "AnswerBText": "\\( \\left(\\begin{array}{c}-4 \\\\ 2\\end{array}\\right) \\)", "AnswerCText": "\\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)", "AnswerDText": "\\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)", "MisconceptionId": "1265", "MisconceptionName": "When describing a translation, goes from the image to the original", "prompt": "Misconception:\nWhen describing a translation, goes from the image to the original\n\nQuestion:\nWhich vector correctly describes the translation that maps object \\( P \\) onto object \\( Q \\)? ![The image shows a pair of axes and two congruent trapezia labelled P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (3, 3), (4, 5), (6, 5), (7, 3).]()\n\nOptions:\nA. \\( \\left(\\begin{array}{c}2 \\\\ -4\\end{array}\\right) \\)\nB. \\( \\left(\\begin{array}{c}-4 \\\\ 2\\end{array}\\right) \\)\nC. \\( \\left(\\begin{array}{c}4 \\\\ -2\\end{array}\\right) \\)\nD. \\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1823:A", "QuestionText": "![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?", "AnswerAText": "\\( \\mathrm{GH} \\)", "AnswerBText": "\\( C D \\)", "AnswerCText": "OP", "AnswerDText": "\\( \\mathrm{KL} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( \\mathrm{GH} \\)", "MisconceptionId": "1513", "MisconceptionName": "Does not know the meaning of perpendicular", "prompt": "Misconception:\nDoes not know the meaning of perpendicular\n\nQuestion:\n![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?\n\nOptions:\nA. \\( \\mathrm{GH} \\)\nB. \\( C D \\)\nC. OP\nD. \\( \\mathrm{KL} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1823:B", "QuestionText": "![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?", "AnswerAText": "\\( \\mathrm{GH} \\)", "AnswerBText": "\\( C D \\)", "AnswerCText": "OP", "AnswerDText": "\\( \\mathrm{KL} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( C D \\)", "MisconceptionId": "83", "MisconceptionName": "Confuses the meaning of perpendicular and vertical", "prompt": "Misconception:\nConfuses the meaning of perpendicular and vertical\n\nQuestion:\n![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?\n\nOptions:\nA. \\( \\mathrm{GH} \\)\nB. \\( C D \\)\nC. OP\nD. \\( \\mathrm{KL} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1823:C", "QuestionText": "![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?", "AnswerAText": "\\( \\mathrm{GH} \\)", "AnswerBText": "\\( C D \\)", "AnswerCText": "OP", "AnswerDText": "\\( \\mathrm{KL} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "OP", "MisconceptionId": "1513", "MisconceptionName": "Does not know the meaning of perpendicular", "prompt": "Misconception:\nDoes not know the meaning of perpendicular\n\nQuestion:\n![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?\n\nOptions:\nA. \\( \\mathrm{GH} \\)\nB. \\( C D \\)\nC. OP\nD. \\( \\mathrm{KL} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1824:C", "QuestionText": "The bar chart shows the number of students in each year group who study French, Spanish and Chinese.\n\nHow many more Year \\( 7 s \\) than Year 8s study Chinese? ![An image of a bar chart with bars striped red and white for French, blue for Spanish and white for Chinese. The x-axis is marked 'year group' with options 7-11, and the y-axis is marked 'number of children'. ]()", "AnswerAText": "\\( 60 \\)", "AnswerBText": "\\( 35 \\)", "AnswerCText": "\\( 85 \\)", "AnswerDText": "\\( 25 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 85 \\)", "MisconceptionId": "673", "MisconceptionName": "Finds total instead of difference when asked 'How many more'", "prompt": "Misconception:\nFinds total instead of difference when asked 'How many more'\n\nQuestion:\nThe bar chart shows the number of students in each year group who study French, Spanish and Chinese.\n\nHow many more Year \\( 7 s \\) than Year 8s study Chinese? ![An image of a bar chart with bars striped red and white for French, blue for Spanish and white for Chinese. The x-axis is marked 'year group' with options 7-11, and the y-axis is marked 'number of children'. ]()\n\nOptions:\nA. \\( 60 \\)\nB. \\( 35 \\)\nC. \\( 85 \\)\nD. \\( 25 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1825:A", "QuestionText": "Tom and Katie are discussing this pair of lines\nTom says they are parallel\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a small red line marked across them about halfway up. The two blue lines do not touch, but they are closer together at one end.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "281", "MisconceptionName": "Thinks that if two lines do not intersect on a diagram then they will never intersect and are therefore parallel", "prompt": "Misconception:\nThinks that if two lines do not intersect on a diagram then they will never intersect and are therefore parallel\n\nQuestion:\nTom and Katie are discussing this pair of lines\nTom says they are parallel\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a small red line marked across them about halfway up. The two blue lines do not touch, but they are closer together at one end.]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1825:B", "QuestionText": "Tom and Katie are discussing this pair of lines\nTom says they are parallel\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a small red line marked across them about halfway up. The two blue lines do not touch, but they are closer together at one end.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "1419", "MisconceptionName": "Believes any lines that cross are perpendicular", "prompt": "Misconception:\nBelieves any lines that cross are perpendicular\n\nQuestion:\nTom and Katie are discussing this pair of lines\nTom says they are parallel\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a small red line marked across them about halfway up. The two blue lines do not touch, but they are closer together at one end.]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1826:A", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -32 \\)", "AnswerBText": "\\( -\\frac{1}{32} \\)", "AnswerCText": "\\( -10 \\)", "AnswerDText": "\\( \\frac{1}{32} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( -32 \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -32 \\)\nB. \\( -\\frac{1}{32} \\)\nC. \\( -10 \\)\nD. \\( \\frac{1}{32} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1826:B", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -32 \\)", "AnswerBText": "\\( -\\frac{1}{32} \\)", "AnswerCText": "\\( -10 \\)", "AnswerDText": "\\( \\frac{1}{32} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( -\\frac{1}{32} \\)", "MisconceptionId": "433", "MisconceptionName": "Believes a negative power results in a negative answer", "prompt": "Misconception:\nBelieves a negative power results in a negative answer\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -32 \\)\nB. \\( -\\frac{1}{32} \\)\nC. \\( -10 \\)\nD. \\( \\frac{1}{32} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1826:C", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?", "AnswerAText": "\\( -32 \\)", "AnswerBText": "\\( -\\frac{1}{32} \\)", "AnswerCText": "\\( -10 \\)", "AnswerDText": "\\( \\frac{1}{32} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\n\nOptions:\nA. \\( -32 \\)\nB. \\( -\\frac{1}{32} \\)\nC. \\( -10 \\)\nD. \\( \\frac{1}{32} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1827:B", "QuestionText": "\\( \\begin{array}{llll}7.5, & 6.6, & 5.7, & ?\\end{array} \\)\n\nWhat is the next term in this linear sequence?", "AnswerAText": "\\( 5.8 \\)", "AnswerBText": "\\( 4.7 \\)", "AnswerCText": "\\( 4.9 \\)", "AnswerDText": "\\( 4.8 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 4.7 \\)", "MisconceptionId": "2317", "MisconceptionName": "When asked for the next term in the sequence subtracts one from the last term given, despite the sequence not going down in ones.", "prompt": "Misconception:\nWhen asked for the next term in the sequence subtracts one from the last term given, despite the sequence not going down in ones.\n\nQuestion:\n\\( \\begin{array}{llll}7.5, & 6.6, & 5.7, & ?\\end{array} \\)\n\nWhat is the next term in this linear sequence?\n\nOptions:\nA. \\( 5.8 \\)\nB. \\( 4.7 \\)\nC. \\( 4.9 \\)\nD. \\( 4.8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1827:C", "QuestionText": "\\( \\begin{array}{llll}7.5, & 6.6, & 5.7, & ?\\end{array} \\)\n\nWhat is the next term in this linear sequence?", "AnswerAText": "\\( 5.8 \\)", "AnswerBText": "\\( 4.7 \\)", "AnswerCText": "\\( 4.9 \\)", "AnswerDText": "\\( 4.8 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 4.9 \\)", "MisconceptionId": "1198", "MisconceptionName": "Does not recognise that a linear sequence must increase or decrease by same amount", "prompt": "Misconception:\nDoes not recognise that a linear sequence must increase or decrease by same amount\n\nQuestion:\n\\( \\begin{array}{llll}7.5, & 6.6, & 5.7, & ?\\end{array} \\)\n\nWhat is the next term in this linear sequence?\n\nOptions:\nA. \\( 5.8 \\)\nB. \\( 4.7 \\)\nC. \\( 4.9 \\)\nD. \\( 4.8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1828:A", "QuestionText": "What is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "Impossible to say", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "\\( 40^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 60^{\\circ} \\)", "MisconceptionId": "1707", "MisconceptionName": "Misinterprets the meaning of angles on a straight line angle fact", "prompt": "Misconception:\nMisinterprets the meaning of angles on a straight line angle fact\n\nQuestion:\nWhat is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. Impossible to say\nC. \\( 120^{\\circ} \\)\nD. \\( 40^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1828:C", "QuestionText": "What is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "Impossible to say", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "\\( 40^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 120^{\\circ} \\)", "MisconceptionId": "1321", "MisconceptionName": "Thinks angles which look the same on diagram will be equal", "prompt": "Misconception:\nThinks angles which look the same on diagram will be equal\n\nQuestion:\nWhat is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. Impossible to say\nC. \\( 120^{\\circ} \\)\nD. \\( 40^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1828:D", "QuestionText": "What is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()", "AnswerAText": "\\( 60^{\\circ} \\)", "AnswerBText": "Impossible to say", "AnswerCText": "\\( 120^{\\circ} \\)", "AnswerDText": "\\( 40^{\\circ} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 40^{\\circ} \\)", "MisconceptionId": "1707", "MisconceptionName": "Misinterprets the meaning of angles on a straight line angle fact", "prompt": "Misconception:\nMisinterprets the meaning of angles on a straight line angle fact\n\nQuestion:\nWhat is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()\n\nOptions:\nA. \\( 60^{\\circ} \\)\nB. Impossible to say\nC. \\( 120^{\\circ} \\)\nD. \\( 40^{\\circ} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1829:B", "QuestionText": "Estimate the value of\n\\(\n\\frac{4.12 \\times 18.3}{0.226}\n\\)", "AnswerAText": "\\( 14.4 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 360 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "2542", "MisconceptionName": "Believes that dividing by a decimal is the same as dividing by its reciprocal", "prompt": "Misconception:\nBelieves that dividing by a decimal is the same as dividing by its reciprocal\n\nQuestion:\nEstimate the value of\n\\(\n\\frac{4.12 \\times 18.3}{0.226}\n\\)\n\nOptions:\nA. \\( 14.4 \\)\nB. \\( 16 \\)\nC. \\( 400 \\)\nD. \\( 360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1829:D", "QuestionText": "Estimate the value of\n\\(\n\\frac{4.12 \\times 18.3}{0.226}\n\\)", "AnswerAText": "\\( 14.4 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 360 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 360 \\)", "MisconceptionId": "1705", "MisconceptionName": "Rounds to the nearest integer when estimating", "prompt": "Misconception:\nRounds to the nearest integer when estimating\n\nQuestion:\nEstimate the value of\n\\(\n\\frac{4.12 \\times 18.3}{0.226}\n\\)\n\nOptions:\nA. \\( 14.4 \\)\nB. \\( 16 \\)\nC. \\( 400 \\)\nD. \\( 360 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1830:A", "QuestionText": "What is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()", "AnswerAText": "Parallel", "AnswerBText": "Corresponding", "AnswerCText": "Alternate", "AnswerDText": "Transversal", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "Parallel", "MisconceptionId": "114", "MisconceptionName": "Does not know the meaning of the word parallel", "prompt": "Misconception:\nDoes not know the meaning of the word parallel\n\nQuestion:\nWhat is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()\n\nOptions:\nA. Parallel\nB. Corresponding\nC. Alternate\nD. Transversal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1830:B", "QuestionText": "What is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()", "AnswerAText": "Parallel", "AnswerBText": "Corresponding", "AnswerCText": "Alternate", "AnswerDText": "Transversal", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "Corresponding", "MisconceptionId": "933", "MisconceptionName": "Does not know the meaning of corresponding", "prompt": "Misconception:\nDoes not know the meaning of corresponding\n\nQuestion:\nWhat is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()\n\nOptions:\nA. Parallel\nB. Corresponding\nC. Alternate\nD. Transversal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1830:C", "QuestionText": "What is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()", "AnswerAText": "Parallel", "AnswerBText": "Corresponding", "AnswerCText": "Alternate", "AnswerDText": "Transversal", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "Alternate", "MisconceptionId": "1528", "MisconceptionName": "Does not know the meaning of alternate", "prompt": "Misconception:\nDoes not know the meaning of alternate\n\nQuestion:\nWhat is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()\n\nOptions:\nA. Parallel\nB. Corresponding\nC. Alternate\nD. Transversal\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1831:B", "QuestionText": "\\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( 1000000 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 10000 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 1000 \\)", "MisconceptionId": "962", "MisconceptionName": "Thinks 1 cubic metre = 1000 cubic centimetres", "prompt": "Misconception:\nThinks 1 cubic metre = 1000 cubic centimetres\n\nQuestion:\n\\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( 1000000 \\)\nB. \\( 1000 \\)\nC. \\( 100 \\)\nD. \\( 10000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1831:C", "QuestionText": "\\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( 1000000 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 10000 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 100 \\)", "MisconceptionId": "2514", "MisconceptionName": "Does not cube the conversion factor when converting cubed units", "prompt": "Misconception:\nDoes not cube the conversion factor when converting cubed units\n\nQuestion:\n\\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( 1000000 \\)\nB. \\( 1000 \\)\nC. \\( 100 \\)\nD. \\( 10000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1831:D", "QuestionText": "\\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?", "AnswerAText": "\\( 1000000 \\)", "AnswerBText": "\\( 1000 \\)", "AnswerCText": "\\( 100 \\)", "AnswerDText": "\\( 10000 \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( 10000 \\)", "MisconceptionId": "2514", "MisconceptionName": "Does not cube the conversion factor when converting cubed units", "prompt": "Misconception:\nDoes not cube the conversion factor when converting cubed units\n\nQuestion:\n\\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?\n\nOptions:\nA. \\( 1000000 \\)\nB. \\( 1000 \\)\nC. \\( 100 \\)\nD. \\( 10000 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1832:A", "QuestionText": "An isosceles triangle must have ...", "AnswerAText": "three \\( 60^{\\circ} \\) angles.", "AnswerBText": "a right angle.", "AnswerCText": "three equal side lengths.", "AnswerDText": "two sides of equal length and two equal angles.", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "three \\( 60^{\\circ} \\) angles.", "MisconceptionId": "1176", "MisconceptionName": "Confuses isosceles and equilateral triangles", "prompt": "Misconception:\nConfuses isosceles and equilateral triangles\n\nQuestion:\nAn isosceles triangle must have ...\n\nOptions:\nA. three \\( 60^{\\circ} \\) angles.\nB. a right angle.\nC. three equal side lengths.\nD. two sides of equal length and two equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1832:B", "QuestionText": "An isosceles triangle must have ...", "AnswerAText": "three \\( 60^{\\circ} \\) angles.", "AnswerBText": "a right angle.", "AnswerCText": "three equal side lengths.", "AnswerDText": "two sides of equal length and two equal angles.", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "a right angle.", "MisconceptionId": "1970", "MisconceptionName": "Confuses isosceles and right angle triangles", "prompt": "Misconception:\nConfuses isosceles and right angle triangles\n\nQuestion:\nAn isosceles triangle must have ...\n\nOptions:\nA. three \\( 60^{\\circ} \\) angles.\nB. a right angle.\nC. three equal side lengths.\nD. two sides of equal length and two equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1832:C", "QuestionText": "An isosceles triangle must have ...", "AnswerAText": "three \\( 60^{\\circ} \\) angles.", "AnswerBText": "a right angle.", "AnswerCText": "three equal side lengths.", "AnswerDText": "two sides of equal length and two equal angles.", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "three equal side lengths.", "MisconceptionId": "1176", "MisconceptionName": "Confuses isosceles and equilateral triangles", "prompt": "Misconception:\nConfuses isosceles and equilateral triangles\n\nQuestion:\nAn isosceles triangle must have ...\n\nOptions:\nA. three \\( 60^{\\circ} \\) angles.\nB. a right angle.\nC. three equal side lengths.\nD. two sides of equal length and two equal angles.\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1833:A", "QuestionText": "Tom and Katie are discussing this function machine ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "2504", "MisconceptionName": "Does not realise that two letters together, or a number and letter together, are multiplying", "prompt": "Misconception:\nDoes not realise that two letters together, or a number and letter together, are multiplying\n\nQuestion:\nTom and Katie are discussing this function machine ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1833:B", "QuestionText": "Tom and Katie are discussing this function machine ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "436", "MisconceptionName": "Does not understand when like terms can be collected", "prompt": "Misconception:\nDoes not understand when like terms can be collected\n\nQuestion:\nTom and Katie are discussing this function machine ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1833:D", "QuestionText": "Tom and Katie are discussing this function machine ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2504", "MisconceptionName": "Does not realise that two letters together, or a number and letter together, are multiplying", "prompt": "Misconception:\nDoes not realise that two letters together, or a number and letter together, are multiplying\n\nQuestion:\nTom and Katie are discussing this function machine ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1834:A", "QuestionText": "Which symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\n\\]", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( = \\)", "AnswerCText": "None of these", "AnswerDText": "\\( < \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( > \\)", "MisconceptionId": "1365", "MisconceptionName": "When ordering integers, orders from the digits at the end of the number instead of the digits at the start", "prompt": "Misconception:\nWhen ordering integers, orders from the digits at the end of the number instead of the digits at the start\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\n\\]\n\nOptions:\nA. \\( > \\)\nB. \\( = \\)\nC. None of these\nD. \\( < \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1834:B", "QuestionText": "Which symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\n\\]", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( = \\)", "AnswerCText": "None of these", "AnswerDText": "\\( < \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( = \\)", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\n\\]\n\nOptions:\nA. \\( > \\)\nB. \\( = \\)\nC. None of these\nD. \\( < \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1834:C", "QuestionText": "Which symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\n\\]", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( = \\)", "AnswerCText": "None of these", "AnswerDText": "\\( < \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "None of these", "MisconceptionId": "1828", "MisconceptionName": "Does not understand inequality notation", "prompt": "Misconception:\nDoes not understand inequality notation\n\nQuestion:\nWhich symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\n\\]\n\nOptions:\nA. \\( > \\)\nB. \\( = \\)\nC. None of these\nD. \\( < \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1835:B", "QuestionText": "\\( £ 1 \\) is \\( 1.5 \\) US dollars.\nWhich of these graphs shows the value of up to \\( £ 10 \\) in US dollars?", "AnswerAText": "![A straight line graph from the origin. Y axis labelled US dollars extending to 10, x axis labelled pounds extending to 15]()", "AnswerBText": "![A straight horizontal line graph from 15 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "AnswerCText": "![A straight line graph from the origin. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "AnswerDText": "![A straight line graph from approx 5 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "![A straight horizontal line graph from 15 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "MisconceptionId": "2371", "MisconceptionName": "Believes a direct proportion graph is a horizontal line", "prompt": "Misconception:\nBelieves a direct proportion graph is a horizontal line\n\nQuestion:\n\\( £ 1 \\) is \\( 1.5 \\) US dollars.\nWhich of these graphs shows the value of up to \\( £ 10 \\) in US dollars?\n\nOptions:\nA. ![A straight line graph from the origin. Y axis labelled US dollars extending to 10, x axis labelled pounds extending to 15]()\nB. ![A straight horizontal line graph from 15 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\nC. ![A straight line graph from the origin. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\nD. ![A straight line graph from approx 5 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1835:D", "QuestionText": "\\( £ 1 \\) is \\( 1.5 \\) US dollars.\nWhich of these graphs shows the value of up to \\( £ 10 \\) in US dollars?", "AnswerAText": "![A straight line graph from the origin. Y axis labelled US dollars extending to 10, x axis labelled pounds extending to 15]()", "AnswerBText": "![A straight horizontal line graph from 15 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "AnswerCText": "![A straight line graph from the origin. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "AnswerDText": "![A straight line graph from approx 5 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "![A straight line graph from approx 5 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()", "MisconceptionId": "300", "MisconceptionName": "Believes a direct proportion graph does not have to start at the origin", "prompt": "Misconception:\nBelieves a direct proportion graph does not have to start at the origin\n\nQuestion:\n\\( £ 1 \\) is \\( 1.5 \\) US dollars.\nWhich of these graphs shows the value of up to \\( £ 10 \\) in US dollars?\n\nOptions:\nA. ![A straight line graph from the origin. Y axis labelled US dollars extending to 10, x axis labelled pounds extending to 15]()\nB. ![A straight horizontal line graph from 15 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\nC. ![A straight line graph from the origin. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\nD. ![A straight line graph from approx 5 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1836:A", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?", "AnswerAText": "\\( \\frac{12}{42} \\)", "AnswerBText": "\\( \\frac{36}{42} \\)", "AnswerCText": "\\( \\frac{24}{42} \\)", "AnswerDText": "\\( \\frac{37}{42} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( \\frac{12}{42} \\)", "MisconceptionId": "111", "MisconceptionName": "Does not work out all possibilites when given an 'at least' question in probability", "prompt": "Misconception:\nDoes not work out all possibilites when given an 'at least' question in probability\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\n\nOptions:\nA. \\( \\frac{12}{42} \\)\nB. \\( \\frac{36}{42} \\)\nC. \\( \\frac{24}{42} \\)\nD. \\( \\frac{37}{42} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1836:C", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?", "AnswerAText": "\\( \\frac{12}{42} \\)", "AnswerBText": "\\( \\frac{36}{42} \\)", "AnswerCText": "\\( \\frac{24}{42} \\)", "AnswerDText": "\\( \\frac{37}{42} \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( \\frac{24}{42} \\)", "MisconceptionId": "111", "MisconceptionName": "Does not work out all possibilites when given an 'at least' question in probability", "prompt": "Misconception:\nDoes not work out all possibilites when given an 'at least' question in probability\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\n\nOptions:\nA. \\( \\frac{12}{42} \\)\nB. \\( \\frac{36}{42} \\)\nC. \\( \\frac{24}{42} \\)\nD. \\( \\frac{37}{42} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1836:D", "QuestionText": "There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?", "AnswerAText": "\\( \\frac{12}{42} \\)", "AnswerBText": "\\( \\frac{36}{42} \\)", "AnswerCText": "\\( \\frac{24}{42} \\)", "AnswerDText": "\\( \\frac{37}{42} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( \\frac{37}{42} \\)", "MisconceptionId": "965", "MisconceptionName": "Adds the numerators when working out a combined probability", "prompt": "Misconception:\nAdds the numerators when working out a combined probability\n\nQuestion:\nThere are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\n\nOptions:\nA. \\( \\frac{12}{42} \\)\nB. \\( \\frac{36}{42} \\)\nC. \\( \\frac{24}{42} \\)\nD. \\( \\frac{37}{42} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1837:A", "QuestionText": "What answer would your calculator give if you typed in \\(-5^{2}\\) ![A scientific calculator]()", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( -25 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( -10 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 25 \\)", "MisconceptionId": "621", "MisconceptionName": "Believes the negative of a positive squared (where there are no brackets) gives a positive answer", "prompt": "Misconception:\nBelieves the negative of a positive squared (where there are no brackets) gives a positive answer\n\nQuestion:\nWhat answer would your calculator give if you typed in \\(-5^{2}\\) ![A scientific calculator]()\n\nOptions:\nA. \\( 25 \\)\nB. \\( -25 \\)\nC. \\( 10 \\)\nD. \\( -10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1837:D", "QuestionText": "What answer would your calculator give if you typed in \\(-5^{2}\\) ![A scientific calculator]()", "AnswerAText": "\\( 25 \\)", "AnswerBText": "\\( -25 \\)", "AnswerCText": "\\( 10 \\)", "AnswerDText": "\\( -10 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( -10 \\)", "MisconceptionId": "1792", "MisconceptionName": "Has multiplied the base number and the power", "prompt": "Misconception:\nHas multiplied the base number and the power\n\nQuestion:\nWhat answer would your calculator give if you typed in \\(-5^{2}\\) ![A scientific calculator]()\n\nOptions:\nA. \\( 25 \\)\nB. \\( -25 \\)\nC. \\( 10 \\)\nD. \\( -10 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1838:B", "QuestionText": "The cost of a taxi-ride is shown on the graph.\n\nWhat is the cost per mile? ![The graph is Cost (£) on the vertical axis and Distance (miles) on the horizontal axis. The graph is a straight line from (0, 2) to (5, 6)]()", "AnswerAText": "£6", "AnswerBText": "\\( £ 1.20 \\)", "AnswerCText": "\\( £ 1 \\)", "AnswerDText": "\\( £ 0.80 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( £ 1.20 \\)", "MisconceptionId": "2280", "MisconceptionName": "Believes change in y for gradient is always calculated from the origin, regardless of the y-intercept of the line", "prompt": "Misconception:\nBelieves change in y for gradient is always calculated from the origin, regardless of the y-intercept of the line\n\nQuestion:\nThe cost of a taxi-ride is shown on the graph.\n\nWhat is the cost per mile? ![The graph is Cost (£) on the vertical axis and Distance (miles) on the horizontal axis. The graph is a straight line from (0, 2) to (5, 6)]()\n\nOptions:\nA. £6\nB. \\( £ 1.20 \\)\nC. \\( £ 1 \\)\nD. \\( £ 0.80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1838:C", "QuestionText": "The cost of a taxi-ride is shown on the graph.\n\nWhat is the cost per mile? ![The graph is Cost (£) on the vertical axis and Distance (miles) on the horizontal axis. The graph is a straight line from (0, 2) to (5, 6)]()", "AnswerAText": "£6", "AnswerBText": "\\( £ 1.20 \\)", "AnswerCText": "\\( £ 1 \\)", "AnswerDText": "\\( £ 0.80 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( £ 1 \\)", "MisconceptionId": "2095", "MisconceptionName": "When reading graph, chooses nearest marked value on axis instead of reading accurately", "prompt": "Misconception:\nWhen reading graph, chooses nearest marked value on axis instead of reading accurately\n\nQuestion:\nThe cost of a taxi-ride is shown on the graph.\n\nWhat is the cost per mile? ![The graph is Cost (£) on the vertical axis and Distance (miles) on the horizontal axis. The graph is a straight line from (0, 2) to (5, 6)]()\n\nOptions:\nA. £6\nB. \\( £ 1.20 \\)\nC. \\( £ 1 \\)\nD. \\( £ 0.80 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1839:A", "QuestionText": "Cally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()", "AnswerAText": "\\( n \\)", "AnswerBText": "\\( \\times 2 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( n \\)", "MisconceptionId": "2389", "MisconceptionName": "When using a function machine, confuses the input and the output.", "prompt": "Misconception:\nWhen using a function machine, confuses the input and the output.\n\nQuestion:\nCally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()\n\nOptions:\nA. \\( n \\)\nB. \\( \\times 2 \\)\nC. \\( -5 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1839:B", "QuestionText": "Cally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()", "AnswerAText": "\\( n \\)", "AnswerBText": "\\( \\times 2 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( \\times 2 \\)", "MisconceptionId": "931", "MisconceptionName": "Does not understand where to place inputs/ operations/ outputs when drawing a function machine", "prompt": "Misconception:\nDoes not understand where to place inputs/ operations/ outputs when drawing a function machine\n\nQuestion:\nCally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()\n\nOptions:\nA. \\( n \\)\nB. \\( \\times 2 \\)\nC. \\( -5 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1839:C", "QuestionText": "Cally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()", "AnswerAText": "\\( n \\)", "AnswerBText": "\\( \\times 2 \\)", "AnswerCText": "\\( -5 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( -5 \\)", "MisconceptionId": "931", "MisconceptionName": "Does not understand where to place inputs/ operations/ outputs when drawing a function machine", "prompt": "Misconception:\nDoes not understand where to place inputs/ operations/ outputs when drawing a function machine\n\nQuestion:\nCally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()\n\nOptions:\nA. \\( n \\)\nB. \\( \\times 2 \\)\nC. \\( -5 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1840:B", "QuestionText": "What sign would make this statement true?\n\\(\n\\frac{4}{6} ? \\frac{10}{15}\n\\)", "AnswerAText": "\\( > \\)", "AnswerBText": "\\( < \\)", "AnswerCText": "\\( = \\)", "AnswerDText": "\\( \\approx \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( < \\)", "MisconceptionId": "2030", "MisconceptionName": "Believes that fractions with larger denominators are greater in size", "prompt": "Misconception:\nBelieves that fractions with larger denominators are greater in size\n\nQuestion:\nWhat sign would make this statement true?\n\\(\n\\frac{4}{6} ? \\frac{10}{15}\n\\)\n\nOptions:\nA. \\( > \\)\nB. \\( < \\)\nC. \\( = \\)\nD. \\( \\approx \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1841:B", "QuestionText": "Simplify the following, if possible\n\\(\n\\frac{5 m-10}{m^{2}+3 m-10}\n\\)", "AnswerAText": "\\( \\frac{5}{m+3} \\)", "AnswerBText": "\\( \\frac{5 m}{m^{2}+3 m} \\)", "AnswerCText": "\\( \\frac{5}{m+5} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\frac{5 m}{m^{2}+3 m} \\)", "MisconceptionId": "2078", "MisconceptionName": "Simplifies a fraction by adding or subtracting the same amount from the numerator  and denominator", "prompt": "Misconception:\nSimplifies a fraction by adding or subtracting the same amount from the numerator  and denominator\n\nQuestion:\nSimplify the following, if possible\n\\(\n\\frac{5 m-10}{m^{2}+3 m-10}\n\\)\n\nOptions:\nA. \\( \\frac{5}{m+3} \\)\nB. \\( \\frac{5 m}{m^{2}+3 m} \\)\nC. \\( \\frac{5}{m+5} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1841:D", "QuestionText": "Simplify the following, if possible\n\\(\n\\frac{5 m-10}{m^{2}+3 m-10}\n\\)", "AnswerAText": "\\( \\frac{5}{m+3} \\)", "AnswerBText": "\\( \\frac{5 m}{m^{2}+3 m} \\)", "AnswerCText": "\\( \\frac{5}{m+5} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Does not simplify", "MisconceptionId": "1540", "MisconceptionName": "Does not know how to simplify algebraic fractions", "prompt": "Misconception:\nDoes not know how to simplify algebraic fractions\n\nQuestion:\nSimplify the following, if possible\n\\(\n\\frac{5 m-10}{m^{2}+3 m-10}\n\\)\n\nOptions:\nA. \\( \\frac{5}{m+3} \\)\nB. \\( \\frac{5 m}{m^{2}+3 m} \\)\nC. \\( \\frac{5}{m+5} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1842:C", "QuestionText": "Calculate:\n\\(\n\\frac{2}{5} \\div 2\n\\)", "AnswerAText": "\\( \\frac{1}{5} \\)", "AnswerBText": "\\( \\frac{1}{10} \\)", "AnswerCText": "\\( \\frac{4}{5} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( \\frac{4}{5} \\)", "MisconceptionId": "609", "MisconceptionName": "when dividing a fraction by an integer, multiplies the numerator by the integer", "prompt": "Misconception:\nwhen dividing a fraction by an integer, multiplies the numerator by the integer\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{5} \\div 2\n\\)\n\nOptions:\nA. \\( \\frac{1}{5} \\)\nB. \\( \\frac{1}{10} \\)\nC. \\( \\frac{4}{5} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1842:D", "QuestionText": "Calculate:\n\\(\n\\frac{2}{5} \\div 2\n\\)", "AnswerAText": "\\( \\frac{1}{5} \\)", "AnswerBText": "\\( \\frac{1}{10} \\)", "AnswerCText": "\\( \\frac{4}{5} \\)", "AnswerDText": "\\( \\frac{4}{10} \\)", "CorrectAnswer": "A", "TargetOption": "D", "TargetAnswer": "\\( \\frac{4}{10} \\)", "MisconceptionId": "1621", "MisconceptionName": "When dividing a fraction by an integer, multiplies both the numerator and denominator by the integer", "prompt": "Misconception:\nWhen dividing a fraction by an integer, multiplies both the numerator and denominator by the integer\n\nQuestion:\nCalculate:\n\\(\n\\frac{2}{5} \\div 2\n\\)\n\nOptions:\nA. \\( \\frac{1}{5} \\)\nB. \\( \\frac{1}{10} \\)\nC. \\( \\frac{4}{5} \\)\nD. \\( \\frac{4}{10} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1843:A", "QuestionText": "Jadon decides to go for a run.\nThe graph on the right shows Jadon's speed in metres per second \\( (s) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.8 \\).\n\nWhich of the following does that \\( 0.8 \\) best represent? ![A sketch of a graph with s on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()", "AnswerAText": "Jadon is travelling at a speed of \\( 0.8 \\mathrm{~m} / \\mathrm{s} \\)", "AnswerBText": "Jadon is decelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "AnswerCText": "Jadon is resting for \\( 0.8 \\) seconds", "AnswerDText": "Jadon is accelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Jadon is travelling at a speed of \\( 0.8 \\mathrm{~m} / \\mathrm{s} \\)", "MisconceptionId": "284", "MisconceptionName": "Believes the gradient of a speed-time graph is the speed", "prompt": "Misconception:\nBelieves the gradient of a speed-time graph is the speed\n\nQuestion:\nJadon decides to go for a run.\nThe graph on the right shows Jadon's speed in metres per second \\( (s) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.8 \\).\n\nWhich of the following does that \\( 0.8 \\) best represent? ![A sketch of a graph with s on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\n\nOptions:\nA. Jadon is travelling at a speed of \\( 0.8 \\mathrm{~m} / \\mathrm{s} \\)\nB. Jadon is decelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nC. Jadon is resting for \\( 0.8 \\) seconds\nD. Jadon is accelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1843:D", "QuestionText": "Jadon decides to go for a run.\nThe graph on the right shows Jadon's speed in metres per second \\( (s) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.8 \\).\n\nWhich of the following does that \\( 0.8 \\) best represent? ![A sketch of a graph with s on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()", "AnswerAText": "Jadon is travelling at a speed of \\( 0.8 \\mathrm{~m} / \\mathrm{s} \\)", "AnswerBText": "Jadon is decelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "AnswerCText": "Jadon is resting for \\( 0.8 \\) seconds", "AnswerDText": "Jadon is accelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Jadon is accelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)", "MisconceptionId": "1559", "MisconceptionName": "Believes a downward slope on a speed-time graph shows positive acceleration", "prompt": "Misconception:\nBelieves a downward slope on a speed-time graph shows positive acceleration\n\nQuestion:\nJadon decides to go for a run.\nThe graph on the right shows Jadon's speed in metres per second \\( (s) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.8 \\).\n\nWhich of the following does that \\( 0.8 \\) best represent? ![A sketch of a graph with s on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\n\nOptions:\nA. Jadon is travelling at a speed of \\( 0.8 \\mathrm{~m} / \\mathrm{s} \\)\nB. Jadon is decelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nC. Jadon is resting for \\( 0.8 \\) seconds\nD. Jadon is accelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1844:A", "QuestionText": "\\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?", "AnswerAText": "\\( (0,-14) \\) \\( (0,-14) \\)", "AnswerBText": "\\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)", "AnswerCText": "\\( (0,48) \\) \\( (0,48) \\)", "AnswerDText": "\\( (0,-48) \\) \\( (0,-48) \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( (0,-14) \\) \\( (0,-14) \\)", "MisconceptionId": "2143", "MisconceptionName": "Adds instead of multiplying when expanding bracket", "prompt": "Misconception:\nAdds instead of multiplying when expanding bracket\n\nQuestion:\n\\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?\n\nOptions:\nA. \\( (0,-14) \\) \\( (0,-14) \\)\nB. \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)\nC. \\( (0,48) \\) \\( (0,48) \\)\nD. \\( (0,-48) \\) \\( (0,-48) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1844:B", "QuestionText": "\\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?", "AnswerAText": "\\( (0,-14) \\) \\( (0,-14) \\)", "AnswerBText": "\\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)", "AnswerCText": "\\( (0,48) \\) \\( (0,48) \\)", "AnswerDText": "\\( (0,-48) \\) \\( (0,-48) \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)", "MisconceptionId": "866", "MisconceptionName": "Believes that the y intercept is where y = 0", "prompt": "Misconception:\nBelieves that the y intercept is where y = 0\n\nQuestion:\n\\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?\n\nOptions:\nA. \\( (0,-14) \\) \\( (0,-14) \\)\nB. \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)\nC. \\( (0,48) \\) \\( (0,48) \\)\nD. \\( (0,-48) \\) \\( (0,-48) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1844:D", "QuestionText": "\\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?", "AnswerAText": "\\( (0,-14) \\) \\( (0,-14) \\)", "AnswerBText": "\\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)", "AnswerCText": "\\( (0,48) \\) \\( (0,48) \\)", "AnswerDText": "\\( (0,-48) \\) \\( (0,-48) \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( (0,-48) \\) \\( (0,-48) \\)", "MisconceptionId": "1597", "MisconceptionName": "Believes multiplying two negatives gives a negative answer", "prompt": "Misconception:\nBelieves multiplying two negatives gives a negative answer\n\nQuestion:\n\\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?\n\nOptions:\nA. \\( (0,-14) \\) \\( (0,-14) \\)\nB. \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)\nC. \\( (0,48) \\) \\( (0,48) \\)\nD. \\( (0,-48) \\) \\( (0,-48) \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1845:C", "QuestionText": "Tom and Katie are discussing calculations involving square roots.\n\nTom says \\( \\sqrt{16}+\\sqrt{9}=5 \\)\n\nKatie says \\( \\sqrt{16+9}=5 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "1642", "MisconceptionName": "When adding roots, adds the numbers under the roots", "prompt": "Misconception:\nWhen adding roots, adds the numbers under the roots\n\nQuestion:\nTom and Katie are discussing calculations involving square roots.\n\nTom says \\( \\sqrt{16}+\\sqrt{9}=5 \\)\n\nKatie says \\( \\sqrt{16+9}=5 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1845:D", "QuestionText": "Tom and Katie are discussing calculations involving square roots.\n\nTom says \\( \\sqrt{16}+\\sqrt{9}=5 \\)\n\nKatie says \\( \\sqrt{16+9}=5 \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "524", "MisconceptionName": "Does not understand square root", "prompt": "Misconception:\nDoes not understand square root\n\nQuestion:\nTom and Katie are discussing calculations involving square roots.\n\nTom says \\( \\sqrt{16}+\\sqrt{9}=5 \\)\n\nKatie says \\( \\sqrt{16+9}=5 \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1846:A", "QuestionText": "\\( \\frac{1}{24}, \\frac{1}{12}, \\frac{1}{8}, \\frac{1}{6}, \\ldots \\) When calculating the nth-term rule of this sequence, what should replace the rectangle? ![nth-term rule:\n\\[\n\\frac{1}{24} n\n\\] followed by a purple rectangle. ]()", "AnswerAText": "\\( +\\frac{1}{24} \\)", "AnswerBText": "\\( +\\frac{1}{36} \\)", "AnswerCText": "\\( +\\frac{1}{48} \\)", "AnswerDText": "\\( +0 \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( +\\frac{1}{24} \\)", "MisconceptionId": "162", "MisconceptionName": "Uses first term as numerical part of nth term rule", "prompt": "Misconception:\nUses first term as numerical part of nth term rule\n\nQuestion:\n\\( \\frac{1}{24}, \\frac{1}{12}, \\frac{1}{8}, \\frac{1}{6}, \\ldots \\) When calculating the nth-term rule of this sequence, what should replace the rectangle? ![nth-term rule:\n\\[\n\\frac{1}{24} n\n\\] followed by a purple rectangle. ]()\n\nOptions:\nA. \\( +\\frac{1}{24} \\)\nB. \\( +\\frac{1}{36} \\)\nC. \\( +\\frac{1}{48} \\)\nD. \\( +0 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1847:A", "QuestionText": "Tom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Only Tom", "MisconceptionId": "1361", "MisconceptionName": "Does not recognise that addition is the inverse operation of subtraction", "prompt": "Misconception:\nDoes not recognise that addition is the inverse operation of subtraction\n\nQuestion:\nTom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1847:B", "QuestionText": "Tom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Only Katie", "MisconceptionId": "941", "MisconceptionName": "Does not recognise that subtracting a larger number from a smaller number will give a negative answer", "prompt": "Misconception:\nDoes not recognise that subtracting a larger number from a smaller number will give a negative answer\n\nQuestion:\nTom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1847:D", "QuestionText": "Tom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()", "AnswerAText": "Only Tom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "1224", "MisconceptionName": "Does not understand the diagram given in the question", "prompt": "Misconception:\nDoes not understand the diagram given in the question\n\nQuestion:\nTom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()\n\nOptions:\nA. Only Tom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1848:B", "QuestionText": "A sequence is formed using the rule\n\nSquare the position and add \\( 5 \\)\n\nWhat is the third term in the sequence?", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "2316", "MisconceptionName": "Mixes up squaring and multiplying by 2 or doubling", "prompt": "Misconception:\nMixes up squaring and multiplying by 2 or doubling\n\nQuestion:\nA sequence is formed using the rule\n\nSquare the position and add \\( 5 \\)\n\nWhat is the third term in the sequence?\n\nOptions:\nA. \\( 14 \\)\nB. \\( 11 \\)\nC. \\( 6 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1848:C", "QuestionText": "A sequence is formed using the rule\n\nSquare the position and add \\( 5 \\)\n\nWhat is the third term in the sequence?", "AnswerAText": "\\( 14 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 6 \\)", "AnswerDText": "\\( 8 \\)", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "672", "MisconceptionName": "When asked for a specific term in a sequence gives the next term", "prompt": "Misconception:\nWhen asked for a specific term in a sequence gives the next term\n\nQuestion:\nA sequence is formed using the rule\n\nSquare the position and add \\( 5 \\)\n\nWhat is the third term in the sequence?\n\nOptions:\nA. \\( 14 \\)\nB. \\( 11 \\)\nC. \\( 6 \\)\nD. \\( 8 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1849:A", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "952", "MisconceptionName": "Adds the index to the number", "prompt": "Misconception:\nAdds the index to the number\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 8 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1849:B", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 6 \\)", "MisconceptionId": "1072", "MisconceptionName": "Multiplies by the index", "prompt": "Misconception:\nMultiplies by the index\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 8 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1849:D", "QuestionText": "This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 6 \\)", "AnswerCText": "\\( 8 \\)", "AnswerDText": "\\( 23 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 23 \\)", "MisconceptionId": "2352", "MisconceptionName": "Writes the index as a digit on the end of a number", "prompt": "Misconception:\nWrites the index as a digit on the end of a number\n\nQuestion:\nThis is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\n\nOptions:\nA. \\( 5 \\)\nB. \\( 6 \\)\nC. \\( 8 \\)\nD. \\( 23 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1850:A", "QuestionText": "This displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()", "AnswerAText": "\\( 6 m \\)", "AnswerBText": "\\( 30 \\mathrm{~m} \\)", "AnswerCText": "\\( 1.5 \\mathrm{~m} \\)", "AnswerDText": "\\( 150 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 6 m \\)", "MisconceptionId": "747", "MisconceptionName": "Believes scales on graphs must match on both axes", "prompt": "Misconception:\nBelieves scales on graphs must match on both axes\n\nQuestion:\nThis displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()\n\nOptions:\nA. \\( 6 m \\)\nB. \\( 30 \\mathrm{~m} \\)\nC. \\( 1.5 \\mathrm{~m} \\)\nD. \\( 150 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1850:B", "QuestionText": "This displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()", "AnswerAText": "\\( 6 m \\)", "AnswerBText": "\\( 30 \\mathrm{~m} \\)", "AnswerCText": "\\( 1.5 \\mathrm{~m} \\)", "AnswerDText": "\\( 150 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "B", "TargetAnswer": "\\( 30 \\mathrm{~m} \\)", "MisconceptionId": "1731", "MisconceptionName": "Makes an assumption about the squares on a scale representing either 1 or 10", "prompt": "Misconception:\nMakes an assumption about the squares on a scale representing either 1 or 10\n\nQuestion:\nThis displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()\n\nOptions:\nA. \\( 6 m \\)\nB. \\( 30 \\mathrm{~m} \\)\nC. \\( 1.5 \\mathrm{~m} \\)\nD. \\( 150 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1850:C", "QuestionText": "This displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()", "AnswerAText": "\\( 6 m \\)", "AnswerBText": "\\( 30 \\mathrm{~m} \\)", "AnswerCText": "\\( 1.5 \\mathrm{~m} \\)", "AnswerDText": "\\( 150 \\mathrm{~m} \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 1.5 \\mathrm{~m} \\)", "MisconceptionId": "1585", "MisconceptionName": "Believes distance = speed/time", "prompt": "Misconception:\nBelieves distance = speed/time\n\nQuestion:\nThis displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()\n\nOptions:\nA. \\( 6 m \\)\nB. \\( 30 \\mathrm{~m} \\)\nC. \\( 1.5 \\mathrm{~m} \\)\nD. \\( 150 \\mathrm{~m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1851:A", "QuestionText": "\\( 0.5=\\frac{1}{2}=? \\% \\)", "AnswerAText": "\\( 12 \\% \\)", "AnswerBText": "\\( 8 \\% \\)", "AnswerCText": "\\( 2 \\% \\)", "AnswerDText": "\\( 50 \\% \\)", "CorrectAnswer": "D", "TargetOption": "A", "TargetAnswer": "\\( 12 \\% \\)", "MisconceptionId": "1786", "MisconceptionName": "Converts a fraction to a percentage by writing the numerator followed by the denominator", "prompt": "Misconception:\nConverts a fraction to a percentage by writing the numerator followed by the denominator\n\nQuestion:\n\\( 0.5=\\frac{1}{2}=? \\% \\)\n\nOptions:\nA. \\( 12 \\% \\)\nB. \\( 8 \\% \\)\nC. \\( 2 \\% \\)\nD. \\( 50 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1851:C", "QuestionText": "\\( 0.5=\\frac{1}{2}=? \\% \\)", "AnswerAText": "\\( 12 \\% \\)", "AnswerBText": "\\( 8 \\% \\)", "AnswerCText": "\\( 2 \\% \\)", "AnswerDText": "\\( 50 \\% \\)", "CorrectAnswer": "D", "TargetOption": "C", "TargetAnswer": "\\( 2 \\% \\)", "MisconceptionId": "292", "MisconceptionName": "Converts fraction to percentage by putting % sign after the denominator", "prompt": "Misconception:\nConverts fraction to percentage by putting % sign after the denominator\n\nQuestion:\n\\( 0.5=\\frac{1}{2}=? \\% \\)\n\nOptions:\nA. \\( 12 \\% \\)\nB. \\( 8 \\% \\)\nC. \\( 2 \\% \\)\nD. \\( 50 \\% \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1852:B", "QuestionText": "Simplify, if possible:\n\\(\na \\times 4\n\\)", "AnswerAText": "\\( 4 a \\)", "AnswerBText": "\\( a 4 \\)", "AnswerCText": "\\( a^{4} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "\\( a 4 \\)", "MisconceptionId": "267", "MisconceptionName": "Writes the variable before the coefficient in an algebraic term", "prompt": "Misconception:\nWrites the variable before the coefficient in an algebraic term\n\nQuestion:\nSimplify, if possible:\n\\(\na \\times 4\n\\)\n\nOptions:\nA. \\( 4 a \\)\nB. \\( a 4 \\)\nC. \\( a^{4} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1852:C", "QuestionText": "Simplify, if possible:\n\\(\na \\times 4\n\\)", "AnswerAText": "\\( 4 a \\)", "AnswerBText": "\\( a 4 \\)", "AnswerCText": "\\( a^{4} \\)", "AnswerDText": "Does not simplify", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "\\( a^{4} \\)", "MisconceptionId": "400", "MisconceptionName": "Thinks multiplying a variable by a number is the same as raising that variable to the power of that number", "prompt": "Misconception:\nThinks multiplying a variable by a number is the same as raising that variable to the power of that number\n\nQuestion:\nSimplify, if possible:\n\\(\na \\times 4\n\\)\n\nOptions:\nA. \\( 4 a \\)\nB. \\( a 4 \\)\nC. \\( a^{4} \\)\nD. Does not simplify\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1853:A", "QuestionText": "The formula for the area of a triangle, \\( A \\), is ![Triangle with base labelled b and perpendicular height labelled h]() \\( A=\\frac{1}{2}(b \\times h) \\) Rearrange this to make the base, \\( b \\), the subject.", "AnswerAText": "\\( b=\\frac{1}{2}(h \\times A) \\)", "AnswerBText": "\\( b=\\frac{A}{2 h} \\)", "AnswerCText": "\\( b=\\frac{2 A}{h} \\)", "AnswerDText": "They are all incorrect", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( b=\\frac{1}{2}(h \\times A) \\)", "MisconceptionId": "1114", "MisconceptionName": "Believes they can change the subject of a formula just by swapping two letters", "prompt": "Misconception:\nBelieves they can change the subject of a formula just by swapping two letters\n\nQuestion:\nThe formula for the area of a triangle, \\( A \\), is ![Triangle with base labelled b and perpendicular height labelled h]() \\( A=\\frac{1}{2}(b \\times h) \\) Rearrange this to make the base, \\( b \\), the subject.\n\nOptions:\nA. \\( b=\\frac{1}{2}(h \\times A) \\)\nB. \\( b=\\frac{A}{2 h} \\)\nC. \\( b=\\frac{2 A}{h} \\)\nD. They are all incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1853:B", "QuestionText": "The formula for the area of a triangle, \\( A \\), is ![Triangle with base labelled b and perpendicular height labelled h]() \\( A=\\frac{1}{2}(b \\times h) \\) Rearrange this to make the base, \\( b \\), the subject.", "AnswerAText": "\\( b=\\frac{1}{2}(h \\times A) \\)", "AnswerBText": "\\( b=\\frac{A}{2 h} \\)", "AnswerCText": "\\( b=\\frac{2 A}{h} \\)", "AnswerDText": "They are all incorrect", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( b=\\frac{A}{2 h} \\)", "MisconceptionId": "133", "MisconceptionName": "Believes dividing by a unit fraction is equivalent to dividing by its reciprocal", "prompt": "Misconception:\nBelieves dividing by a unit fraction is equivalent to dividing by its reciprocal\n\nQuestion:\nThe formula for the area of a triangle, \\( A \\), is ![Triangle with base labelled b and perpendicular height labelled h]() \\( A=\\frac{1}{2}(b \\times h) \\) Rearrange this to make the base, \\( b \\), the subject.\n\nOptions:\nA. \\( b=\\frac{1}{2}(h \\times A) \\)\nB. \\( b=\\frac{A}{2 h} \\)\nC. \\( b=\\frac{2 A}{h} \\)\nD. They are all incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1854:A", "QuestionText": "![A speed-time graph. The vertical axis is labelled Speed (mph), with no scale labelled but 4 squares up is marked v.\nThe horizontal axis is labelled Time (hours) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph first has a horizontal line from (0,v) to (2,v) and then a sloped line from (2,v) to (4,0).]() Work out the speed \\( v \\) if the distance travelled is \\( 90 \\) miles.", "AnswerAText": "\\( 22.5 \\mathrm{mph} \\)", "AnswerBText": "\\( 30 \\mathrm{mph} \\)", "AnswerCText": "\\( 45 \\mathrm{mph} \\)", "AnswerDText": "\\( 360 \\mathrm{mph} \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 22.5 \\mathrm{mph} \\)", "MisconceptionId": "790", "MisconceptionName": "Thinks the shape of the graph does not affect the area calculation", "prompt": "Misconception:\nThinks the shape of the graph does not affect the area calculation\n\nQuestion:\n![A speed-time graph. The vertical axis is labelled Speed (mph), with no scale labelled but 4 squares up is marked v.\nThe horizontal axis is labelled Time (hours) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph first has a horizontal line from (0,v) to (2,v) and then a sloped line from (2,v) to (4,0).]() Work out the speed \\( v \\) if the distance travelled is \\( 90 \\) miles.\n\nOptions:\nA. \\( 22.5 \\mathrm{mph} \\)\nB. \\( 30 \\mathrm{mph} \\)\nC. \\( 45 \\mathrm{mph} \\)\nD. \\( 360 \\mathrm{mph} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1855:A", "QuestionText": "Complete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 4000 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 4 \\)", "MisconceptionId": "273", "MisconceptionName": "Thinks 1l = 1 cubic centimetre", "prompt": "Misconception:\nThinks 1l = 1 cubic centimetre\n\nQuestion:\nComplete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 4000 \\)\nC. \\( 400 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1855:C", "QuestionText": "Complete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 4000 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 400 \\)", "MisconceptionId": "474", "MisconceptionName": "Thinks 1l = 100 cubic centimetres", "prompt": "Misconception:\nThinks 1l = 100 cubic centimetres\n\nQuestion:\nComplete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 4000 \\)\nC. \\( 400 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1855:D", "QuestionText": "Complete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)", "AnswerAText": "\\( 4 \\)", "AnswerBText": "\\( 4000 \\)", "AnswerCText": "\\( 400 \\)", "AnswerDText": "\\( 40 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 40 \\)", "MisconceptionId": "1863", "MisconceptionName": "Thinks 1l = 10 cubic centimetres", "prompt": "Misconception:\nThinks 1l = 10 cubic centimetres\n\nQuestion:\nComplete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)\n\nOptions:\nA. \\( 4 \\)\nB. \\( 4000 \\)\nC. \\( 400 \\)\nD. \\( 40 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1856:C", "QuestionText": "The formula for finding the average speed is\n\n\\(\n\\text { speed }(S)=\\frac{\\text { distance }(D)}{\\text { time }(T)}\n\\)\n\nWhich of the following are not correct?", "AnswerAText": "\\( S=\\frac{D}{T} \\)", "AnswerBText": "\\( T=D S \\)", "AnswerCText": "\\( D=S T \\)", "AnswerDText": "All are incorrect", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( D=S T \\)", "MisconceptionId": "1540", "MisconceptionName": "Does not know how to simplify algebraic fractions", "prompt": "Misconception:\nDoes not know how to simplify algebraic fractions\n\nQuestion:\nThe formula for finding the average speed is\n\n\\(\n\\text { speed }(S)=\\frac{\\text { distance }(D)}{\\text { time }(T)}\n\\)\n\nWhich of the following are not correct?\n\nOptions:\nA. \\( S=\\frac{D}{T} \\)\nB. \\( T=D S \\)\nC. \\( D=S T \\)\nD. All are incorrect\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1857:A", "QuestionText": "What is the median of the following numbers?\n\\( 2,2,4,7,10 \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 5.5 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "732", "MisconceptionName": "Finds the mean instead of the median", "prompt": "Misconception:\nFinds the mean instead of the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\( 2,2,4,7,10 \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 4 \\)\nC. \\( 2 \\)\nD. \\( 5.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1857:C", "QuestionText": "What is the median of the following numbers?\n\\( 2,2,4,7,10 \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 5.5 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 2 \\)", "MisconceptionId": "2198", "MisconceptionName": "Finds the mode instead of the median", "prompt": "Misconception:\nFinds the mode instead of the median\n\nQuestion:\nWhat is the median of the following numbers?\n\\( 2,2,4,7,10 \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 4 \\)\nC. \\( 2 \\)\nD. \\( 5.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1857:D", "QuestionText": "What is the median of the following numbers?\n\\( 2,2,4,7,10 \\)", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 4 \\)", "AnswerCText": "\\( 2 \\)", "AnswerDText": "\\( 5.5 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 5.5 \\)", "MisconceptionId": "461", "MisconceptionName": "When finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value", "prompt": "Misconception:\nWhen finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value\n\nQuestion:\nWhat is the median of the following numbers?\n\\( 2,2,4,7,10 \\)\n\nOptions:\nA. \\( 5 \\)\nB. \\( 4 \\)\nC. \\( 2 \\)\nD. \\( 5.5 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1858:A", "QuestionText": "Which of the following situations would a line graph be the most appropriate to use?", "AnswerAText": "Showing the number of brothers and sisters children in a class have", "AnswerBText": "Showing what time each member of a family went to bed last night", "AnswerCText": "Showing how the traffic levels in a village have changed over time", "AnswerDText": "Showing the numbers of each type of animal in a zoo", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "Showing the number of brothers and sisters children in a class have", "MisconceptionId": "1029", "MisconceptionName": "Does not understand that a line graph shows a relationship between 2 variables", "prompt": "Misconception:\nDoes not understand that a line graph shows a relationship between 2 variables\n\nQuestion:\nWhich of the following situations would a line graph be the most appropriate to use?\n\nOptions:\nA. Showing the number of brothers and sisters children in a class have\nB. Showing what time each member of a family went to bed last night\nC. Showing how the traffic levels in a village have changed over time\nD. Showing the numbers of each type of animal in a zoo\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1858:B", "QuestionText": "Which of the following situations would a line graph be the most appropriate to use?", "AnswerAText": "Showing the number of brothers and sisters children in a class have", "AnswerBText": "Showing what time each member of a family went to bed last night", "AnswerCText": "Showing how the traffic levels in a village have changed over time", "AnswerDText": "Showing the numbers of each type of animal in a zoo", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "Showing what time each member of a family went to bed last night", "MisconceptionId": "1029", "MisconceptionName": "Does not understand that a line graph shows a relationship between 2 variables", "prompt": "Misconception:\nDoes not understand that a line graph shows a relationship between 2 variables\n\nQuestion:\nWhich of the following situations would a line graph be the most appropriate to use?\n\nOptions:\nA. Showing the number of brothers and sisters children in a class have\nB. Showing what time each member of a family went to bed last night\nC. Showing how the traffic levels in a village have changed over time\nD. Showing the numbers of each type of animal in a zoo\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1858:D", "QuestionText": "Which of the following situations would a line graph be the most appropriate to use?", "AnswerAText": "Showing the number of brothers and sisters children in a class have", "AnswerBText": "Showing what time each member of a family went to bed last night", "AnswerCText": "Showing how the traffic levels in a village have changed over time", "AnswerDText": "Showing the numbers of each type of animal in a zoo", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Showing the numbers of each type of animal in a zoo", "MisconceptionId": "1029", "MisconceptionName": "Does not understand that a line graph shows a relationship between 2 variables", "prompt": "Misconception:\nDoes not understand that a line graph shows a relationship between 2 variables\n\nQuestion:\nWhich of the following situations would a line graph be the most appropriate to use?\n\nOptions:\nA. Showing the number of brothers and sisters children in a class have\nB. Showing what time each member of a family went to bed last night\nC. Showing how the traffic levels in a village have changed over time\nD. Showing the numbers of each type of animal in a zoo\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1859:A", "QuestionText": "This graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start", "AnswerAText": "\\( 0.5 \\ \\text{m} \\)", "AnswerBText": "\\( 2 \\ \\text{m} \\)", "AnswerCText": "\\( 1.5 \\ \\text{m} \\)", "AnswerDText": "\\( 2.5 \\ \\text{m} \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 0.5 \\ \\text{m} \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\nThis graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start\n\nOptions:\nA. \\( 0.5 \\ \\text{m} \\)\nB. \\( 2 \\ \\text{m} \\)\nC. \\( 1.5 \\ \\text{m} \\)\nD. \\( 2.5 \\ \\text{m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1859:B", "QuestionText": "This graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start", "AnswerAText": "\\( 0.5 \\ \\text{m} \\)", "AnswerBText": "\\( 2 \\ \\text{m} \\)", "AnswerCText": "\\( 1.5 \\ \\text{m} \\)", "AnswerDText": "\\( 2.5 \\ \\text{m} \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 2 \\ \\text{m} \\)", "MisconceptionId": "378", "MisconceptionName": "When finding the difference between two points on a time series graph, only uses one of the points.", "prompt": "Misconception:\nWhen finding the difference between two points on a time series graph, only uses one of the points.\n\nQuestion:\nThis graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start\n\nOptions:\nA. \\( 0.5 \\ \\text{m} \\)\nB. \\( 2 \\ \\text{m} \\)\nC. \\( 1.5 \\ \\text{m} \\)\nD. \\( 2.5 \\ \\text{m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1859:D", "QuestionText": "This graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start", "AnswerAText": "\\( 0.5 \\ \\text{m} \\)", "AnswerBText": "\\( 2 \\ \\text{m} \\)", "AnswerCText": "\\( 1.5 \\ \\text{m} \\)", "AnswerDText": "\\( 2.5 \\ \\text{m} \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 2.5 \\ \\text{m} \\)", "MisconceptionId": "1887", "MisconceptionName": "Adds instead of subtracts when asked to find the difference", "prompt": "Misconception:\nAdds instead of subtracts when asked to find the difference\n\nQuestion:\nThis graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start\n\nOptions:\nA. \\( 0.5 \\ \\text{m} \\)\nB. \\( 2 \\ \\text{m} \\)\nC. \\( 1.5 \\ \\text{m} \\)\nD. \\( 2.5 \\ \\text{m} \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1860:D", "QuestionText": "Tom and Katie are arguing about a first step to solve this equation:\n\\(1-4 v=3-9 v\\)\n\nTom says you can write: \\( 1+5 v=3 \\)\n\nKatie says you can write: \\( -4 v=2-9 v \\)\n\nWho is correct?", "AnswerAText": "Only Tom", "AnswerBText": "Only\nKatie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "245", "MisconceptionName": "Does not realise that to maintain balance in an equation they must add or subtract the same amount from both sides", "prompt": "Misconception:\nDoes not realise that to maintain balance in an equation they must add or subtract the same amount from both sides\n\nQuestion:\nTom and Katie are arguing about a first step to solve this equation:\n\\(1-4 v=3-9 v\\)\n\nTom says you can write: \\( 1+5 v=3 \\)\n\nKatie says you can write: \\( -4 v=2-9 v \\)\n\nWho is correct?\n\nOptions:\nA. Only Tom\nB. Only\nKatie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1861:A", "QuestionText": "What is \\( 326 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 300 \\)", "AnswerBText": "\\( 320 \\)", "AnswerCText": "\\( 330 \\)", "AnswerDText": "\\( 350 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 300 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 326 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 300 \\)\nB. \\( 320 \\)\nC. \\( 330 \\)\nD. \\( 350 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1861:B", "QuestionText": "What is \\( 326 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 300 \\)", "AnswerBText": "\\( 320 \\)", "AnswerCText": "\\( 330 \\)", "AnswerDText": "\\( 350 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 320 \\)", "MisconceptionId": "1379", "MisconceptionName": "Rounds down instead of up", "prompt": "Misconception:\nRounds down instead of up\n\nQuestion:\nWhat is \\( 326 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 300 \\)\nB. \\( 320 \\)\nC. \\( 330 \\)\nD. \\( 350 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1861:D", "QuestionText": "What is \\( 326 \\) rounded to the nearest \\( 10 \\) ?", "AnswerAText": "\\( 300 \\)", "AnswerBText": "\\( 320 \\)", "AnswerCText": "\\( 330 \\)", "AnswerDText": "\\( 350 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 350 \\)", "MisconceptionId": "2392", "MisconceptionName": "Rounds to the wrong degree of accuracy (rounds too much)", "prompt": "Misconception:\nRounds to the wrong degree of accuracy (rounds too much)\n\nQuestion:\nWhat is \\( 326 \\) rounded to the nearest \\( 10 \\) ?\n\nOptions:\nA. \\( 300 \\)\nB. \\( 320 \\)\nC. \\( 330 \\)\nD. \\( 350 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1862:B", "QuestionText": "Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles.  Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()", "AnswerAText": "Paige: \\( 12 \\times 6+8 \\times 4 \\)", "AnswerBText": "Kaci: \\( 10 \\times 6+4 \\times 6 \\)", "AnswerCText": "David: \\( 12 \\times 10-6 \\times 4 \\)", "AnswerDText": "They are all correct", "CorrectAnswer": "A", "TargetOption": "B", "TargetAnswer": "Kaci: \\( 10 \\times 6+4 \\times 6 \\)", "MisconceptionId": "910", "MisconceptionName": "Cannot identify the correct side lengths to use when asked to find the area of a face", "prompt": "Misconception:\nCannot identify the correct side lengths to use when asked to find the area of a face\n\nQuestion:\nPaige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles.  Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()\n\nOptions:\nA. Paige: \\( 12 \\times 6+8 \\times 4 \\)\nB. Kaci: \\( 10 \\times 6+4 \\times 6 \\)\nC. David: \\( 12 \\times 10-6 \\times 4 \\)\nD. They are all correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1862:C", "QuestionText": "Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles.  Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()", "AnswerAText": "Paige: \\( 12 \\times 6+8 \\times 4 \\)", "AnswerBText": "Kaci: \\( 10 \\times 6+4 \\times 6 \\)", "AnswerCText": "David: \\( 12 \\times 10-6 \\times 4 \\)", "AnswerDText": "They are all correct", "CorrectAnswer": "A", "TargetOption": "C", "TargetAnswer": "David: \\( 12 \\times 10-6 \\times 4 \\)", "MisconceptionId": "1527", "MisconceptionName": "Does not know how to find missing lengths in a composite shape", "prompt": "Misconception:\nDoes not know how to find missing lengths in a composite shape\n\nQuestion:\nPaige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles.  Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()\n\nOptions:\nA. Paige: \\( 12 \\times 6+8 \\times 4 \\)\nB. Kaci: \\( 10 \\times 6+4 \\times 6 \\)\nC. David: \\( 12 \\times 10-6 \\times 4 \\)\nD. They are all correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1863:D", "QuestionText": "\\( 12 \\div(-4)= \\)", "AnswerAText": "\\( -16 \\)", "AnswerBText": "\\( 16 \\)", "AnswerCText": "\\( -3 \\)", "AnswerDText": "\\( 3 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 3 \\)", "MisconceptionId": "1558", "MisconceptionName": "Believes dividing a positive by a negative gives a positive answer", "prompt": "Misconception:\nBelieves dividing a positive by a negative gives a positive answer\n\nQuestion:\n\\( 12 \\div(-4)= \\)\n\nOptions:\nA. \\( -16 \\)\nB. \\( 16 \\)\nC. \\( -3 \\)\nD. \\( 3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1864:A", "QuestionText": "What is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 23 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "C", "TargetOption": "A", "TargetAnswer": "\\( 5 \\)", "MisconceptionId": "2456", "MisconceptionName": "Finds the mode rather than the range", "prompt": "Misconception:\nFinds the mode rather than the range\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]\n\nOptions:\nA. \\( 5 \\)\nB. \\( 11 \\)\nC. \\( 23 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1864:B", "QuestionText": "What is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 23 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "C", "TargetOption": "B", "TargetAnswer": "\\( 11 \\)", "MisconceptionId": "691", "MisconceptionName": "To find the range adds the biggest and smallest number rather than subtract", "prompt": "Misconception:\nTo find the range adds the biggest and smallest number rather than subtract\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]\n\nOptions:\nA. \\( 5 \\)\nB. \\( 11 \\)\nC. \\( 23 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1864:D", "QuestionText": "What is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]", "AnswerAText": "\\( 5 \\)", "AnswerBText": "\\( 11 \\)", "AnswerCText": "\\( 23 \\)", "AnswerDText": "\\( 16 \\)", "CorrectAnswer": "C", "TargetOption": "D", "TargetAnswer": "\\( 16 \\)", "MisconceptionId": "1349", "MisconceptionName": "Does not include negative numbers when calculating a range", "prompt": "Misconception:\nDoes not include negative numbers when calculating a range\n\nQuestion:\nWhat is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]\n\nOptions:\nA. \\( 5 \\)\nB. \\( 11 \\)\nC. \\( 23 \\)\nD. \\( 16 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1865:A", "QuestionText": "Shape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()", "AnswerAText": "\\( 3 \\div 11 \\)", "AnswerBText": "\\( 11 \\div 3 \\)", "AnswerCText": "\\( 3 \\times 11 \\)", "AnswerDText": "\\( 11-3 \\)", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "\\( 3 \\div 11 \\)", "MisconceptionId": "1500", "MisconceptionName": "When calculating a scale factor, thinks the division is the other way around.", "prompt": "Misconception:\nWhen calculating a scale factor, thinks the division is the other way around.\n\nQuestion:\nShape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()\n\nOptions:\nA. \\( 3 \\div 11 \\)\nB. \\( 11 \\div 3 \\)\nC. \\( 3 \\times 11 \\)\nD. \\( 11-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1865:C", "QuestionText": "Shape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()", "AnswerAText": "\\( 3 \\div 11 \\)", "AnswerBText": "\\( 11 \\div 3 \\)", "AnswerCText": "\\( 3 \\times 11 \\)", "AnswerDText": "\\( 11-3 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( 3 \\times 11 \\)", "MisconceptionId": "2442", "MisconceptionName": "When calculating a scale factor, multiplies instead of dividing.", "prompt": "Misconception:\nWhen calculating a scale factor, multiplies instead of dividing.\n\nQuestion:\nShape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()\n\nOptions:\nA. \\( 3 \\div 11 \\)\nB. \\( 11 \\div 3 \\)\nC. \\( 3 \\times 11 \\)\nD. \\( 11-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1865:D", "QuestionText": "Shape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()", "AnswerAText": "\\( 3 \\div 11 \\)", "AnswerBText": "\\( 11 \\div 3 \\)", "AnswerCText": "\\( 3 \\times 11 \\)", "AnswerDText": "\\( 11-3 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 11-3 \\)", "MisconceptionId": "1258", "MisconceptionName": "When calculating a scale factor, thinks they need to subtract rather than divide.", "prompt": "Misconception:\nWhen calculating a scale factor, thinks they need to subtract rather than divide.\n\nQuestion:\nShape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()\n\nOptions:\nA. \\( 3 \\div 11 \\)\nB. \\( 11 \\div 3 \\)\nC. \\( 3 \\times 11 \\)\nD. \\( 11-3 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1866:C", "QuestionText": "What does the following equal?\n\\[\n8-7+10 \\times 3\n\\]", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 31 \\)", "AnswerCText": "\\( -29 \\)", "AnswerDText": "\\( 33 \\)", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "\\( -29 \\)", "MisconceptionId": "2306", "MisconceptionName": "Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)", "prompt": "Misconception:\nApplies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)\n\nQuestion:\nWhat does the following equal?\n\\[\n8-7+10 \\times 3\n\\]\n\nOptions:\nA. \\( 36 \\)\nB. \\( 31 \\)\nC. \\( -29 \\)\nD. \\( 33 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1866:D", "QuestionText": "What does the following equal?\n\\[\n8-7+10 \\times 3\n\\]", "AnswerAText": "\\( 36 \\)", "AnswerBText": "\\( 31 \\)", "AnswerCText": "\\( -29 \\)", "AnswerDText": "\\( 33 \\)", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "\\( 33 \\)", "MisconceptionId": "1507", "MisconceptionName": "Carries out operations from left to right regardless of priority order", "prompt": "Misconception:\nCarries out operations from left to right regardless of priority order\n\nQuestion:\nWhat does the following equal?\n\\[\n8-7+10 \\times 3\n\\]\n\nOptions:\nA. \\( 36 \\)\nB. \\( 31 \\)\nC. \\( -29 \\)\nD. \\( 33 \\)\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1867:A", "QuestionText": "Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nTom", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1867:C", "QuestionText": "Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Tom and Katie", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1867:D", "QuestionText": "Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()", "AnswerAText": "Only\nTom", "AnswerBText": "Only Katie", "AnswerCText": "Both Tom and Katie", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "2312", "MisconceptionName": "Thinks congruent shapes are the same shape but can be different sizes", "prompt": "Misconception:\nThinks congruent shapes are the same shape but can be different sizes\n\nQuestion:\nTom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()\n\nOptions:\nA. Only\nTom\nB. Only Katie\nC. Both Tom and Katie\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1868:A", "QuestionText": "Jo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "A", "TargetAnswer": "Only\nJo", "MisconceptionId": "801", "MisconceptionName": "Forgets to give the centre of rotation", "prompt": "Misconception:\nForgets to give the centre of rotation\n\nQuestion:\nJo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1868:C", "QuestionText": "Jo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "C", "TargetAnswer": "Both Jo and Paul", "MisconceptionId": "801", "MisconceptionName": "Forgets to give the centre of rotation", "prompt": "Misconception:\nForgets to give the centre of rotation\n\nQuestion:\nJo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}
{"id": "1868:D", "QuestionText": "Jo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()", "AnswerAText": "Only\nJo", "AnswerBText": "Only Paul", "AnswerCText": "Both Jo and Paul", "AnswerDText": "Neither is correct", "CorrectAnswer": "B", "TargetOption": "D", "TargetAnswer": "Neither is correct", "MisconceptionId": "95", "MisconceptionName": "Does not know about the + notation for directions in rotations", "prompt": "Misconception:\nDoes not know about the + notation for directions in rotations\n\nQuestion:\nJo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()\n\nOptions:\nA. Only\nJo\nB. Only Paul\nC. Both Jo and Paul\nD. Neither is correct\n\nSolve the problem as a student with the misconception above.\nYou may think step-by-step.\nPut the option letter you choose in a box: \\boxed{A} / \\boxed{B} / \\boxed{C} / \\boxed{D}."}