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0
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Does not know that angles in a triangle sum to 180 degrees
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1
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Uses dividing fractions method for multiplying fractions
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2
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Believes there are 100 degrees in a full turn
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3
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Thinks a quadratic without a non variable term, can not be factorised
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4
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Believes addition of terms and powers of terms are equivalent e.g. a + c = a^c
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5
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When measuring a reflex angle, gives the acute or obtuse angle that sums to 360 instead
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6
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Can identify the multiplier used to form an equivalent fraction but does not apply to the numerator
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7
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Believes gradient = change in y
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8
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Student thinks that any two angles along a straight line are equal
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9
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Thinks there are 180 degrees in a full turn
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10
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Believes duration can be read from a timetable, rather than calculating from start and end times
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11
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When reading value from graph, reads from the wrong axes.
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12
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Thinks that the side view does not include the furthest rows back
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13
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Does not subtract from the hours, when having to borrow for a time calculation
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14
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Does not understand how to create a multiple of an equation
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15
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Confuses the order of operations, believes addition comes before division
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16
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Believes that graphs of inverse proportion meet the axes
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17
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Confuses AM and PM when calculating time
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18
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Given the length of the sides, still does not recognise there is enough information to find the area
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19
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When multiplying a surd by an integer, adds the integer to the number under the surd
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20
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Believes the number of wholes in a mixed number multiplies by the fraction part
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21
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Estimates shares of a ratio instead of calculating
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22
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Confuses the ten thousands and thousands place value columns
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23
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Does not understand the command word 'difference'
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24
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Does not understand the term multiple
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25
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Does not realise that when you multiply by 0 the answer will always be 0
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26
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Thinks x = ? or y = ? is y = x
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27
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Believes squaring a fraction requires you to double both parts
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28
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Thinks the interior angles of any polygon add up to 360
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29
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Forgot to simplify the fraction
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30
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When asked for a number n times smaller or bigger, subtracts or adds n
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31
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Does not understand bar modelling in algebra
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32
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When squaring a variable, believes they also need to square the coefficient
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33
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Uses more than 3 letters to describe an angle
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34
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Believes dividing a negative by a positive gives a positive answer
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35
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Believes you add 2 instead of subtracting 2 to the numbers of sides when finding total interior angles
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36
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Enlarges by the wrong centre of enlargement
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37
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Rounded to wrong degree of accuracy (2sf not 1sf)
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38
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Believes the sides of an inequality can be switched without changing the direction of the sign
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39
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Multiplies by 1000 instead of 100 when converting a decimal to a percentage
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40
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Believes midpoint multiplied by frequency is equivalent to frequency density
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41
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Believes the mean is the number of categories given divided by something
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42
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Believes that the complement of a set includes any elements which are also in another set.
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43
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Confuses the terms edges and vertices
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44
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When adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds
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45
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When asked for the value of a digit, gives an answer 10 times too big
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46
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Does not realise that division can be broken down into factors
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47
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Believes y=-f(x) is a reflection in y=x
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48
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Thinks corresponding angles sum to 360 degrees
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49
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Doesn't believe that when you divide by 0 the answer will always be 0
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50
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When given a non-unit fraction of an amount and asked to find the total, answers as if it had been the unit fraction
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51
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Does not use angle facts when setting up an equation from an angle diagram
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52
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When asked for a specific term in a sequence gives the term before
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53
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Thinks circumference is radius x pi
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54
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Believes the arrow on a number line points to the middle value
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55
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When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored
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56
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Assumes a negative number is not rational
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57
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Believes the solution to mx + c = a is the x intercept of y = mx +c
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58
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When dividing, confuses the remainder with the quotient
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59
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Cannot identify a common factor when simplifying algebraic fractions
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60
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Has written the value of the 'ones' column as the answer, withiut using the numbers in the question.
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61
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Multiplies by 10 instead of 100 when converting decimal to percentage
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62
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Does not realise that a curved line represents a changing gradient
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63
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Believes 'data' and 'sample' are interchangeable
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64
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Mixes up squaring and multiplying by 4
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65
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Cannot spot a variable within a written scenario
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66
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Repeats the digits three times when cubing a number
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67
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Divides by 1000 instead of 100 when converting a decimal to a percentage
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68
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Confuses a term with an equation
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69
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When given a non-unit fraction of an amount, treats it like a unit fraction
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70
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When reading a composite bar chart, just reads total height of bar
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71
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Multiplies all given dimensions when calculating an area
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72
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Thinks a decimal can be written as a fraction by just writing it under a numerator of 1
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73
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Confuses a function with an expression
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74
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Believes they must expand brackets before solving an equation
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75
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Believes that the directions of positive and negative vectors are the opposite way around.
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76
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Confuses quadratic and exponential graphs
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77
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Does not follow the arrows through a function machine, changes the order of the operations asked.
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78
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When multiplying a fraction by an integer, multiplies the denominator instead of the numerator
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79
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Does not understand how to divide algebraic terms
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80
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Thinks you can ignore the variable when simplifying algebraic fractions
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81
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Thinks you subtract rather than add when finding the previous term in a descending linear sequence
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82
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Believes the square of a negative will also be negative
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83
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Confuses the meaning of perpendicular and vertical
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84
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Believes greater than/less than symbols include end values
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85
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Does not remember that a rhombus has equal sides
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86
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Assumes value of symbols in a pictogram without checking the key
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87
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Does not know what an exterior angle is
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88
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Believes parallelogram is the term used to describe two lines at right angles
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89
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Thinks it can't be called a sequence with a repeated number at the start
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90
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Does not understand place value after the decimal point
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91
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When asked for factors of an algebraic expression, thinks any part of a term will be a factor
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92
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When identifying the center of rotation, writes down the origin
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93
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When multiplying a surd of the form a✓b by an integer, believes the integer and the number under the surd are multiplied
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94
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When solving simultaneous equations, thinks they can add variables to one of the equations to make terms across the 2 equations identical
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95
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Does not know about the + notation for directions in rotations
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96
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Multiplies surds when asked to add
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97
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Believes there is only one orientation for the isosceles triangle base angles
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98
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Incorrectly clears fractions from equations
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99
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Thinks the faster you travel the longer the time it will take
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