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Does not know that angles in a triangle sum to 180 degrees

Uses dividing fractions method for multiplying fractions

Believes there are 100 degrees in a full turn

Thinks a quadratic without a non variable term, can not be factorised

Believes addition of terms and powers of terms are equivalent e.g. a + c = a^c

When measuring a reflex angle, gives the acute or obtuse angle that sums to 360 instead

Can identify the multiplier used to form an equivalent fraction but does not apply to the numerator

Believes gradient = change in y

Student thinks that any two angles along a straight line are equal

Thinks there are 180 degrees in a full turn

Believes duration can be read from a timetable, rather than calculating from start and end times

When reading value from graph, reads from the wrong axes.

Thinks that the side view does not include the furthest rows back

Does not subtract from the hours, when having to borrow for a time calculation

Does not understand how to create a multiple of an equation

Confuses the order of operations, believes addition comes before division

Believes that graphs of inverse proportion meet the axes

Confuses AM and PM when calculating time

Given the length of the sides, still does not recognise there is enough information to find the area

When multiplying a surd by an integer, adds the integer to the number under the surd

Believes the number of wholes in a mixed number multiplies by the fraction part

Estimates shares of a ratio instead of calculating

Confuses the ten thousands and thousands place value columns

Does not understand the command word 'difference'

Does not understand the term multiple

Does not realise that when you multiply by 0 the answer will always be 0

Thinks x = ? or y = ? is y = x

Believes squaring a fraction requires you to double both parts

Thinks the interior angles of any polygon add up to 360

Forgot to simplify the fraction

When asked for a number n times smaller or bigger, subtracts or adds n

Does not understand bar modelling in algebra

When squaring a variable, believes they also need to square the coefficient

Uses more than 3 letters to describe an angle

Believes dividing a negative by a positive gives a positive answer

Believes you add 2 instead of subtracting 2 to the numbers of sides when finding total interior angles

Enlarges by the wrong centre of enlargement

Rounded to wrong degree of accuracy (2sf not 1sf)

Believes the sides of an inequality can be switched without changing the direction of the sign

Multiplies by 1000 instead of 100 when converting a decimal to a percentage

Believes midpoint multiplied by frequency is equivalent to frequency density

Believes the mean is the number of categories given divided by something

Believes that the complement of a set includes any elements which are also in another set.

Confuses the terms edges and vertices

When adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds

When asked for the value of a digit, gives an answer 10 times too big

Does not realise that division can be broken down into factors

Believes y=-f(x) is a reflection in y=x

Thinks corresponding angles sum to 360 degrees

Doesn't believe that when you divide by 0 the answer will always be 0

When given a non-unit fraction of an amount and asked to find the total, answers as if it had been the unit fraction

Does not use angle facts when setting up an equation from an angle diagram

When asked for a specific term in a sequence gives the term before

Thinks circumference is radius x pi

Believes the arrow on a number line points to the middle value

When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored

Assumes a negative number is not rational

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

When dividing, confuses the remainder with the quotient

Cannot identify a common factor when simplifying algebraic fractions

Has written the value of the 'ones' column as the answer, withiut using the numbers in the question.

Multiplies by 10 instead of 100 when converting decimal to percentage

Does not realise that a curved line represents a changing gradient

Believes 'data' and 'sample' are interchangeable

Mixes up squaring and multiplying by 4

Cannot spot a variable within a written scenario

Repeats the digits three times when cubing a number

Divides by 1000 instead of 100 when converting a decimal to a percentage

Confuses a term with an equation

When given a non-unit fraction of an amount, treats it like a unit fraction

When reading a composite bar chart, just reads total height of bar

Multiplies all given dimensions when calculating an area

Thinks a decimal can be written as a fraction by just writing it under a numerator of 1

Confuses a function with an expression

Believes they must expand brackets before solving an equation

Believes that the directions of positive and negative vectors are the opposite way around.

Confuses quadratic and exponential graphs

Does not follow the arrows through a function machine, changes the order of the operations asked.

When multiplying a fraction by an integer, multiplies the denominator instead of the numerator

Does not understand how to divide algebraic terms

Thinks you can ignore the variable when simplifying algebraic fractions

Thinks you subtract rather than add when finding the previous term in a descending linear sequence

Believes the square of a negative will also be negative

Confuses the meaning of perpendicular and vertical

Believes greater than/less than symbols include end values

Does not remember that a rhombus has equal sides

Assumes value of symbols in a pictogram without checking the key

Does not know what an exterior angle is

Believes parallelogram is the term used to describe two lines at right angles

Thinks it can't be called a sequence with a repeated number at the start

Does not understand place value after the decimal point

When asked for factors of an algebraic expression, thinks any part of a term will be a factor

When identifying the center of rotation, writes down the origin

When multiplying a surd of the form a✓b by an integer, believes the integer and the number under the surd are multiplied

When solving simultaneous equations, thinks they can add variables to one of the equations to make terms across the 2 equations identical

Does not know about the + notation for directions in rotations

Multiplies surds when asked to add

Believes there is only one orientation for the isosceles triangle base angles

Incorrectly clears fractions from equations

Thinks the faster you travel the longer the time it will take