answer_mapping.json

{"No error": "no", "There is no error.": "no", "There are no errors in the student response.": "no", "No error.": "no", "The student did not make an error.": "no", "There is no error in the student's response.": "no", "No Error": "no", "There is no error.\n": "no", "There are no errors": "no", "There is no error. \n": "no", "There are no errors.": "no", "The student did not make any errors.": "no", "No errors": "no", "The student makes no errors in their response.": "no", "There are no errors in the student's work.": "no", "There are no errors in this response.": "no", "There are no errors in this student's work.": "no", "There is no error in the response.": "no", "No Error.": "no", "The student did not make any errors in their response. \n": "no", "There is no error in the student\u2019s response.": "no", "There are no errors in the student's response.": "no", "The student didn't make any errors in their response. \n": "no", "The student didn't make an error.": "no", "The student made no errors in their response. \n": "no", "The student does not make any errors.": "no", "There is no error in the student response.": "no", "The student does not make any errors in their response.": "no", "The student does not make any errors in drawing their number line. The only error would be that their final answer was not explicitly shown.": "yes", "The student did not make any errors in their response.": "no", "The student makes no error in their response.\n": "no", "The student did not make an error": "no", "The student does not make any errors in drawing their number line.": "no", "There is no error in the student's response": "no", "An error the student makes in their response is not responding to the part of the prompt that says \"Write an explanation of who is correct.\" There is no evidence of the student's choice in selecting who is correct. ": "yes", "The student did not draw a scaled copy of the polygon with a scale factor 3. They did not use a coordinate plane to draw a precise image of a dilated polygon. \n": "yes", "The student does not make an error.": "no", "No errors.": "no", "The student make the error of not shading in 4 parts of the 12 parts represented in their drawing.  \n": "yes", "The student makes an error by not labeling the vertices of the rotated triangles with apostrophes (primes) to differentiate them from the pre-image.": "yes", "The error the student made in their response is not labeling the array.": "yes", "The student does not make any errors in their response. \n": "no", "The student has the correct math but did not convert yards to feet and left the final answer in yards. \n": "yes", "The student made an error by not creating a different shape; instead, they rotated and connected the triangles at the hypotenuse, resulting in similar triangles rather than a new shape.": "yes", "The student made the error of rounding 481 to 490 before dividing. \n": "yes", "The errors made by the student are mislabeling the integers to the left of zero as positive instead of negative, not including a final answer, and not including any model to indicate a starting point of 2 below and a drop of 1 and 1/3 feet. ": "yes", "There's no error.": "no", "There is not error.": "no", "THe student did not make an error.": "no", "The student does not make an error in their response. They accurately represent 0.01 with disks and use the array to show the quantity.": "no", "The error the student made is not translating the image.": "yes", "There is no error": "no", "The student did not make any error in their response. \n": "no", "It's not possible to evaluate the student's work from this snip.": "no", "The student did not plot the points 4 and -4 on the number line.": "yes", "The student does not write a multiplication sentence or identify the product.": "yes", "The errors made by the student in their response is that there is no clear indication of their final answer, or clear direction of movement on the number line.": "yes", "The student's diagram does not support their work.": "yes", "The student made an error by not including labels for the dimensions of the shape they created.": "yes", "The error the student makes in their response is that the drawing is not technically an array. The drawing is technically two separate rows, that are not aligned, with 5 dots each. ": "yes", "There is no error in this student's work.": "no", "There is no mistake in the student's diagram.": "no", "The student did not find the area of the figure.": "yes", "The error the student made in their response is not creating a tape diagram.": "yes", "The student doesn't make an error.": "no", "The error the student made is that they did not tile the plane.": "yes", "There is no error in the student's response. The student correctly represented a straight angle.": "no", "The student did not include labels in their box plot.": "yes", "The student does not write each whole number as a fraction. \n": "yes", "here is no error in the student's response.": "no", "There are no errors in the student's response. The student accurately represents the multiplication of 1/3 by 1/3 and correctly identifies the product as 1/9.": "no", "The error that the student makes in their response is not including an explanation of who is correct, or a formula to go with their vertical number line. ": "yes", "The student did not make an error; they correctly drew a horizontal line.": "no", "An error the student makes in their response is incorrectly determining the amount of cloves of garlic used for 1, 2, 5, and 10 tablespoons of olive oil.": "yes", "The student did not answer the question.": "yes", "The student does not make a double number line model.": "yes", "The error the student made in their response is reflecting.": "yes", "The error the student makes in their response is not using standard algorithm.": "yes", "The student does not write each whole number as a fraction.": "yes", "The student makes an error by drawing a pentagon instead of the four-sided polygon specified in the problem.": "yes", "There is no error in the student's response. The student correctly identifies that all the pieces combine to make 1.": "no", "The error the student made in their response is improperly reflecting on the wrong point.": "yes", "The error the student made is not including the proper values on the number line.": "yes", "The student does not explain why the ratios are equivalent. They don't write an explanation or provide a diagram that justifies equivalence. They perform the cross multiplication algorithm and incorrectly state that it would result in \"70000-70000\". ": "yes", "The error the student made in the response is placing the quotient of 0.06 in the division house.  As well the student placed 3 above 50 outside of the division house.": "yes", "The student made an error by not tiling the plane as required by the prompt; instead, they drew a single rectangle inside a square.": "yes", "The error that the student made was not having the triangle pass through (0,1). The line triangle passes through (0,2). ": "yes", "The student copied the the figure with the same dimensions. They wrote new side lengths in centimeters, but the original diagram has no units of measure beyond the coordinate plane. ": "yes", "The student made an error by not showing 4/6 explicitly on the number line. While they correctly stated that 2/3 is equivalent to 4/6, they did not visually represent 4/6 on the number line.": "yes", "The student makes an error by drawing an arch from -4 to -2 and labeling it with the number 2. This is unclear and does not accurately represent the inequality. Additionally, the line extending to just past the positive 10 on the number line does not correctly show the solution to the inequality.": "yes", "The error is that the student constructed a perpendicular bisector of AC": "yes", "The student makes an error by rotating the triangle 45 degrees clockwise around point Y instead of following the instructions to rotate it around point Z at specified angles.": "yes", "The error that the student made was not correctly identifying the x and y axis and has an incorrect ordered pair.": "yes", "The student makes no errors in their labeled number line. The additional information is not relevant, but their number line is labeled correctly. They should not have arrows at the end of their number line as the end points are stated to be 0 and 2.": "no", "No erro": "no", "It could possibly be an error in the response if the student wrote 2/5 twice to show that each shaded area equals 2/5.": "no", "There is no error. The student correctly demonstrated that multiplying 3.452 by 100 shifts each digit two places to the left in the place value chart.": "no", "The student did not clearly show how 56 is evenly distributed into 4 groups.": "no", "The student made an error by not completing the task and only drawing a pentagon.": "yes", "An error the student makes in their response is not completing the assigned task. The task instructs the student to make a table representing the same situation as the one to picked it on the double number line diagram. Instead, the student just writes an addition equation.": "yes", "The error the student made in their response is not answering the full problem.": "yes", "The studend did not correctly draw a diagram on the numberline": "yes", "The student incorrectly drew the parallelogram by making the top line one box wider than the base, and by drawing the side diagonals with different slopes, which results in a shape that is not a parallelogram.": "yes", "The student makes no error in their response.": "no", "The student made an error by not using a number line as instructed and by not explicitly stating the fraction for one whole (4/4).": "yes", "The error the studment made is not including an answer to the question and inaccurately drawing the triangles.": "yes", "The student made the error of not includeding labels on his graph": "yes", "The error that the student made was inaccurately showing a model of 4 divided by 3 and not writing an equation": "yes", "The student does not correctly label 2/4, 10/4 or 7/4. They do not divide each whole number on the the number line into 4ths. They incorrectly label 1/4, 2/4, 3/4, and 4/4 on the number line. ": "yes", "The error the student made is shading all parts.": "yes", "The error that the student make was not estimating. The student used the algorithm to solve and did not estimate.": "yes", "The error the student made in their response is calculating the wrong amount for Lin.": "yes", "The student made two errors in their response. First, they incorrectly labeled the number 10 between zero and negative 20 on the number line; it should have been labeled as negative 10. Second, they forgot to place the negative sign on the number 20, even though it is below zero, denoting that it should be negative 20.": "yes", "The student made an error by not fully tiling the plane. They also made the error of": "yes", "The student did not make any error in their response.": "no", "The student incorrectly labeled the elevations below zero as positive and mistakenly placed 2,000 feet below zero instead of above it.": "yes", "An error the student makes in their response is incorrectly determining the amount of cloves of garlic used for 2, 5, and 10 tablespoons of olive oil.": "yes", "An error the student makes in their response is not labeling the axes of the graph, or providing a title as required by the task. ": "yes", "The student did not label the side lengths, They did not label the right angle. They incorrectly labeled the other acute angle 45 degrees. ": "yes", "The error the student made in their response is not estimating or rounding.": "yes", "An error the student makes in their response is not showing the final step in the standard division algorithm of subtracting 20 from 20 to equal 0.": "yes", "The student began by drawing a tape diagram, and then they drew an arrow connecting the beginning and end of the tape diagram, but they haven't labeled it yet, and so the tape diagram is incomplete.": "yes", "The student make the error of not shading in 4 parts of the 12 parts represented in their drawing.": "yes", "It's not possible to evaluate the student's work given the snip.": "no", "This student has made an error by not mesuring or using a ruler when drawing his right angle": "yes", "The student's error is that they did not follow the directions - they made a chart.": "yes", "The student made an error by incorrectly stating that 1/3 x 1/3 equals 2/3.": "yes", "The error the student makes is in computation of the ratio.": "yes", "The student makes an error in the final addition. The correct sum of 30 and 15 should be 45, not 42.": "yes", "The error the student made in their response is in not properly labeling the primes.": "yes", "The student did not make an error .": "no", "The student does not place parentheses around the ordered pairs. The student constructs a line graph, though it is not needed. ": "yes", "The student made the following errors in their response: the student wrote both Noah's and Andre's number of scoops on top of the number line instead of making a double number line.": "yes", "The error the student made in their response was to show the value of the digits in each column as a number instead of place value discs.": "yes", "The student does not write the whole numbers as fractions.": "yes", "The error the student makes is in not graphing the proper points.": "yes", "The error the student made was to write his response as a coordinate plane not a table.": "yes", "The student didn't necessarily make an error, but didn't add decimals behind 7.": "yes", "The student makes an error in their response by only shading in one-fifth of the diagram instead of the required three-fifths, and they did not find two-thirds of the diagram.": "yes", "There is no error in the student's response. The student correctly identified the distance between 7 and negative 17 as 24 by counting the spaces on the number line and properly applied the equation 7(\u221217)=24.": "no", "There is no error.\n\n": "no", "There are no errors in the student's response. The": "no", "The student made an error by only copying the figure onto lined paper and not proceeding to find the area of the shaded region.": "yes", "The error the student makes in their response is not modeling it with an array or a labeled tape diagram as directed in the task. The student instead uses an equal groups model to determine the total amount of groups of 2.": "yes", "There is no error\n": "no", "The student did not clearly show 4/5 as their answer.": "yes", "In their response the student boxed all fractions rather than those located at the same point as whole numbers.": "yes", "The student made an error in rounding 68 to 60 in their response.": "yes", "The error the student made in the response is not labeling any points.": "yes", "In their response, the student rounded 481 to 350 incorrectly. ": "yes", "The error the student made in their response is only making the top x visible.": "yes", "In the third 3 by 3 grid, the student incorrectly wrote 0 instead of -1 in the first column of the last row. This error led to incorrect sums for the columns and resulted in the grid summing to 6 instead of the required 9.": "yes", "The student made an error by not explicitly showing that 1 is equivalent to 2/2 and 6/6 on the number line.": "yes", "The error the student made in their response is the proportion on the number line.": "yes", "The student makes an error by creating an isosceles triangle instead of a parallelogram. The task required using the two congruent right-angle triangles to form a parallelogram, but the student did not accomplish this.": "yes", "The error the student made is in changing the denominator.": "yes", "The error the student made in their response is only plotting points A and B.": "yes", "The student did not draw a scaled copy of the polygon with a scale factor 3. They did not use a coordinate plane to draw a precise image of a dilated polygon.": "yes", "The student made an error by drawing only 3 squares for red paint and 2 squares for green paint, which corresponds to a single batch instead of three batches.": "yes", "The error the student made in their response is where the line goes across the y-axis.": "yes", "The student made an error by not including the whole number 1 on the number line.": "yes", "The student partitions the whole numbers into fifths rather than fourths. They incorrectly label 7/4, 2/4, and 10/4": "yes", "The error the student makes in their response is translating to the wrong coordinates.": "yes", "The student did not actually create a graph of the situation.": "yes", "The student drew a straight angle, not a right angle.": "yes", "The error the student makes in their response is not including the half in 15 and one half.": "yes", "The student's diagram appears to suggest that multiplying the ratio 6:1 by 2 and then multiplying that equivalent ratio by 3 would result in 18:3. They meant to state that multiplying 6:1 by 3 would result in 18:3.": "no", "The student plotted a point at 110 instead of 120.": "yes", "The student used seven tenths number disks to represent .07 when they needed to use seven hundredths disks instead.": "yes", "An error the student makes in their response is putting 2 and one half in between 1 and 2 on the number line, instead of between 2 and 3 on the number line. The student also did not respond to the part of the prompt that says \"Write an explanation of who is correct.\" There is no evidence of the student's choice in selecting who is correct. ": "yes", "The error that the student made was not shading one fourth.": "yes", "The error the student made is not putting a numerical response.": "yes", "The student does not write an equation to represent the scenario.": "yes", "The error the student makes in their response is not representing 10/4 on the fraction strip.": "yes", "I can't read the image in order to answer these questions.": "no", "The student has the correct quotients but the student did not show their thinking.": "no", "The student makes an error by drawing a vertical line from (3,1) to (3,5), which does not match the provided slope or create a linear relationship with a defined y-intercept.": "yes", "The student made an error in solving for x. They determined that x equals 3.8, but the correct value is 3. The student incorrectly solved the equation by not correctly applying the steps to the two-step equation, leading to an incorrect result.": "yes", "The student did not draw a model to support their answer, as required. They applied the keep-change-flip method correctly but did not use a visual fraction model to explain their reasoning.": "yes", "The error that the student made in their response is that it is unclear if the line passes through 0,1 because there are not labels on a coordinate plane. ": "yes", "The student made an error by attempting to cross multiply.": "yes", "The error the student makes in this response is not creating a tape diagram.": "yes", "An error the student makes in their response is incorrectly determining the amount of cloves of garlic used for 1, 2, 5, and 10 tablespoons of olive oil. Instead of relating 1 tablespoon of olive oil to 2/3 of a clove of garlic, the student related it to 2.3 cloves of garlic. Instead of relating 2 tablespoons of olive oil to 1 and 1/3 of a clove of garlic, the student related it to 1.34 cloves of garlic. Instead of relating 10 tablespoons of olive oil to 6 and 1/3 of a clove of garlic, the student related it to 6.7 cloves of garlic. ": "yes", "An error the student makes in their response is not completing the assigned task. The assigned task instructs the student to make a table represents the same situation as the one represented by the double number line diagram, but the student just draws another double number line diagram with different and misaligned values.": "yes", "The student makes an error by not including labels or scales on the graph, making it impossible to determine the points plotted.": "yes", "The error the student makes in their response is not adding the array.": "yes", "An error the student makes in their response is incorrectly placing the 3 on the top number line. The student places the amounts of olive oil in the same order as they appear in the table, rather than in numerical order. This error is maintained on the bottom number line. Another error the student makes in their response is incorrectly determining the values that correspond with 2, 5, and 10 tablespoons of olive oil. The last error the student makes is not labeling the number lines. ": "yes", "The error the student made is not rotating the image by 90 degrees.": "yes", "The student did not draw a scaled copy of the polygon with a scale factor 3. They did draw a precise image of a dilated polygon. They changed the size of the polygon without using a scale factor. \n": "yes", "The error that the student made in their response is not writing a total. It is unclear how much money the brother has in his account.": "yes", "The error that the student make was not estimating. The student used the algorithm to solve and did not fill in the blank or round. The student also did not show their work. \n": "yes", "The student does not make errors in their response to \"draw a model to support your answer. ": "no", "The error the student made in their response is in creating an incorrect ratio.": "yes", "The student ignored the decimal during the setup of the standard algorithm and didn\u2019t align the place values correctly. However, they correctly placed the decimal in the final answer. ": "yes", "The errors the student made are not using the appropriate labels nor correctly reflecting the triangle.": "yes", "The error the student made is in not properly labeling the new triangle.": "yes", "The student drew 18 equally-sized groups with two stickers in each, which represents a multiplication problem 18\u00d72, rather than the correct division problem. ": "yes", "This would depend on the student's work, but if the estimation and calculations were done correctly, the response would be \"no error.\" ": "no", "The student does not correctly use the scale 1:50. They do not scale the figure, they just convert meters to centimeters. They did not relate the coordinate plane to the dimensions of the room. ": "yes", "The error the student made in their response is rotating the triangle. The question just asks them to change D to D'.": "yes", "The errors the student made in their response was not labeling the points.": "yes", "An error the student makes in their response is not completing the task. The task prompts students to draw a double number line that represents the same situation as the one in the table. Instead, the student copies the table and fills in the missing values. There is no double number line in the student work. An additional error is that the values the student added to the crushed cloves of garlic column do not maintain the given ratio.": "yes", "The error the student makes in their response is plotting -1/4 to the left of -1. The tick marks are also not distanced relative to the distance between the numbers they represent. For example, 0.5 and 1.5 are the same distance apart as 0 and 0.5, even though the distance between 0.5 and 1.5 is 1, while the distance between 0 and 0.5 is 0.5.": "yes", "The error the student made in their response is not answering the question.": "yes", "The student incorrectly labels the tape diagram, associating 11% with 11/20 instead of 55%. Additionally, the student confuses the numerator and denominator by labeling the top with percentages and the bottom with increments of 20, leading to incorrect associations between fractions and percentages.": "yes", "In the leftmost square, the diagonals do not sum to the same values as the rows and columns.  ": "yes", "Although the student does not make an error in their response, the final answer is not clearly indicated.": "no", "The student did not make errors in their work.": "no", "The error is that the line does not pass through the origin at (0,0), even though it should, given the proportional relationship.": "yes", "The student did not include a placeholder which impacted the value of the partial products and the final product.": "yes", "No Errors": "no", "The error the student made in the response is not shading in two parts.": "yes", "An error the student makes in their response is incorrectly determining the amount of cloves of garlic used for 1 tablespoon of olive oil. Then the student uses that incorrect unit rate to determine the rest of the missing values. The other values are incorrect, but given the student's determined unit rate, they make sense. ": "yes", "The errors are that the student didn't label anything but 20 and 50.": "yes", "The student did not label their diagram in their response.": "yes", "The error the student makes in this response is rounding 26 to 27, instead of rounding it to the nearest ten.": "yes", "The error the student made in their response is not labeling the right points.": "yes", "The error the student makes in their response is not completing the assigned task. The task asks for an array to be drawn, and the student simply writes the number 2. ": "yes", "The student made an error in not solving by useing the standard algorithm": "yes", "The student did not draw a graph, so it's impossibe to tell": "no", "The student places 7 and 20/100 on the first tick mark after 7, which is incorrect.": "yes", "The student makes an error by labeling the base of the parallelogram as eight units instead of the correct nine units. This incorrect measurement leads to an inaccurate area calculation. The correct base should be nine units.": "yes", "The student does not write a number sentence to show their thinking. The student incorrectly shades to represent one of the 1/3s in the equation. They only perform shading to represent one of the 1/3s after they correctly partition the rectangle into 9ths.": "yes", "There is no error in the student's response. The student correctly identified the distance between 7 and negative 17 by counting the hops on the number line.": "no", "The student inaccurately multiplied. It is unclear on how the students got the partial products of 532 and 420.": "yes", "The error the student makes in their response is that there are no labels to show what quantities of ears, paws, and tails their double number line is representing. ": "yes", "The student incorrectly interprets the numerator and denominator when labeling the tape diagram. They mistakenly label the top with repeated additions of 11 and the bottom with repeated additions of 20, leading to a misrepresentation of the fractions and percentages.": "yes", "The error the student made was to draw 3 rectangles and write 1/4 in each of the rectangles.": "yes", "Image is unreadable": "no", "The student does not illustrate the mathematical operations being done in the equation. Their tape diagram does not reflect the given algebraic equation.": "yes", "The error that the student made was not writing a statement.": "yes", "The student made no errors in their response": "no", "The error the student made in their response is not including any numbers or labels.": "yes", "The student did not label each box of the tape diagram as 8+7, only one. ": "yes", "The student makes an error by drawing a right angle instead of a straight angle. The task required a straight angle, which is 180 degrees, but the student drew a 90-degree angle.": "yes", "The error the student made in their response was to represent the 3 in 403 as 2.": "yes", "The error is that the number line is not labeled correctly for the given inequality. The numbers written (9, 10, 11, and 12) do not align with the range of an inequality like x \u2264 5. The direction of the arrow does not represent any standard inequality correctly.": "yes", "The student has the correct math but did not convert yards to feet and left the final answer in yards.": "yes", "The student made an error in the representation of the fraction. The fraction model does not correctly represent the multiplication of fractions because it does not show ninths.": "yes", "An error the student makes in their response is making 3 the divisor and 4 the dividend, rather than the correct set up of 4 as the divisor and 3 as the dividend. ": "yes", "The error the student made is that they rounded 481 to 490.": "yes", "no error": "no", "The student does not finish solving for the total amount of boats. They have set up the number sentence correctly but do not complete the calculations.": "yes", "The error the student made was to not attempt to split each of the 3 wholes in their tape diagram into fourths.": "yes", "The error the student made in their response was not creating a proper coordinate grid.": "yes", "The student only draws one batch, rather than three batches. ": "yes", "The student incorrectly drew the parallelogram with a base of 5 units instead of 6 units, resulting in an area of 20 square units instead of 24 square units.": "yes", "The student made the error of plotting (-2,3), instead of (-3,2). ": "yes", "An error the student makes in their response is labeling all of the numbers to the left of zero as positive instead of negative. For example, from left to right starting at the zero, the number line reads 1/4, 2/4, 3/4, etc., when it should read -1/4, -2/4, -3/4, etc. Another error the student makes in their response is labeling the value after 4/4 as 1 and 4/4 instead of 1 and 1/4. Another error the student makes in their response is not labeling the numbers from the table on the number line. 4 out of the 5 points can be seen plotted on the number line, but their values are not labeled. ": "yes", "The error the student made in their response is in reference to the positive and negative signs on the number line. The student starts their arrow at 15 and a half and ends it at -9 and a half. The student uses both positive and negative numbers on the same side of the number line, so its difficult to tell if they think positive is correct, or negative. Either way, they did start at 15 and a half, and show movement of 6 spaces. It can be presumed that they think the final answer is 9 and a half, not -9 and a half. There is also no clear indication of their final numerical answer or clear direction of movement on the number line. ": "yes", "The student incorrectly labels the entire tape diagram as 11/20, when only the shaded portions represent 11/20.": "yes", "The error the student made is in using the wrong answer and response.": "yes", "The student only shades a face of one prism. The student does not shade the base of the triangular prism. They shade a lateral face.": "yes", "The student makes an error by drawing a polygon with angles that are not congruent to those of the given polygon, meaning it is not a correct scale drawing.": "yes", "The error the student makes in their response is not creating 5 equal portions in each image.": "yes", "An error the student makes in their response is with respect to rounding the amount of cloves of garlic. The student wrote 0.67 instead of 0.6 repeating or 2/3. The student wrote 1.34 instead of 1.3 repeating or 1 and 1/3. The student wrote 2.01 instead of 2. The student wrote 3.35 instead of 3.3 repeating or 3 and 1/3. The student wrote 6.7 instead of 6.6 repeating or 6 and 2/3.": "yes", "The student only drew a tape diagram representing 4/5 but did not show how this relates to dividing by 1/5 or include any work for solving the division problem.": "no", "The error the student makes in this response is the positioning of the original image.": "yes", "No, there is no error in the student's response.": "no", "The error the student made in their response is not creating identical rectangles.": "yes", "An error the student makes in their response is creating a 3 by 4 unit quadrilateral and calling it a square. Another error the student makes in their response is subdividing the shape they have labeled as a rhombus into non congruent sections. So although there are 12 square units, they are not equal units. ": "yes", "The student made a slight error in their response. The student did not round to the most reasonable number.": "yes", "There is no error in the student's work": "no", "The student made no errors in their response.": "no", "The student rounded 68 to 60 instead of 70.": "yes", "An error the student makes in their response is plotting the numbers from the center column of the table rather than the numbers from the right-most column of the table as requested in the prompt. There is also an error in the placement of the tick mark the student is using for Tiffany. The student puts a tick mark between seven and eight, closer to seven, and they label that as T. But Tiffany's number is seven and three fourths, so that tick mark should have actually been closer to eight than seven. The last error is that the student does not plot a point for Frankie.": "yes", "An error the student makes in their response is using commas instead of periods to represent decimal points. Instead of writing 1.5 in their table, they write 1,5. Instead of writing 4.5 in their table, they write 4,5.": "yes", "The student incorrectly represented 3.452 as 345.2 and then multiplied it by 10 instead of 100.": "yes", "The student did not show a clear strategy of how they solved the problem.": "no", "They do not indicate that the numbers in the diagram represent father's steps and son's steps.": "yes", "The student makes an error by grouping two ninths together four times instead of grouping four ninths. This does not accurately represent the division of 8/9 by 4/9.": "yes", "The error the student made in their response is not adding the point D'.": "yes", "An error the student makes in their response is plotting the values incorrectly and with an inconsistent scale. A single tick mark is labeled with both 0 and 0.5. Meaning 0 and 0.5 are 0 spaces apart, -1 and 0 are one space apart, 0 and 1.5 are 2 spaces apart, 0.5 and 1.5 are also two spaces apart, and -1/4 and -1 are one space apart. Another error the student makes in this response is plotting -1/4 to the left of -1.": "yes", "The error the student makes in their response is swapping the concept of rows and columns. The task asked for an array that shows 2 rows of 5, but this student drew an array that shows 2 columns of 5, or, 5 rows of 2.": "yes", "There is no error in the student's response. The student correctly shows that 8/9 divided by 4/9 results in a quotient of 2.\n\n": "no", "The student makes an error by not fully completing the problem. They have not provided the total number of boats or labeled the number of blue boats correctly. The calculation for the number of blue and white boats is incomplete.": "yes", "The student made an error by drawing a horizontal number line.": "yes", "The student drew a triangle with an area of 48 square units instead of the requested 24 square units.": "yes", "The error the student makes in their response is not drawing 15 tennis balls in total. The student drew 25 tennis balls in total. Even though the student correctly made 5 equal groups, the amount of softballs in each group is 5 instead of 3.": "yes", "An error the student makes in their response is not showing the final subtraction of 20 minus 20 equal to 0.": "yes", "The student does not create a model to support their answer.": "yes", "The student made an error by not creating a new shape; instead, they arranged the two triangles in a V shape": "yes", "The student incorrectly plotted the slope of the line y = -x + 3. The line should have a slope of -2/3, not -1. The student also incorrectly plotted the line; it should have been y = 2x - 5, not close to y = -x + 5.": "yes", "The error the student made is not included any data.": "yes", "The task required the student to use both an array and a tape diagram, but the student only used the tape diagram. The student did not fulfill the requirement to use an array diagram as well.": "yes", "The error is the student doesn't include any information or labels.": "yes", "The student did not show how the rectangle could be used to not tile the plane.": "yes", "The error the student made in their response is starting at the wrong position on the number line.": "yes", "The student does not write an equation to represent the scenario. \nThey do not use an accurate scale on their number line. They do not indicate that the opposite of the opposite of a negative number is negative. ": "yes", "The student did not illustrate the operations being performed in the algebraic equation.": "yes", "The error the student makes in their response is stopping their movement arrow at 10 instead of 9 and a half. The length of this arrow is 5 and a half, rather than the correct length of 6. They also do not clearly indicate their final numerical answer. ": "yes", "The student's model shos fourths, not fifths.": "yes", "This is a digital image of a graph. Nothing is plotted or labeled on it.": "yes", "The student did not correctly represent the equation using the tape diagram. Their diagram would be interpreted as 5+4x=20, not 5(x+1)=20. ": "yes", "The student makes an error in the third line of partial products by including only one placeholder zero instead of two.": "yes", "The student made an error by not breaking up the 9 boxes of white paint into three groups of three.": "yes", "The student incorrectly rounds 481 to 480.": "yes", "The student does not use a consistent ratio to fill in the table. They add 4, 6, 8, and 8 to the previous number of beads to find the next number of beads in the bracelet.  ": "yes", "There are no errors in the student\u2019s response. The student correctly solved the equation.": "no", "There are no errors in the student response. For two of the groups of three balls, the circle is split up across rows, but it can still inferred that it creates a single group.": "no", "The student didn't make an error but does not explain why the ratios are equivalent but rather applies a procedural trick. The cross-multiplication (butterfly method) confirms that the ratios are equivalent without demonstrating the conceptual understanding of equivalence.": "no", "The error the student made in their response is not including the answer to money.": "yes", "The student used seven tenths number disks to represent .07 when they needed to use seven hundredths disks instead. They used number disks to represent .7 instead of .07.": "yes", "The error the student made was to drew a triangle with an area that is not 24 square units.": "yes", "The student incorrectly correlates the top of the tape diagram with the value of 11/20 and incorrectly relates it to 0.55, which is not a correct representation of 11/20.": "no", "The student's model does not accurately represent 15/4 divided by 3/4.": "yes", "The error the student made in their response is not including all points.": "yes", "The student did not show any work.": "no", "An error the student makes in their response is not showing the final step in the long division algorithm of 20 - 20 equal to 0.": "yes", "The error the student made in their response was not including any labels in their graph nor ensuring that the line was not proportional (aka does not start at the origin).": "yes", "No error other than not displaying the entire table.": "yes", "The error the student made in their response is shading too many parts.": "yes", "There are no errors in this problem.": "no", "The error is that the student didn't solve the problem.": "yes", "The student makes an error in estimating the product. The actual estimated product of 283 and 416 using rounding should be 120,000, not 1,200.": "yes", "The student shifted the digits 3 places to the right instead of 2 places.": "yes", "The student did not create any labels on the axes on their graph.": "yes", "The student's work does not justify equivalence between the ratios. The diagram does not support their answer. They multiply both ratios by the same scale factor which results in an equivalent, but not identical pair of ratios. ": "yes", "The student did not make an error in representing the right angle, but the lines should be perfectly straight for clarity.": "no", "The student makes an error in their response. They initially wrote -5+5>-40 instead of -5x + 5 > -40 after distributing the -5.": "yes", "The error the student makes in their response is changing the dots to x's. Otherwise, the structure of the array is correct. ": "yes", "The error the student made is in not plotting the correct points are creating a graph with needed values.": "yes", "The error is that the student didn't properly label the problem.": "yes", "The student did not correctly represent 3/5 by shading 3 of the 5 rows. They incorrectly wrote the product as 3/15 even though they shaded 10 cells. They did not write a number sentence.": "yes", "The student did not plot the lines.": "yes", "The student incorrectly represented 1/9 directly rather than showing the multiplication of 1/3 \u00d7 1/3 through a model.": "yes", "The error the student makes in their response is drawing an array with six rows and three columns, rather than the three rows and six columns requested in the task. There is also no multiplication equation to describe the array. ": "yes", "The student does not correctly match the equation with their tape diagram. Their diagram is interpreted as 5x+1=20": "yes", "The student doesn't make any errors in their response.": "no", "One of the polygon's side lengths is improperly dilated. The side should transform from 2 to 1 but the student makes that side length 2 units in their diagram.": "yes", "The error that the student made was creating multiple lines so it is unclear what the translation is.": "yes", "The error the student makes in their response is not fully addressing the task. The student labels the place value chart correctly. The task is referencing 10 groups of 2 tens while the student work is showing 3 groups of 10 ones. The work is not incorrect, it just doesn't match the task.": "yes", "The error the student made is in the graph and equation.": "yes", "There is no error in the student's response. The student correctly shows that 4/5 and 8/10 are equivalent ratios.": "no", "There are no errors in the students response to \"draw a model to support your answer\" assuming they wrote that the quotient was 2. ": "no", "The student multiplied incorrectly and has an incorrect product. The student does not have any partial products so it is unclear where the misconception is.": "yes", "An error the student makes in their response is incorrectly matching the amount of garlic cloves needed for each amount of tablespoons of olive oil. The given ratio is correct, but the others are incorrect. Otherwise, the number lines are drawn correctly.": "yes", "It is not possible to evaluate the student's work from this snip.": "no", "The only error the student made in the response is not placing a comma behind the 1 in the millions place.": "yes", "There aren't errors in the response.": "no", "The errors the student made in their response is not completing the work and plotting the wrong points.": "yes", "The error the student made is not labeling the unit fractions.": "yes", "The student incorrectly shades the diagram to represent 2/3. They instead represent 1/3 by only shading one of the 3 rows. They do not write a multiplication sentence. They do not correctly interpret their work on the diagram as 3/15ths.": "yes", "It's not possible to glean any information from the snip of the student's work.": "no", "The student makes an error by not including -8 or any other negative numbers on the number line.": "yes", "The student makes an error by creating a table that does not match the problem context.": "yes", "The student made an error by not directly answering the question about how many copies of 1/4 make a whole and what the fraction for one whole is in this case.": "yes", "An error the student makes in their response is mislabeling the first column as laws instead of lawns.": "yes", "The student makes an error by writing the expression (\u2212(\u2212(\u22128))), which involves three negations instead of showing the opposite of the opposite.": "yes", "The error the student makes in their response is switching the amount of groups with the amount of items in each group. The student circled groups of 5, instead of groups of 3 as requested in the task. ": "yes", "The error the student made in their response is not labeling fifths, creating sixths, and not shading two parts.": "yes", "There are no errors in the student\u2019s response. The student correctly manipulated the equation and solved for y.": "no", "The student makes an error by moving each digit only one space instead of two spaces when multiplying by 100. This results in the number 34.52 instead of the correct product, which should be 345.20.": "yes", "The student does not justify equivalence using a written explanation, a diagram, or a scale factor. ": "yes", "It's not possible to answer these questions from the snip provided.": "no", "There are no errors in the student\u2019s response. The student correctly solved the equation through proper steps.": "no", "There is no error in the student's response. The student correctly used the two congruent right-angle triangles to form a parallelogram.": "no", "The student did not correctly identify the solution of 4.5.": "yes", "The error the student makes in their response is incorrectly placing values on the axes.": "yes", "The error the student made in their response was creating an image with unequal parts.": "yes", "The error the student made in their response, is not including the table.": "yes", "The student did not draw a complete triangle; instead, they placed three dots in the shape of an equilateral triangle without connecting them.": "yes", "The error that the student made was plotting point E at (-3,-2). ": "yes", "The error the student made is not using area model.": "yes", "The error the student makes in their response is not completing the task. The task asked for an array, and there is no evidence of an array.": "yes", "There are no errors in the student repsonse.": "no", "The student does not accurately match the equation with their tape diagram. Their diagram would be interpreted as 5x+5=20 rather than 5(x+1)=20.": "yes", "The error the student made in their response is starting at the wrong point on the number line.": "yes", "The error the student made was reflecting the triangle over the y-axis.": "yes", "The error the student made in their response is boxing all numbers.": "yes", "There is an error in the student's response. The student incorrectly grouped two sets of ten circles in the ones column and then moved them to the tens column as a single group of two, which misrepresents the bundling process. Additionally, placing a \"2\" on top of the tens column and a \"0\" on top of the ones column might indicate confusion in proper place value notation.": "yes", "The student does not place the point on the tick mark that represents 7 and 20/100. They place the point between 7.1 and 7.2": "yes", "The error the student made in their response is not properly rotating.": "yes", "The student makes an error by drawing a rectangle with incorrect dimensions.": "yes", "The student made an error in their response by not including the required tape diagram. While they correctly drew an array that accurately represents the division problem, the task required them to use both an array and a tape diagram.": "yes", "The student makes an error by drawing the arrow pointing to the right instead of to the left.": "yes", "The student didn't make an error, but only used one method.": "no", "The error the student made in their response is not equally creating the parts in portion.": "yes", "The student made an error in their response. The open circle is correctly placed, but the arrow should be extending to the right, not leftward, to represent the inequality.": "yes", "The student incorrectly drew an equilateral triangle with side lengths of 8, which does not have an area of 24 square units.": "yes", "The student made an error by stating that 10 x 2 tens equals 20 but did not show how these 20 tens could be bundled into hundreds, missing the connection between 2 hundreds and 20 tens.": "yes", "The student made an error in decomposing the parallelogram - because the student used a vertical line, it does not decompose into triangles. ": "yes", "The student made an error in their final response, noting that 480 divided by 70 is 6.374 but the correct answer 6.85714285714. ": "yes", "The error that the student made was not shading to the right to include all of the solutions in the set.": "yes", "The student did not show a visible quotient.": "yes", "The student made an error in the standard algorithm when multiplying 481 by 50. They incorrectly wrote 24,060 instead of 24,050, resulting in an incorrect final answer of 169,322 instead of the correct 169,312.": "yes", "There are no errors in the student's response. They correctly applied the standard algorithm for multiplication and correctly placed the decimal point in the final product.": "no", "The student does not shade to represent the multiplier 1/3 in the rectangular model.": "yes", "The error the student made in their response was not labeling the degrees and side length.": "yes", "An error the student makes in their response is not finishing the bottom number line in their double number line diagram. The only values labeled are 0 and 2/3.": "yes", "THe student made the error of plotting C and D will not move.": "yes", "The student makes an error by creating a square instead of a parallelogram. The problem required forming a parallelogram, but the student ended up with a square.": "no", "The student does not correctly match the equation with their tape diagram. Their diagram is interpreted as 5x+1. They do not identify that the total value is 20.": "yes", "The student did not write an answer or clearly define 12 fourths.": "yes", "The student only models the scenario using a numerical expression.": "yes", "The student did not use an array diagram to answer the prompt. The student did not label the tape diagram at all.": "yes", "The student made an error by not including the decimal point in the final product. They calculated 6,972 but did not place the decimal point back in the product.": "yes", "The student makes an error by writing the values 5, 6, and 0 under the columns instead of using place value discs as instructed. ": "yes", "There are no errors in the student\u2019s response. The student correctly represents the product of 1/3 multiplied by 1/3 as 1/9 using the fraction model and calculations.": "no", "The error the student made was numbers decreasing from left to right.": "yes", "And are the student makes in the response is not completing the task. The task requires the students to make a table that represents the same situation as the one represented on the double number line diagram. Instead, the student draws another double number line diagram using different values than the ones given in the task.": "yes", "An error the student makes in their response is plotting and labeling the numbers in the center column of the table, instead of the right-most column of the table. Another error the student makes in their response is plotting the 7 and 3/4 closer to the 7 than the 8.": "yes", "The student made the error of not drawing a perpendicular bisector for segment AB.": "yes", "The student used seven tenths number disks to represent .07 when they needed to use seven hundredths disks instead. \n": "yes", "The student has made an error by plotting a misaligned line from (13, 23.5) to (0, 0). The line should be correctly aligned to represent a straight line relationship.": "yes", "The error the student made in the response is not completing the problem. The student didn't answer the solutions portion.": "yes", "The student made an error in the answer sentence, incorrectly stating that there are 18 stickers in each row, while they should have noted there are 2 stickers in each of the 9 rows.": "yes", "The error the student made in their response is increasing the amount of water after 5 minutes.": "yes", "The student does not clearly explain that both terms of the ratio 4:5 need to be multiplied by 2 to obtain 8:10. The explanation should emphasize that the entire ratio is being scaled up by multiplying both terms by the same factor (2/2), not just the numbers individually.": "yes", "The only error in the student response is not clearly identifying the final answer. All of the work shown is correct.": "yes", "The student doesn't answer the question.": "yes", "The student makes an error by using tick marks instead of circles to represent the tens place.": "yes", "The error is in the estimation for 913 and the student didn't solve.": "yes", "There student made one error. The student brings down an addition zero in their standard algorithm giving them a quotient of 590 instead of 59.": "yes", "The student made a minor error by labeling the distance from zero to negative 17 as \"negative 17 degrees\" on the number line. Technically, if using absolute value, it should have been labeled as \"17 degrees\" to indicate the non-negative distance. However, this error did not affect their final calculation.": "yes", "The error the student made in their response is the estimated product.": "yes", "The student makes an error in their response. When drawing the line to represent 12, the line only has a magnitude of 11 ranging from a location of -6 to 5 on the number line, instead of the correct depiction of a magnitude of 12 ranging from a location of -6 to 6 on the number line. The student makes another error building off of the previous error in their response. When drawing the line to represent -4, the line only has a magnitude of -3 ranging from 5 to 2 on the number line, instead of the correct depiction of a magnitude of -4 ranging from a location of 5 to 1 on the number line given the first error.": "yes", "The only error the student made is not starting with 0 on the number line.": "yes", "The student only identifies the number of cups of yellow paint. They do not indicate how many cups of white paint are in 1 batch.": "yes", "The error the student made in their response is incorrectly plotting points on the graph.": "yes", "The student made an error by only drawing a single square and not providing the dimensions or other necessary information.": "yes", "The student makes errors in their response. For 3, 4, and 5 seconds, the distances are incorrectly calculated. The correct distances should be 45 feet, 60 feet, and 75 feet, respectively.": "yes", "The error that the student made was identifying the wrong quotient with a correct strategy.": "yes", "The student did not correctly use an area model to calculate the product. They mutiplied 20 and 34 algorithmically rather than 21 and 34.": "yes", "This student made no errors.": "no", "The error the student made is using varying shapes to display, but not a tape diagram. The rectangle is the only shape in which each part is of equal size.": "yes", "There are no errors in the student's response. The student correctly represents the multiplication of 1/3 by 1/3 and shows it visually with the rectangular model.": "no", "The student did not show a translation in their response.": "yes", "The error the student made is not using the original points and letters.": "yes", "The error the student made is in the first tick mark being labeled 1 and 1.": "yes", "The error the student made in their response is not labeling the tick marks with equal distance.": "yes", "There are no errors on the student's number line.": "no", "There are no errors in the student's estimation process. The student correctly rounded the numbers and calculated the product of the rounded numbers.": "no", "There is no error in the student's response. The student correctly shows that 8/9 divided by 4/9 equals 2.": "no", "The error the student made in their response is not numbering the coordinate plane.": "yes", "The error the student made in their response is rotating the figure 90 degrees.": "yes", "The student made an error. The student incorrectly changed the division problem to a multiplication problem with the reciprocal of the divisor but did not include a model to support their answer.": "yes", "The error the student made in their response is not correctly plotting the points for Lin.": "yes", "The student did not label the values in the diagram.": "yes", "The error the student makes in their response is not completing the task. You can infer that their answer is 30, since there are no other numbers on the number line, but there is no evidence to show that. ": "yes", "The error that the student made was not adding the ounces of the milkshake to the equation which altered the accuracy of their graph.": "yes", "There are no errors\n": "no", "The student makes errors of precision in their response. The arrow representing movement on the number line diagram only shows approximate locations based on the number line diagram's interval size. Its not clear whether the arrow showing the birds movement is starting at 15 15 and a half feet exactly, and its' not clear whether the arrow showing the birds movement is ending at 9 and a half feet exactly.": "yes", "The student did not use a tape diagram to solve the problem.": "no", "The student makes an error by only using one strategy when two were asked for.": "yes", "The image is unreadable.": "no", "The student incorrectly computed the result as 10/15 instead of the correct product, which is 6/15.": "yes", "The student didn't make any errors but did not answer the question.": "no", "The student has multiple errors. The first error is that the student multiplied 667x125 instead of 1.25. The second error is that the student did not estimate or round in the problem. The last error was that the students math was incorrect. All three of the partial products have an incorrect product which makes the entire answer unreasonable.": "yes", "In their response, the first error the student makes is that 4 times 7 is not 30, it is 28. ": "yes", "NO errors.": "no", "The error the student made is in not drawing line l, creating three different triangles and labeling them wrong.": "yes", "The student makes an error in labeling the lime number line. The student seems to be multiplying each previous value by 1/3 to scale up.": "yes", "The student made the error of not drawing a perpendicular bisector for segment AB. Instead the student extended segment AB. \n": "yes", "This student made the error of plotting the line y=-2x+3 instead of y=-2/3x+3.": "yes", "The student made an error by not creating a parallelogram, instead making another triangle. ": "yes", "The student does not draw the chart to represent how the value of each digit changes.": "yes", "The error the student makes in their response is that the graph displays an exponential increase after 5 minutes.": "yes", "The error the student makes in their response is not shading and labeling the information from the problem.": "yes", "The error the student made in their response is not providing an answer.": "yes", "It is not possible to evaluate the student's work from this snip": "no", "The student made an error by not including a quadrilateral that had non-right-angle corners.": "yes", "The error that the student made was not labeling points on the number line so it is unclear what solutions are selected.": "yes", "The student does not shade the correct face for figure B. The student correctly identifies A, C, and D, but it is unclear what their fourth shape is. ": "yes", "Yes, the student made an error. After the student simplified the equation from 12,000 to 1,200, the student still divided that by 10 giving them a quotient of 30 instead of 300.": "yes", "The student made no errors in their diagram or calculations.": "no", "The student's error is that they did not follow the directions and draw a diagram.": "yes", "The student wrote \"IDK :(\"": "no", "The error the student made was labeling the parts 1/4 and not shading.": "yes", "The student's error is that they rounded 481 to 490 before dividing both the dividend and divisor by 10 in order to create a simpler division problem to solve.": "yes", "The student makes an error in the scaling of the top number line. The intervals should match the proportional increments of the bottom number line for consistency.": "yes", "The error the students makes in their response is not creating four equal parts.": "yes", "The student incorrectly labeled -2,300 instead of -2,000 on the number line.": "yes", "The student make the error of not solving the final division expression based on the rounded numbers written. \n": "yes", "There is no error in representing the right angle": "no", "The student did not identify the correct solution of x > 4.5.": "yes", "The error the student made was in not properly modeling 10/4.": "yes", "The student did not include any information about the divisor or the quotient, only showing 4/5 and not demonstrating how many 1/5 sections fit into 4/5.": "yes", "The error the student made in their response is not starting at the proper point on the number line.": "yes", "The student miscounted the width of the top line, making it 11 units instead of 12 units, leading to incorrectly drawn diagonal lines and an incorrect total area for the parallelogram. ": "yes", "The error that the student made was not placing 3/4 on the number line.": "yes", "The student breaks the 21 into 20 and 1 but does not break down the 34 into 30 and 4. They incorrectly calculated a partial product of 134 when multiplying algorithmically.": "yes", "The error the student made in their response is not shading one fourth.": "yes", "The student did not write 0, 1, 2, or 3 as fractions. \n": "yes", "The student did not attempt to solve the problem": "yes", "The error that the student made was not including labels in their box plot.": "yes", "The error the student makes in their response is with the equation. Instead of writing a multiplication equation as requested in the task, the student writes 3 plus 6 equals 9, and 6 plus 3 equals 9. Although these are true equations, they do not describe the correctly drawn 3 rows of 6 array in the student work.": "yes", "The student has the correct reasoning but did not follow the prompt of using long division to show equality.": "yes", "The error the student makes is not including the whole numbers in their responses.": "yes", "The student did not plot any lines on their graph.": "yes", "The error the student made is in not creating an image with five fractional parts.": "yes", "The student did not make a clear error, but their explanation lacks clarity and proper reasoning to show why the ratios are equivalent.": "no", "The error in the student's response is the incorrect label of \"7.5 yellow\" instead of the correct \"5 yellow\" for one batch. The drawing itself correctly represents the ratio of 9 white boxes to 15 yellow boxes, which shows 3 batches of light yellow paint. But it doesn't show one batch.\n\n": "yes", "The student makes an error in maintaining the given ratio. The values on the bottom number line should be proportional to the values on the top number line based on a consistent ratio. However, the values on the bottom number line do not maintain a consistent ratio with the values on the top number line.": "yes", "In their response, the student made the error of not labeling the axes with labels or a scale in addition to not labeling key points on the line itself. ": "yes", "The error the student made is not shading one part.": "yes", "The error student made is improperly rotating.": "yes", "The error the student made in their response is not properly representing or modeling 10/4.": "yes", "The error the student made is in the area model and using 10.": "yes", "The student makes an error by not labeling the vertices of the rotated triangles with apostrophes to differentiate them from the pre-image.": "yes", "The student's response does not show a percentage.": "yes", "The student makes an error by not labeling the vertices of the rotated triangles, The student did not complete two of the rotations.": "yes", "The error the student made was that the open circle on the graph should be at 4.5, not 3.": "yes", "The errors made by the student in their response is that they use they are showing Mariah's debt of $2.25 as a positive $2.25 instead of a negative $2.25. And then the student shows paying back $1.50 as losing $1.50 by moving left instead of gaining $1.50 by moving right. The number line diagram seems to be drawn from the perspective of Mariah, rather than the grandfather, since it shows having $2.25 and then losing $1.50. There is no clear indication of the student's final numerical answer, or their answer in context to determine if this perspective was their intention. ": "yes", "The student does not indicate that the numbers below 0 on the number line are negative. They the numbers -7 through -1 do not have the negative sign on their number line.": "yes", "The error the student made is drawing an additional line.": "yes", "The student makes several errors. The student only draws a tape diagram and does not draw an array. The student answers the question incorrectly. They write that there are \"18 in total\". This is the correct number of stickers in the scenario, but does not answer the prompt. The student does not identify how many homework papers there are. The student labels that there are 18 in total but does not label that the diagram has 9 groups. ": "yes", "The student incorrectly drew a square instead of a parallelogram and labeled it as 24 square units.": "yes", "I can't read the image or understand the annotation to answer this.": "no", "The student makes an error by shading the non-prism E and incorrectly shading the faces in prisms A and D.": "yes", "The mistake the student made in their response is not starting at 2.5.": "yes", "The student made an error by not following the prompt to create a new shape using the two parts of a rectangle; instead, they drew four triangles forming a trapezoid-like figure inside a large circle.": "yes", "The student did not label the side lengths, and the height of the triangle is unclear.": "yes", "The error the student made is not completing the table provided in the question.": "yes", "The error the student made in their response was to create a ratio using the count of the number of cats and the respective number of ears instead of making a ratio that involves the number of ears, paws, and tails of each cat.  They used whole to part ratios instead of part to part ratios.": "yes", "The student does not correctly match the equation with their tape diagram. Their diagram is interpreted as x+1. They do not identify that the total value is 20. \n": "yes", "The errors the student made in their response include not labeling the tick marks based on the quantities in the problem and labeling the double number lines as Noah and Andre, respectively without representing the number of scoops and cups of water on each. In addition, one number line extends past the other number line.": "yes", "The student incorrectly labels 2/4, 7/4, and 10/4. They do not partition the number line into fourths. They do not write the whole numbers and fourths.": "yes", "The student made an error by dividing the second square into six horizontal rectangles that are not the same size. For fractions like 6/6, the parts should be equal to accurately represent the whole. ": "yes", "The error the student made in the response is the proportionality.": "yes", "The student made an error by not providing any numbers, scale, or measurements to confirm the areas of the shapes. ": "yes", "The error the student made in their response is not using a tape diagram or addition signs.": "yes", "The error the student made in their response is not putting the appropriate values.": "yes", "The error the student made is in not completing the table or creating the graph.": "yes", "The student made an error when they did not write an inequality and on thier numberline did not show the range of values where the temperature was below -4 degrees.": "yes", "The student made an error by placing the \"0\" above the tick mark for 1/4 instead of to the left of 1/4, where 0/4 should be.": "yes", "There are no errors because the student correctly responds to the prompt \"Draw a model to support your answer\" though they don't explicitly state that the quotient is 2. ": "no", "The student did not plot the number line to the correct scale.": "yes", "The student made errors in labeling the equations of the lines. The correct equation for the line passing through (0, -5) and (4, -4) is y = 1/4x - 5, but it is labeled as y = 2x - 5. The correct equation for the line passing through (0, 0) and (4, 1) is y = 1/4x, but it is labeled as y = 2x.": "yes", "The error the student made is not completing the assignment.": "yes", "The error the student made was their graph shows a slope of 2 instead of a slope of 3 on the first point (1,3) after the y-intercept. ": "yes", "An error the student makes in their response is not drawing an area model as dictated in the task. Therefore, there are also no arrows used to match the partial products from an area model to the partial products of the algorithm.": "yes", "The error the student made is displaying the wrong image.": "yes", "The student does not identify where the decimal should be placed in the quotient. They dont identify what each column represents in the table. They do not identify a final quotient outside of the chart. They did not identify the place value of each column.": "yes", "The error the student made in their response was creating a rectangle with 10 parts.": "yes", "The student did not separately identify the quotient outside of the chart. The student did not use arrows to show where the digit \"3\" moves to. ": "yes", "The only error the student makes in their response is circling all 20 of the tens discs together instead of separating them into two bundles of 10.": "yes", "The error the student made in their response is that we can't see there part C.": "yes", "The student made errors in their estimation and in their final answer. They incorrectly estimated 30 times 20 as 6,000 (it should be 600) and did not place the decimal point back into the final product.": "yes", "The student did not make any clear errors in their diagrams but did not label the diagrams, which could lead to confusion in interpretation.": "yes", "The student does not correctly label the end points of the diagram. Their number line starts at 0 and ends at 1, which they represented in fractions (0/2 and 2/2 respectively). They did not partition the whole values into sixths. They partitioned the number line into halves. They did not label 2 as an endpoint. The student did not box any values to represent whole numbers. The 3's labeled on the diagram are not relevant to the problem. ": "yes", "The error in the student's response is that they drew a diagram representing four batches of brown paint instead of three batches. The student misunderstood the instructions and created a ratio for four batches rather than the requested three.": "yes", "The errors the student makes in their response is not answering the question.": "yes", "The student made an error in their response. The number line is missing the 0, which is necessary for the intervals of 4. This omission affects the accuracy of the representation.": "yes", "The student makes an error in their response. The arrow should be connected to the open circle to correctly represent the solution.": "yes", "The student makes an error by not labeling the vertices of the triangles,": "yes", "The student makes a few errors in their response. There are 5 spaces between 20 and 26, and 4 spaces between 26 and 30. There should be 6 spaces between 20 and 26. The answer sentence that the student writes to go with this problem does not match the number line - \"the six is better than two.\" The six could mean the correct amount of space between 20 and 26, but the 2 seems unrelated.": "yes", "The error the student made is not labeling the axes with numbers.": "yes", "Image is blank": "no", "The error is that the student created an illustration with no numerical data.": "yes", "The student didn't show a way to not tile the plane.": "yes", "The student does not explain or draw a diagram that explains why the ratios are equivalent. They show the first step of the cross multiplication algorithm, but nothing further. ": "no", "The student made the error of estimating 8491 to 8400 instead of 8500.": "yes", "The student does not include any actual representation on the tape diagram itself; all labeling and arrows are placed outside the tape diagram. Therefore, the tape diagram does not effectively show the relationship between the fraction and percentage.": "yes", "The student makes an error by labeling the triangles as right-angled when they are scalene triangles. The triangles resulting from cutting the parallelogram are not right-angled.": "yes", "The student incorrectly calculated the area of the triangle by multiplying the base by the diagonal length without applying the correct formula for the area of a triangle.": "yes", "The student made an error in their response. The student incorrectly moved groups of ten circles from the ones column to the tens column and wrote \"10\" in the tens column, rather than representing the bundled tens with a single disc.\n": "yes", "The errors the student made is not including the table and incorrectly plotting points on the graph.": "yes", "The student made an error in their work. They incorrectly wrote \"plus 2\" above 3y and 2y, which should have been \"plus 2y.\" This mistake affects the correctness of the intermediate steps.": "yes", "An error the student makes in their response is not showing the partial products in the standard algorithm. The student writes 714 at the answer from the standard algorithm without any evidence or explanation. Another error the student makes is not using arrows to match the partial products from the area model to the partial products of the algorithm as directed in the task.": "yes", "The student does not use a model, they only represent the scenario using numerical expressions. ": "yes", "An error the student makes in their response is not using the standard algorithm as dictated in the task. Therefore, there are also no arrows used to match the partial products from an area model to the partial products of the algorithm. Another error the student makes is not showing the partial products in the area model.": "yes", "An error the student makes in their response is incorrectly determining the amount of garlic cloves that corresponds with each amount of tablespoons of olive oil. Another error student makes in the response is incorrectly ordering the values on each number line. The student uses the same order that's listed in the table rather than using the correct sequential numerical order.": "yes", "In this response, the student made the following error(s): the student did not correctly identify the ration of Andre's mixture; the student added Noah's and Andre's scoops (5 + 4) then Noah and Andre's cups (6 + 18) to generate a ratio of 9 to 12 and used that to create a double number line.": "yes", "In their response, the student make the error of rounding 480 to 420. ": "yes", "The are no errors in the student response.": "no", "The error the student made is in creating parts that are physically equal.": "yes", "The error the student made is using the wrong labels.": "yes", "The error is not displaying the quotient.": "yes", "The error that the student made in their response is not writing a total or labeling their diagram. It is unclear how much money the brother has in his account. \n": "yes", "The student didn\u2019t make any errors in their response. \n": "no", "The student does not find the area of either figure .": "yes", "The student represents the scenario only using numerical expressions.": "yes", "The student did not multiply using algorithmic multiplication correctly. They missed an additional digit when multiplying the 4 in the hundreds place.": "yes", "An error the student makes in their response is not using a consistent scale. -1, -1/4, 0, 0.5, and 1.5 are all relatively evenly spaced on the number line, even though each of these numbers are not equidistant from each other. ": "yes", "The student made the error of not including labels on his graph": "yes", "The student made a minor error by labeling the distance between 7 and negative 17 as \"negative 24\" on the number line. Since distance is always non-negative, the correct label should have been \"24\" instead of \"negative 24.\"": "yes", "The errors made by the student in their response is that there is no clear indication of their numerical final answer.": "yes", "The error the student made was in not writing an inequality. They also made errors in their number line by plotting the wrong point and drawing the inequality going in the wrong direction.": "yes", "The student make the error of not drawing a representation of the division expression and not writing an equation to solve.    \n": "yes", "The student makes an error in the response. They draw a line that hops and curves with a magnitude of -5 from the location 0 to -5 on the number line instead of a line that hops and curves with a magnitude of -6 from the location 0 to -6 on the number line. The student makes an another error in the response. They draw a line that hops and curves with a magnitude of 13 from the location -3 to 10 on the number line instead of a line that hops and curves with a magnitude of 12 from the location -5 to 11 on the number line given the first error. The student makes an another error in the response. They draw a line that has one hop with a magnitude of 5 from the location -3 to 2 on the number line.": "yes", "The student made no errors in their response, but the shapes were not explicitly labeled.": "no", "The error the student made in their response is not shading": "yes", "The student made an error in graphing the first line. The correct equation should be y = 1/4x - 5, but the student graphed y = -3/8x - 5 with the wrong slope. The second line was correctly graphed as y = 1/4x.": "yes", "The error that the student made was not labeling their box plot.": "yes", "The error is that the student drew an open circle above -5 instead of a closed circle. An open circle indicates that -5 is not included in the solution set, but the inequality shows that -5 should be included.": "yes", "The student incorrectly stated that 1/3 \u00d7 1/3 equals 1/6.": "yes", "The student writes 8+7 in only one box of their tape diagram. They imply that the other box also represents 8+7": "yes", "The error the student made is that they switched the labels of the axes.": "yes", "The error the student made in their response is not shading the tape diagram.": "yes", "The error the student made was to round 481 to 470 instead of 480.": "yes", "The student makes an error by drawing an open circle at the tick mark for 5 when it should have been a closed circle.": "yes", "The student incorrectly plotted lines with a slope of 1/5 and 6/5 which is an error. The student also created an error by not labeling the lines.": "yes", "The error the student made is drawing an arrow extending to the right from the filled-in circle above 5. This incorrectly represents the inequality x \u2265 5 instead of x \u2264 5.": "yes", "The student's inequality is incorrect. The filled-in circle and the arrow correctly indicate the solution set of all numbers greater than or equal to 6.": "yes", "The student incorrectly switched the placement of positive and negative numbers on the vertical number line. Positive numbers should be above 0, and negative numbers should be below 0.": "yes", "The student makes an error by not labeling the vertices of the rotated triangles": "yes", "An error the student makes in their response is that there are no arrows used to match the partial products from the area model to the partial products of the algorithm.": "yes", "The student makes the error of rounding 68 to 60 before dividing.": "yes", "An error the student makes in their response is incorrectly rounding 2/3 to 0.6 instead of 0.6 repeating. The student carries this error through to the rest of the values on the number line, since they used multiples of 0.6 to find the other missing values. ": "yes", "The student incorrectly indicates that 7/100 = 7/10. They then represent 7/10 using 7 tenths place number disks.": "yes", "The student makes an error by not labeling the vertices of the rotated triangles.": "yes", "Two errors student made were not writing an inequality and incorrectly identifing the direction of the solution set": "yes", "The error the student made is drawing a rightward-facing arrow from the filled-in circle at 5, which represents the inequality x \u2265 5 instead of x \u2264 5.\n\n": "yes", "The error the student made in their response is not circling the answer.": "yes", "The errors the student made in their response is not labeling the triangles properly and also not labeling the axes with numbers at all.": "yes", "The errors made by the student in their response is that there is no clear indication of their final numerical answer, and the arrow corresponding with how much Mariah paid back her grandfather is only 1.25 in length, when it should be 1.5 in length based on the $1.50 in the problem. Because of the latter error, the student arrived at a final answer of -1, instead of the correct final answer of -$0.75.": "yes", "The error the student made in their response is not creating the coordinate plane.": "yes", "An error the student makes in their response is only drawing one arrow to match one of the partial products from the area model to one of the partial products of the algorithm as outlined in the task. There should be two arrows, one for each of the two partial products. ": "yes", "The student makes an error by subtracting 2y instead of adding it to both sides and by subtracting 4 instead of adding it to both sides.": "yes", "The error the student in their response is that the graph shows an exponential increase though it states at closing after 8 hours there were 0 visitors.": "yes", "The student makes an error by drawing a triangle that does not have an area of 24 square units. The question specifically asked for a triangle with an area of 24 square units.": "yes", "The student did not correctly calculate the area of the triangle, as it does not meet the requirement of 24 square units. ": "yes", "The error that the student made was not estimating or rounding.": "yes", "The error the student made is in the values for vanilla": "yes", "The error that the student makes in their response is not labeling each tick mark.": "yes", "The error the student makes in their response is drawing 6 groups of 2, rather than 2 groups of 6 as detailed in the task. They also didn't draw an array, they simply used an equal groups model.": "yes", "The student made the error of not estimating and did not give a clear strategy for their response. \n": "yes", "The student did not show the 100% amount on the number line, so it is unclear what they consider the whole amount to be.": "yes", "The student makes two errors in their response. The first error is showing the starting level of the pond as positive 2 feet instead of negative 2 feet. The second error is showing the change in water level as an increase of 1 and one third feet instead of a decreased of 1 and one third feet.": "yes", "The error the student made in their response is marking each part 1/4.": "yes", "The student did not evenly space the tick marks on the number line.": "yes", "The error the student makes in their response is not completing the task. The student writes that 1 = 2/2 = 6/6, but does not include 1 or 2/2 on their number line diagram. There is no evidence of equality between 1 and 2/2 and 6/6 on the number line diagram. ": "yes", "The student does not make any errors in modeling on the number line, but makes an error in selecting their final answer. The model indicates a final answer of 2, but the student circles 3, and writes +3 as their final answer. ": "yes", "There is no student work to evaluate": "no", "The student used incorrect data from the center column instead of the rightmost column to plot the numbers on the number line.": "yes", "An error the student makes in their response is putting a 1 as the midpoint between 3 and 9 instead of a 6 on their top number line representing cranberry juice.": "yes", "The student made an error by writing the y-axis values backwards, starting from the origin.": "yes", "The error the student made is creating a recipe with non-equivalent ingredients.": "yes", "The student made an error by not equally spacing out the gaps on their tape diagram": "yes", "The student did not make an error in using copies of the given rectangle, but the arrangement does not effectively demonstrate how the rectangles could fail to tile the plane. ": "no", "The student makes an error by creating a square instead of a parallelogram. They were supposed to use the two congruent right-angle triangles to form a parallelogram but ended up forming a square instead.": "yes", "The error the student made was in the degree measures and not labeling the side length of 3.": "yes", "The student did not graph -4 and 4 on their number line.": "yes", "The student made an error by leaving gaps between the tiles instead of completely tiling the plane.": "yes", "An error the student makes in their response is not indicating scale or measurements in the drawing.": "yes", "The error that the student made was not finding a reasonable estimated quotient.": "yes", "The student incorrectly partitions the rectangle. They create 3 columns to correctly represent 1/3, but only create 2 rows that results in a representation of 1/2 instead of 1/3 as requested by the problem. ": "yes", "An error the student makes in the response is not completing the task. The task instructs the student to make a table that represents the same situation as the one depicted in the given double number line diagram. Well the student response contains two of the same ratios, the third ratio in their table is different from the third ratio in the double number line diagram. That ratio in the table is equivalent, but not the same as the task.": "yes", "The error the student made was not labeling the graph with the x-axis labeled \"lawns\" and the y-axis labeled \"charge\".": "yes", "The student does not write an equation to represent the scenario. They do not indicate that the opposite of the opposite of a negative number is negative. \n \n": "yes", "The error the student made is representing this problem with 1/2.": "yes", "The error that the student made not clearly labelling a value.": "yes", "The student did not label the box plot they created.": "yes", "The student made the error of rounding 481 to 490 instead of 480.": "yes", "The error the student makes is not creating a tape diagram.": "yes", "The error the student made on the graph is the point of 4,258.": "yes", "It is unclear how the student solved the equation": "no", "The student did not use a pictoral model. They did not show two different strategies.": "no", "The student's double number line is incomplete.": "yes", "The student did not label the x-axis and y-axis, which makes it difficult to interpret the scale and values of the graph.": "yes", "The student made an error in the placement of the mixed numbers. Specifically, they placed 11 1\u20442 before 11 and 12 1\u20442 before 12, instead of correctly placing 12 1\u20442 after 12.": "yes", "The student made an error by not using a ruler or protractor, which resulted in imprecise shapes and lines.": "yes", "no error.": "no", "The student incorrectly wrote the product as 400 and made an error by estimating the product as 90,000. ": "yes", "The student incorrectly rounded 33.2 to 3.3 and omitted the calculation for 33.2x21": "yes", "The student makes an error by drawing tape diagrams that do not represent the division of 13/5 by 4/5; instead, the diagrams represent 13/13 and the quotient 3 and 1/4.": "yes", "The error this student made is that the numberline does not include forths.": "yes", "This student has included a lot of erroneous data in his answer including the numbers from -12 to 12.": "yes", "The student made no computational error, but rewrote 2803 as 2802.": "yes", "The errors in the response are the additional dots plotted at (1,8), (1,16), (1,24), (1,32), and (1,40). These points are incorrect as they do not fit the proportional relationship described in the table and graph.": "yes", "The error the student makes in the response is not labeling each part as 1/5.": "yes", "There is no a very small error in the student work.In the students final equation the dividend and divisor should be switched to get the quotient. \n": "yes", "The student did not label the numbers on the bottom number line, which makes it unclear what values are represented there.\n": "yes", "The student makes errors by not providing a complete solution to the problem. While they have calculated the number of blue and red boats, they have not correctly determined the total number of boats in the marina.": "yes", "The student does not justify equivalence between the ratios. They convert both ratios to equivalent, but irelevant ratios that don't show equivalence between the original ratios. ": "yes", "The student did not use the same factor to calculate the new lengths of each side of the polygon.": "yes", "There is in error in the lack of showing thinking in the student work. The student error is that there is no clear strategy.": "yes", "The student does not make any errors, but does not solve using a model.": "no", "An error the student makes in their response is not drawing arrows to match the partial products from an area model to the partial products of the algorithm. The student also makes in error in writing the partial product in the area model for 20 times 34. The student indicates that this product would be 714, when the product of 20 times 34 should be 680.": "yes", "The student does not make any errors in their response. The multiplication problem is correctly solved, and the place value chart accurately represents the shifting of digits.": "no", "The student made the error of miscalculating an estimate.": "yes", "The only error in the student response is not including a multiplication equation to describe the array.": "yes", "The error the student made in this response is not properly rotating.": "yes", "The student makes an error by not correctly labeling the negative sign for -8 and by not placing the correct number of tick marks between 0 and 12, and 0 and -8.": "yes", "The student did not label the axes.": "yes", "The student does not correctly partition the space between 7 and 8 into tenths places. They place the point 7 20/100 at the point that represents 7 17/18": "yes", "The student made an error by dropping multiple zeros in their calculation. They incorrectly multiplied 300 times 400 and wrote the product as 1,200 instead of the correct answer, which should be 120,000.": "yes", "One error the student makes in their response is an inaccurate scale on their number line. The distance between -3 and -2 and a half is the same as the distance between -2 and a half and 0. The distance between 3 and 2 and a half is the same as the distance between 2 and a half and 0. These distances should vary.": "yes", "The student made two errors: (1) The student incorrectly claimed that 4/6 is smaller than 2/3, which is incorrect since they are equivalent. (2) The student did not draw a number line, which was required to solve the problem.": "yes", "There are no errors in the student's response. The student correctly demonstrates that 15/4 divided by 3/4 equals 5.": "no", "The error that the student made was making a circle on 5 instead of 5/2.": "yes", "The student made an error by not completing the place value chart. While they correctly began the bundling process, they did not show the resulting value in the left column, and the other columns are left blank.\n": "yes", "The error the student makes in their response is switching the dots with x's.": "yes", "The error the student made in their response is not shading one part": "yes", "The student didn't make any errors in their response.": "no", "The student does not clearly indicate that the length of the combined rextangles in the tape diagram equals 20.": "yes", "The student makes several errors. They incorrectly treat the decimal point as if it were used in addition, rather than applying the standard algorithm for decimal multiplication. Additionally, the student multiplies in the wrong direction, leading to incorrect partial products.": "yes", "The error the student makes in their response is not including an explanation or a formula. The student only includes a correctly drawn and labeled vertical number line diagram.": "yes", "The student places 10 tick marks on the number line rather than 9. This partitions the number line into 1/11 rather than 1/10ths. They note that 7+.2 = 7.2, but do not place the point at the second tick mark. They place the point between the 2nd and 3rd tick mark. ": "yes", "There is no point D in the student's quadrilateral.": "yes", "The student does not plot or graph the points -8 and 12 on their number line. They instead circle the number below the number line. The student did not construct a vertical number line.": "yes", "The student represents 0.17 instead of 0.07.": "yes", "The student made an error by not using a number line as required by the problem. Additionally, while the student used the tape diagrams, the use of X\u2019s in Maddie\u2019s tape diagram to match the lines in Henry\u2019s tape diagram could be confusing and may not clearly represent the mathematical relationship between 2/3 and 4/6.": "yes", "It's not possible to evaluate the student's work from the image.": "no", "An error the student makes in their response is misaligning the pounds of tomatoes with the cost on their double number line. The student aligns 1 pound of tomatoes with $1, 2 pounds of tomatoes with $3, and 3 pounds of tomatoes with $7.": "yes", "The error the student makes in their response is not following the requirements of the task and drawing a number line. The absolute values of their calculations are correct, but there are no negative numbers included. ": "yes", "The student makes no errors in drawing the number line and arrows, but does not include an equation": "yes", "The error the student made is not completing the problem.  The student didn't use estimation are fully complete the standard algorithm.": "yes", "The student made an error by not labeling the number lines. The top number line should be labeled \"cinnamon (teaspoons)\" and the bottom number line should be labeled \"sugar (tablespoons).\"": "yes", "The error is that the student wrote \"4 is less than 5\" above the number line, which is not relevant to the inequality x \u2264 5. The correct inequality should be represented on the number line.": "yes", "The student incorrectly labeled the top number line. Instead of number of red cups, the student labeled the total number of cups in the batches. ": "yes", "The error the student made was not estimating the product.": "yes", "The student doesn't label the diagram or illustrate the operations being done in the equation.": "yes", "The student makes an error by creating a larger isosceles triangle instead of the required parallelogram. They were supposed to use the two congruent right-angled triangles to form a parallelogram but ended up forming a larger isosceles triangle.": "yes", "The student made an error by incorrectly drawing two separate rectangles instead of creating a single rectangular model that represents 1/3 of 3/7. The sections and shading do not correctly model the problem.": "yes", "An error the student makes in their response is having the arrow start at 1.50 instead of 2.25. Another error the student makes in their response is using the 1.50 as a location on the number line, instead of as the length of the arrow. There is also no clear indication of their final numerical answer. ": "yes", "The student makes an error in their response by incorrectly calculating the product of 300 times 1. They wrote 3,000 instead of 300, which caused an error in the total sum for that row in the area model.": "yes", "The student's error is that they did not show how to not tile the plane.": "yes", "There are no errors in the work.": "no", "The error the student makes in their response is that they did not draw an array. They created two groups of 5 dots.": "yes", "The student only represented the quotient in the place value chart. They did not illustrate using arrows that dividing by 100 moves the digits two columns or places to the right. They did not complete the equation identifying the quotient.": "yes", "The student did not indicate that the rows represent Father's steps and Son's Steps. There is an incorrect ratio in their table (15:23 \u2260 .6).": "yes", "One of the errors the student makes in their response is saying that 3 multiplied by 6 is equal to 21. Although the expression 3 multiplied by 6 is correct in the context of the task, the product should be 18 instead of 21. Another error is that the student does not draw an array. The response only consists of the multiplication equation and answer sentence. ": "yes", "The error the student made is only providing one example of finding the area": "yes", "The student has correctly stated that 1/3 \u00d7 1/3 equals 1/9, however they have not drawn a fraction model.": "no", "The error the student makes in their response is improperly rotating the triangle.": "yes", "The error the student made in their response is not including labels.": "yes", "The student makes errors by not completing the problem and misinterpreting the tape diagram. The student has not yet determined the total number of boats and has drawn a tape diagram with seven sections, which is incorrect given the problem's context. The correct interpretation would involve accurately reflecting the given fractions and total.": "yes", "The student makes errors in their response by initially drawing a tape diagram with thirds and subdividing incorrectly. The correct approach is shown in the second tape diagram, where the student correctly uses a model divided into four quarters and seven parts, but the initial work was flawed.": "yes", "The small error that the student made was a closed circle instead of an open circle.": "yes", "The error the student makes in their response is not completing the part of the task that says to write each whole as a fraction. Everything else, including the fractional units and fraction placement is correct. ": "yes", "The error that the student made was not showing their final quotient in their response.": "yes", "The only error in the student response is the mislabeling of integers on the number line. The numbers to the left of zero should be labeled, from right to left, as -1, -2, -3, -4, -5, -6, -7, -8, -9, -10, but instead they are labeled as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. This does not change their final answer from being correct.": "yes", "The error is that there is no pre-image or ray AB.": "yes", "The student made an error by drawing rectangles with areas that do not match the required 12 square units.": "yes", "The studend made and error by not writing a label the 6-unit side of the triangle.": "yes", "An error the student makes in their response is aligning 3 pounds of tomatoes with $14.0.": "yes", "The error that the student made was identifying an incorrect solution of -10 for the problem.": "yes", "The error the student makes is not shading the 1/5 rectangle and not creating equal sized rectangles.": "yes", "An error the student makes in their response is writing 1.4 instead of the 1.5 given in the task. Another error the student makes in the response is including x's in the empty boxes of their table.": "yes", "Student has an incomplete visual diagram. They do not designate that the whole amount is 30. They do not correctly solve the algebrais equation they wrote.": "yes", "The error the student makes is that they do not represent their thinking using a double number line.": "no", "The student makes an error in their response in regard to debt being negative. There are no negative number represented in this diagram. If debt were a positive concept, this diagram would be correct.  There is also no clear direction of movement on the number line, so the final answer has to be inferred. ": "yes", "The student doesn't have an error.": "no", "The error the student made in their response is not using the area model.": "yes", "The student only wrote their quotient in the place value table. They did not illustrate dividing by 100 using a two-row place value table. The student moved the digits to columns or place values to the left rather than the right. This signifies that they multiplied by 100 rather than divided by 100.": "yes", "The student adds .8 to 7 to represent where 7 20/100 would fall on the number line. They incorrectly count 7 tenths and add 2 tenths to that incorrect sum to locate 7 20/100": "yes", "The student's error is that they did not show how to not tile the plane": "yes", "There is no student work. The student wrote I got it wrong.": "no", "The student did not find the area of either figure.": "yes", "The student does not use a model. They use mathematical operations to represent the scenario.": "yes", "There are no errors in the student's response. The student correctly multiplied 283 by 416 to get 117,728 and correctly estimated the product by rounding and multiplying 300 by 400 to get 120,000.": "no", "The error the student made is drawing a rectangle when the question specified not to.": "yes", "The error the student makes in their response is in the third row of the area model. They incorrectly calculate the product of 1 and 300 as 3,000 instead of 300, which leads to an incorrect sum for that row.": "yes", "The error the student made is in not answering part A.": "yes", "The error the student made in their response is not displaying the area model or standard algorithm.": "yes", "The student made an error by not following the prompt to create a new shape": "yes", "The student made an error by not creating parallelograms.": "yes", "The student did not mak any errors.": "no", "The student places 7 20/100 between the 1st and 2nd tick marks on their number line. This would suggest 7 20/100 is between 7.1 and 7.2.": "yes", "An error the student makes in their response is not using an accurate scale. In the task, the dimensions of the decomposed triangle pieces are 2 units for height and 3 units for base. In the student drawing, these same pieces have a height of 4, and a base of 5.  ": "yes", "The student made an error by only adding the areas of three of the sections, resulting in an incorrect total area.": "yes", "The student makes an error by drawing a rectangle instead of creating a scaled copy of the given polygon.": "yes", "The student made the error of not writing a quotient that matched their model.": "yes", "The student made the error of not drawing a picture and not writing an equation. Instead the student represented their thinking using a long division algorithm.": "yes", "The student made no errors in their diagram. However the student did not write an answer statement.": "yes", "The error the student made in their response is shading five parts.": "yes", "There is no error in the student's response.\n\n": "no", "The student did not make an error but did not make a double number line.": "no", "The student did not draw a parallelogram as required; instead, they drew an abnormal polygon with two stacked rectangles. ": "yes", "The student made an error by labeling the tick mark for 6/6 as 3/4 instead of 3/3. The correct equivalent fraction for 6/6 is 3/3.": "yes", "The error that the student made was not including a number line.": "yes", "The student did not make a double number line or answer the question": "yes", "The error this student made was not": "no", "The errors the student makes in their response are in the area model. The student incorrectly multiplies 400 by 300, getting 70,000 instead of the correct product. Additionally, the student incorrectly multiplies 80 by 2, writing 100 instead of the correct product, which is 160. However, the student makes no errors when using the standard algorithm multiplication approach.": "yes", "The student made an error by using an additive relationship, subtracting 6 cups from each ingredient, instead of using a multiplicative relationship to scale down the recipe by a factor of 3.": "yes", "The error the student made was in not using the area model, and the product of 1.205.\n": "yes", "An error the student makes in their response is misaligning the pounds of tomatoes with the cost on their double number line.": "yes", "There is no error in the first or second grids. The first grid correctly sums to 9 for all rows, columns, and diagonals. The second grid also correctly sums to 9 for all rows, columns, and diagonals.": "no", "The student so the correct answer but did not set up the equation with numbers from the original problem.": "yes", "The error the student makes in their response is not completing the task. The task was to draw an array to represent the problem, and instead, the student used equations to solve a problem that was not asked in the task. The information from these equations could be used to set up an array, but the student did not do that. ": "yes", "The student makes an error in identifying the point of intersection. The correct intersection of the lines y = -2/3 x + 3 and y = 2x - 5 is not (3, 2).": "yes", "The student made the error of boxing every sixth on their numberline, including those not at whole number positions. ": "yes", "The student makes an error by using a triangle for one shape.": "yes", "The student makes an error by incorrectly dividing each one-fourth into five columns, which leads to an incorrect representation of the problem. They should have shaded four-fifths of the tape diagram correctly and divided it into fifths.": "yes", "The error that the student made was drawing a model that was greater than 1/4 instead of less than 1/4.": "yes", "The 6u side is not labeled in between the 20 degree and 90 degree angle.": "yes", "There are no errors in the student response. An error made outside the scope of the task is writing the ratios next to the table with a period instead of a colon. For example, the student writes 3.5 instead of 3:5.": "yes", "The student makes an error by not using a consistent scale on the Y-axis, which makes it difficult to accurately interpret the points and the line drawn. ": "yes", "There are no errors in the student's response. The student correctly rearranged the original equation and solved it accurately using the number line.": "no", "The student incorrectly shades the portion of the diagram meant to represent 1/3. They shade a portion of all 3 rows, representing 3/3 instead of 1/3. They do not write a number sentence or identify the product. ": "yes", "The error the student made is that they did not use a number line to solve the problem, as the problem explicitly requested.": "yes", "The student made the errors in the final division, dividing 8400 dividing by 40 resulting in 240, inside of 210 as well as rounding 8491 to 8400 instead of 8600. ": "yes", "The error in the student response is in the calculation of equivalent ratios.": "yes", "The student made an error in their response. They did not provide the final product of the multiplication problem, which is 3/21. They only set up the model but did not complete the multiplication to show the correct result.": "yes", "The error the student makes in their response is that they created a line that does not include the indicated point.  \n": "yes", "The student does not attempt to fill out the double number line": "no", "The error the student made is not creating an array.": "yes", "The error that the student made was not circling the largest fractional unit and putting a star next to the smallest fractional unit.": "yes", "The errors the student made is not using a tape diagram and the wrong denominator in decomposition.": "yes", "There are no errors in the student's response. The tape diagram correctly shows the relationship between 11 out of 20 and 55 out of 100.": "no", "The student doesn't make any errors but they do not use a tape diagram to solve.": "no", "The student does not use a number line to show where 7 20/100 would fall between 7 and 8.": "no", "There are no mistakes in this student's work.": "no", "The student places a 2 at the front of the tape diagram. It is unclear what this represents or if it is part of the tape diagram.": "yes", "An error the student makes in their response is not completing standard algorithm as dictated in the task. Therefore, there are also no arrows used to match the partial products from an area model to the partial products of the algorithm. Another error the student makes in their response is not labeling the column quantity on the area model, which should be 34. Another error the student makes is calculating 20 times 34 to equal 68 when the answer should be 680. The student carries this error into finding the final product when adding the partial products together. ": "yes", "The student made the error of putting the point on 1, while the point should be on a solution less than 1. ": "yes", "The errors made by the student in their response is that there is no clear indication of their final numerical answer.": "yes", "The student does not accurately represent subtract 5 in the diagram. They do not reflect the value 3 in the equation.": "yes", "The student made an error in their response. The vertical number line is incorrectly oriented, with negative values at the top and positive values at the bottom. Positive numbers should be at the top and negative numbers at the bottom.": "yes", "In their response, the student made the error of representing the change in slope at the x-value of 5. \n": "yes", "The student makes an error by labeling some sections as 4/4 instead of consistently using 4/5 for all groups, which does not accurately represent the problem.": "yes", "The error the student made is in incorrectly rotating the figure.": "yes", "The errors the student makes in their response are using a horizontal number line instead of the vertical number line from the task, and not completing the task itself. There is no indication of what 26 rounds to, or why.": "yes", "The error the student made in their response is not labeling the vertices prime.": "yes", "The student makes an error in their response by drawing 20 boxes each labeled with the number 11, which does not correctly represent the fraction 11/20 as a percentage.": "yes", "The error the student made in their response is creating six equal parts.": "yes", "This is not the correct image for this problem": "yes", "The student makes an error by drawing two discs with the number 1, which should not be present because there are zero ones in 560.": "yes", "The error the student made is not rounding or using estimation.": "yes", "The student did not use a model- they used algorithmic addition and multiplication to represent the scenario.": "yes", "The student makes an error by creating a large triangle instead of a parallelogram. The hypotenuses of the two right triangles are on the outside, and the resulting shape is not a parallelogram.": "yes", "The error that the student made in their response was placing the open circle between 5 and 6 instead of 2 and 3.": "yes", "The student uses 8 tick marks to represent the tenths values between 7 and 8. They place the point 7 20/100 between 7 and the first tick mark.": "yes", "The error the student made is not properly writing the decomposition of the fraction.": "yes", "The errors the student made in their response is not properly labeling the triangles and not reflecting the triangle.": "yes", "The error the student made is not displaying the area model.": "yes", "An error the student makes in their response is the spacing of the tick marks on the number line. There is consistent spacing between them, and an inconsistent number between -3 and 0, and 0 and 3. The estimated locations of the fractional numbers from the prompt are correct in reference to the labeled numbers on the number line diagram. The student also did not respond to the part of the prompt that says \"Write an explanation of who is correct.\" There is no evidence of the student's choice in selecting who is correct. ": "yes", "The student did not make errors.": "no", "The student made the error of not writing an equation to solve the problem.": "yes", "The error the student made is in not providing an answer.": "yes", "Student does not show that there are 5 x's contained in the equation.": "yes", "The student incorrectly partitions the number line into tenths. They place 10 tick marks, partitioning the line into 1/11ths. ": "yes", "There are no errors in their work.\n": "no", "The student makes several errors. They incorrectly multiply 303 by 0, leading to an incorrect intermediate result of 3030. This mistake affects the final product, which is calculated incorrectly as 127,836 instead of the correct 121,806. Additionally, the student fails to correctly place the decimal in the final answer, resulting in 1,276.36 instead of 12,180.6.": "yes", "The student does not write an equation to represent the scenario. \nThe student does not label their number line with a correct scale. They do not indicate what the arrow connecting -7 and 7 represents. ": "yes", "The error the student made in their response is not including a tape diagram or decomposition.": "yes", "It is not possible to evaluate the accuracy of the student's work from the snip.": "no", "The student made an error when he did not write a title for this graph.": "yes", "The student incorrectly labels the values on the bottom number line, using $3, $7, $10, and $14 instead of the correct values. The correct cost for one tomato is $3.50, not $3. This mistake affects the other values as well, resulting in $10 instead of the correct $10.50 for three tomatoes.": "yes", "The student does not make any errors in their standard algorithm calculation of 30 \u00d7 20, which is correctly computed as 600. However, they did not proceed to solve the actual problem using the precise numbers and did not include the decimal in their final answer.": "yes", "There is no error, but it's not possible to tell the dimensions from the work.": "no", "The student makes a few errors in their response. The first error is that they are not using negative numbers beneath the 0 on a vertical number line. The numbers are positive when they should be negative. The second error the student makes that the numbers on the number line are not correctly spaced. For example, the number 2 is one tick mark away from zero, and the number 3 and an unknown fraction are 2 tick marks away from zero. The spacing is not consistent. The last errors are that there is no clear indication of their final numerical answer, or clear direction of movement on the number line.": "yes", "The student did not box the fractions that represent whole numbers. They boxed the entire number line.": "yes", "The student makes an error in the final value, stating that ten ears correspond to twenty-four paws instead of the correct twenty paws. This error arises from incorrectly adding eight instead of four.": "yes", "The error the student made in their response was on one calculation for 1 and 1/2 it should have been 1 1/12.": "yes", "The error the student makes in their response is the labeling of their final answer. The number line is drawn correctly and the values on it make sense in the context of the problem. The end of the last arrow stops between -1 and 0. The student labels this location as 1.50 when it should be labeled at -0.75.": "yes", "An error the student makes in their response is listed the values on their number line in the same order they are listed in the table, rather than in the correct numerical order based on size. For example, the student puts 3 before 1 on the number line, since the 3 comes before 1 on the table of values. ": "yes", "The error the student made in their response is not creating equal parts.": "yes", "The error the student makes in their response is not shading one part.": "yes", "There are no errors in the student's response. The student accurately shows that 15/4 divided by 3/4 equals 5.": "no", "The student said the inequality was x < 0, but it should be x > 4.5.": "yes", "The error that the student made was creating a fraction that was equal to 1/4 instead of less than 1/4.": "yes", "In the diagrams, the student does not need to write the running total of each row summed up. The array does not need any numbers drawn as labels. The tape diagram does not need to have the running sum of each column. The tape diagram needs the total number of dots and the total number of groups labeled. The student does not explicitly state that the teacher has 9 homework papers. They only write n=9. They do not answer the question in the context of the scenario. ": "yes", "The student made an error by placing the label \"2\" after the tick mark labeled 12/6, even though 12/6 and 2 represent the same point on the number line. None of the fractions are boxed.": "yes", "The error that the student made was placing the circle on the number line and shading solutions to the right instead of the left.": "yes", "The error the student makes in their response is not creating a tape diagram.": "yes", "The student does not correctly use the scale 1:50. They multiplied the length and width by 50 rather than divide.": "yes", "The student did not label their axes.": "yes", "Two errors the student made were not writing an inequality and incorrectly identifing the direction of the solution set on the number line": "yes", "The student's error is reflecting the triangle over the y-axis.": "yes", "The student made a minor error by not replacing the variable \"n\" with the number 9 in the final label on the tape diagram.": "yes", "The student makes an error in their response by misinterpreting the multiplication effect. When multiplying by 100, the digits should shift two places to the left, but the place value chart incorrectly represents the number 34.52 instead of 345.2.": "yes", "There is no error in the student\u2019s response. The values are correctly aligned, and the calculations are accurate according to the given ratio.": "no", "The error the student makes in their response is drawing an array with six rows and three columns, rather than the three rows and six columns requested in the task.": "yes", "The error the student made in their response is that 1/4 is smaller than 1/2.": "no", "The error that the student made in their response was not showing their work.": "yes", "The error the student made is in not indicating a direction for the inequality.": "yes", "The student makes an error by labeling the vertices of the rotated triangle as X, Y, and Z instead of using primes (X', Y', Z') to denote the different transformations. ": "yes", "The student makes an error in their response. The tick marks on the bottom number line (time in seconds) are not aligned with the corresponding tick marks on the top number line (distance). This misalignment makes it unclear how the distances and times relate proportionally.": "yes", "The error the student makes in their response is drawing a number line with inconsistent intervals that are not labeled. There is also no explicit connection to the task.": "yes", "An error the student makes in their response is not labeling the columns on their table.": "yes", "The error the student made in their response is improperly labeling the transformed image.": "yes", "The student did not make an error in using copies of the given rectangle, but their arrangement does not fully meet the task's requirement. ": "yes", "The error the student made in their response is rounding 8491 to 8400.": "yes", "The error the student makes in their response is that the drawing is not technically an array. The drawing is technically two separate rows, aligned with 5 dots each, and a line separating the two rows. ": "yes", "The student doesnt make a distinction between side lengths and angle measures. They label angles on the outside of the triangle and sides on the inside of the triangle.": "yes", "The student incorrectly multiplied and has an incorrect product. The student does not have any partial products so it is unclear what the errors are.": "yes", "The student did not draw a model to support their answer.   \n": "yes", "The student made an error by not using two triangles to create a parallelogram.": "yes", "The student did not find the area.": "yes", "It is not possible to evaluate the accuracy of the student's work because there are no labels on the axes": "yes", "The student\u2019s response contains no errors.": "no", "The error the student made was in the initial set up and putting 6 and 100 in the wrong order.": "yes", "The error the student made is that they use a triangle for one shape instead of a quadrilateral.": "yes", "The student provided an estimate and did not attempt to use an area model": "yes", "The student did not draw a scaled copy of the polygon with a scale factor 3. They did not use a coordinate plane to draw a precise image of a dilated polygon. Their new figure does not have the same number of sides and angles. \n": "yes", "Two errors the student made were not writing an inequality and incorrectly identifing the direction of the solution set on the number line.\n": "yes", "The error the student makes in their response is drawing an array that shows 2 columns of 5, instead of drawing an arrow that shows 2 rows of 5 as requested by the task.": "yes", "The error the student made was rounding incorrectly. The estimated product is 9,600,000.": "yes", "The error the student made in their response is not shading one part.": "yes", "The error that the student make was not estimating. The student used the algorithm to solve and did not fill in the blank or round. \n": "yes", "There is no error in the student's response. The student correctly used the number line to represent the operations described.": "no", "The student makes no errors in plotting the points on the number line. However their numberline does not represent the problem.": "yes", "The student makes an error by incorrectly interpreting the problem. They assume that each quarter of the total boats equals nine, leading to a total of 36 boats. This misinterpretation does not align with the problem's requirements.": "yes", "An error that the student makes in their response is not including an explanation of who is correct, or a formula to go with their vertical number line. Also, they make an error in labeling the temperature below the zero as 17 instead of -17. Finally, they do not label the curve connecting the two temperatures with a distance, so there is no final answer. ": "yes", "An error the student makes in their response is not giving each number line a title.": "yes", "The student has made an error in labeling the numbers on the top number line. The tick marks are correctly aligned with the values of $0, $1,320, $2,640, $3,960, $5,280, and $6,600. The student incorrectly added $1,640 as one of the labels, which does not fit with the scale and pattern of the other values.": "yes", "The error the student made in their response is using a tape diagram and not number line or number bond.": "yes", "The student did not draw a scaled copy of the polygon with a scale factor 3. They changed side lengths by a different factor and changed the angle measures of the original polygon.": "yes", "The student's error is that they only drew two shapes, not three. ": "yes", "The student failed to write the negative symbol in front of the numbers below zero, even though they correctly understood plotted them below zero.": "yes", "The error the student made in their response is in the creation of the graph.": "yes", "The student multiplied the original dimensions by 50 instead of dividing. They do not label units on their diagram dimensions.": "yes", "The student did not include and extra place holder 0 which impacted the partial products and the final total product.": "yes", "The student represented 5(x+1) = 20 in their diagram, not 5x+1=20. ": "yes", "The only error the student makes in their response is that the number line starts with 5.": "yes", "It's unclear whether the student made an error because it's not possible to tell what their final answer is.": "no", "The error this student makes in their response is the length of the line segment that shows how Mariah's debt changed. The length of the line segment is 1.75 instead of 1.5. This led to the next error of the line segment having an end points at -2.25 and -0.5 instead of a line segment with end points at -2.25 and -0.75. There is also no clear indication of their final numerical answer, or clear direction of movement shown on the number line. ": "yes", "The student didn't necessarily make an error, but didn't add decimals to the hundredths place behind the whole of 3. ": "yes", "The student does not properly label the x-axis of their graph. They initially use a scale of 1, but switch to a scale of 2 between 6 and 8. They did not label the x- and y-axes. ": "yes", "The student's answer is right but the model does not match the answer.": "no", "The error the student makes in their response is not completing the task. The student demonstrates that 6/6 and 2/2 are equivalent, but does not include 1 whole in the number line diagrams. ": "yes", "there are no errors": "no", "There are no errors in the student\u2019s response.": "no", "The student does not write a number sentence nor do they construct a rectangular model to explain their thinking.": "yes", "The student made no errors in their response. The fraction model and the calculations are correct.": "no", "The student made an error by not including labels on their axis": "yes", "The student does not show a scale factor that would make the ratios equivalent. They do not draw a diagram or show an explanation to justify their work.": "no", "The error the student made was not using a tape diagram.": "yes", "The student made an error by drawing an acute angle instead of a straight angle": "yes", "The error the student made in their response is the proportionality of the tick marks of 5 on their number lines.": "yes", "The error the student makes in their response is not clearly identifying their final answer in response to the prompt \"how how many copies of 1/4 does it take to make one whole?\" THe number line drawn is correct, but the answer is unclear. ": "yes", "The errors the student made was not beginning their graph at the origin point (0,0) and changing the scale between the x- and y-axes.\n": "yes", "The error that the student makes in their response is misinterpreting the phrase \"rows of 6\" from the task. The student took this to mean 6 rows, instead of 6 items in each row. This misinterpretation led to the student drawing an array with 6 rows of 2 items each instead of 2 rows with 6 items each.": "yes", "The error that the student made was the second black is 100 instead of 1.": "yes", "The student did not make any errors, but they did not solve using a tape diagram.": "no", "There isn't an error, but blthough the cross-multiplication method is correctly applied to verify that 4/5 and 8/10 are equivalent, the diagram does not explain why these ratios are equivalent. It shows the procedure without explaining the underlying concept of scaling the ratio.\n\n": "no", "The error in the third grid is that it does not sum to 9. The student should have used numbers that result in each row, column, and diagonal summing to 9, as with the other grids. Instead, the third grid sums to 6 for all rows, columns, and diagonals.": "yes", "The error the student makes in their response is not putting 1/2 in the center and not plotting 3/4.": "yes", "The student makes two errors: drawing 15 one-fifth pieces instead of 13, and incorrectly labeling the last three pieces as 1/4 instead of the correct 3/5.": "yes", "The student makes an error by using only one strategy when two were required.": "yes", "The student makes an error by not explaining why the ratios 4:5 and 8:10 are equivalent. The diagram represents the ratios visually but does not show the relationship between the ratios or the scaling factor.\n\n": "yes", "The student makes an error by not clearly labeling the total number of boxes in each diagram and how the diagrams relate to the ratios. The diagrams do not clearly show the scaling process or how 4:5 relates to the increased number of boxes.": "yes", "The student draws two separate fraction models rather than one to represent the product. They do not write a multiplication sentence. Their models do not represent the final product of 6/15ths.": "yes", "The errors in the grids are as follows. In the leftmost square, the sums of the rows, columns, and diagonals are not equal. Specifically, the sums of rows are 9, 9, and 8, and the sums of columns and diagonals do not match. In the middle square, the sums of the rows, columns, and diagonals are all equal to 15, which meets the requirement. In the rightmost square, the sums of the rows, columns, and diagonals are all equal to 9, which meets the requirement.": "yes", "The error the student made in their response is only drawing two rectangles.": "yes", "There is no error in the student's work.": "no", "The error the student made in their response was that they did not connect the points in order to draw a line.": "yes", "The student did not illustrate \"3+5\" in their diagram. ": "yes", "The errors in the grids are as follows. In the leftmost square, the sums of the rows, columns, and diagonals are not equal. Specifically, the sums of the rows are 9, 9, and 9, but the sums of columns and diagonals do not match. In the middle square, all rows, columns, and diagonals sum to 15, which meets the requirement. In the rightmost square, the sums of the rows, columns, and diagonals are 6, 6, and 6, which meets the requirement.": "yes", "An error the student makes in their response is not creating an example written as an equation. This means the student did not fully address the demands of the prompt. The student created a number line, but there is no example or equation modeled on it. ": "yes", "The student did not use the correct scale. They used a scale of \"20\". They multiplied each side length by 10 instead of dividing by 50. ": "yes", "The error the student makes is in improperly labeling and reflecting the triangle.": "yes", "THe students 2nd partial product is 216400. Thats 2000 less than the partial product should be. It appears that the student didnt carry the 2 from 6x400 and that's how they got 216400.": "yes", "The error that the student made was not including an equation on the graph and not labeling a solution": "yes", "The student made an incomplete attempt to use absolute value notation. They began writing the absolute value of \u22126 but did not finish the absolute value notation. Additionally, the absolute value was not necessary for solving this problem.": "yes", "The student makes an error by not labeling the y-axis and not including a title for the graph.": "yes", "Student does not clearly indicate that the total value of the tape diagram is 20.": "yes", "The student made errors in the following grids. In the first grid, while all rows and columns sum to 9, there are errors in the diagonal sums as well. The second grid has errors because the sums of the rows and columns do not consistently equal 9, particularly in the second row and last column. In the third grid, the error is due to writing 1 instead of -1, but all rows, columns, and diagonals still sum to 6.": "yes", "The student only uses one strategy to solve the problem.": "no", "An error the student makes in their response is not responding to the part of the prompt that says \"Write an explanation of who is correct.\" There is no evidence of the student's choice in selecting who is correct. Another error the student makes in their response is labeling the tick mark between 2 and 3 and one half. It can be assumed that they meant to write 2 and one half.": "yes", "The student made an error by drawing three circles in the hundreds column instead of the correct number, which should have been two circles to represent 200. Additionally, the student drew thirty circles in the tens column instead of twenty, which is another error.": "yes", "The student made an error in their fraction model. They shaded only 3 out of 15 sections that overlap for 3/5 and 2/3, whereas they should have shaded 6 out of 15 sections to match their correct multiplication result.": "yes", "There are no errors in the student's response.\n\n": "no", "The error the student made is not creating a number line and corresponding value of 20 cents.": "yes", "The student extends their number line from 7 to 9. They incorrectly add .7 to 7 and then add an additional .2. Their result is a point plotted at 8.2": "yes", "The student made an error by incorrectly placing 4/3 in the center of the number line. Additionally, the student did not include the necessary fractions (such as 2/3 or 4/6) that were relevant to the problem, nor did they fully label the number line as required. ": "yes", "The error that the student made was inaccurately dividing after estimating.": "yes", "The student does not shade the bottom row of the rectangular model to represent the 1/3 multiplier in the equation.": "yes", "The student does not partition the model into 3 rows to represent 1/3. They only partition the initially shaded 3/7ths of the drawing. This creates in incorrect denominator for the product. They also do not write a number sentence or identify the product.": "yes", "There wasn't really an error, but the student didn't display every step of long division.  The student still has the correct answer.": "no", "The student did not include a negative sign in front of the 3,500 at the bottom of the number line, and the scale of the number line is incorrect, with uneven spacing between the tick marks.": "yes", "The student made errors in all three grids. In the leftmost grid, the sums of rows, columns, and diagonals do not all match; they are inconsistent with the requirement. In the middle grid, the sums of the rows, columns, and diagonals are consistent and correct, so there is no error. In the rightmost grid, the sums of rows, columns, and diagonals do not match the required total.": "yes", "The student makes an error by not including the labels for the columns.": "yes", "The student has a correct strategy but the student has an error in the quotient. The correct quotient is 5 and not 50.\n": "yes", "The student has not made any errors.": "no", "The student has not labled thier diagram.": "yes", "The error that the student made was circling the smallest fraction and staring the largest fraction.": "yes", "An error the student makes is that they do not include any evidence of using the addends in their model. They only mark the final answer on the number line with no evidence of how they got to that point.": "yes", "The error the student made in their response was not labeling the vertices.": "yes", "The student did not correctly plot any lines on the graph.": "yes", "The student made errors in the third grid. The sums of the rows and columns are correct (all summing to 6), but the diagonals do not match the required total. The first and second grids are correct as all rows, columns, and diagonals sum to 9.": "yes", "The student did not label the axes, as required by the question.": "yes", "There is no error related to the labeling or the diagram, but there is work on the paper that is out of bounds to the question.": "yes", "The student does not show that the ratios are equivalent using their diagram. They do not show that 6:1 can be scaled by a factor of 3 to transform to 18:3.": "no", "The errors made by the student in their response is that there is no clear indication of their final numerical answer, or any movement on the number line. They also do not use negative numbers anywhere in the problem, nor is there any evidence of the 1 and one third drop. The two that is labeled on the number line should be a -2 since it is located to the left of 0.": "yes", "The student does not accurate depict that there are 5 x's in the equation using their tape diagram.": "yes", "This student made an error by not including an area model.": "yes", "The error the student makes in their response is not responding to the prompt. The student work shows equivalency between whole numbers and fourths, where the prompt is asking the student to show equivalency between 1, 2/2, 6/6, none of which involve fourths. ": "yes", "The student partitions a number line from 0-1 into 15ths. They make groups of 3 15ths rather than identifying how many 3/4s fit into 15/4s.": "yes", "The student made an error in graphing the slope of the line. The correct equation should be y = 1/4x, but the student graphed y = 1/2x with the wrong slope. The student also only plotted one line, not two.": "yes", "The student incorrectly calculated the product as 120,000. They interpreted the 3.00 as 300. They did not factor in the decimal placement when finding the product. ": "yes", "The student has made an error. They incorrectly labeled each box with the number 20, which does not accurately represent the fraction 11/20.": "yes", "The error the student made is not completing the problem.  No rounding, estimation, or addition.": "yes", "There is no error in the completion of the grids, as all rows, columns, and diagonals sum to 9.": "no", "The student did not scale their number line correctly. They did not plot -4 and 4 on the number line.": "yes", "They do not connect the plotted points with a line segment. They draw a line extending from the final coordinate to the far corner of the graph. They do not title their graph.": "yes", "One error the student makes in their response is labeling the halfway point between 0 and 1 as 1 fourth. Another error the student makes in their response is not clearly identifying their final answer in response to the prompt \"how how many copies of 1/4 does it take to make one whole?\" even though the number line shows four sections in between 0 and 1. ": "yes", "The student forgot to include the negative sign on the tick marks from 3,000 to 6,000 below zero, which should have been labeled as negative values. ": "yes", "The student made errors in their response on where they positioned the commas in the estimated answer.": "yes", "The error the student made in their response is incorrectly rotating the triangle.": "yes", "The error the student made is not shading to indicate the direction of the inequality.": "yes", "The student made an error by not including 0/6 on the number line.": "yes", "The student does not write an equation to represent the scenario. \nThey do not indicate that the opposite of the opposite of a negative number is negative. They don't indicate what the arches drawn represent.  \n": "yes", "The student made an error in labeling the tick marks. The second tick mark after zero should be labeled as 2/5, not 2/4. Similarly, the third tick mark after one should be labeled as 1 3/5, not 7/4, and the tick mark after two should be 11/5, not 10/4.": "yes", "The errors that the student makes in their response is not including the 26 on their number line, and marking 25 as being above the halfway point between 20 and 30. Since they did not include 26 on their number line, they didn't complete the task.": "yes", "The student forgot to place the decimal point back into the final product, resulting in 6972 instead of 697.2. ": "yes", "The errors the student makes in their response is not using a place value chart. This means they did not meet the requirements of the prompt to label the place value chart, or draw discs in the place value chart to show how they got their answer using arrows to show bundling. There is also no evidence of how many tens or how many hundreds are equivalent to 10 groups of 2 tens. ": "yes", "The student does not correctly match the equation with their tape diagram. Their diagram is interpreted as x+1+5=20.\n": "yes", "This does not seem to be the right image for this problem.": "yes", "The work that's in this problem is not related to the problem of the task.": "yes", "The student does not label the scale on the number line. They do not plot a point at -8 or 12.": "yes", "It is not possible to tell whether there are errors because no coordinates are given.": "no", "The student draws arrows at the end points of each number line when the problem indicates that 0 and 2 are the end points of the number line.": "yes", "The student did not convert the final answer to feet and did not move the decimal place over from the right , leaving the student with an answer of 1260 instead of 126.0": "yes", "In their response, the student made the error of using gallons of water as the independent variable on the x-axis and the number of minutes as the dependent variable on the y-axis and drawing a line including a parabola to represent the change in the speed of filling the pool.  The response also does not start at the origin nor does the y-axis represent 0 to 8 minutes. ": "yes", "In their response, the student made the error of not drawing a line using the point they plotted at (5,100).  This line would have connected the point with the origin (0,0) and then extended through (8,100). \n": "yes", "The student did not write a multiplication sentence. \n": "yes", "One of the errors the student makes in their response is indicating that 7 minus the absolute value of -17 is equivalent to 7 + the absolute value of 17 equal to 24. 7 minus the absolute value of -17 would equal -10, while 7 + the absolute value of 17 would equal 24. Another error the student makes is marking positive 17 on the number line, instead of -17 like the question states. If the student was trying to use the distance formula, their error is in not taking the absolute value of the entire equation 7-(-17). Instead they only took the absolute value of -17. ": "yes", "In their response, the student made the error of not drawing a line using the points they plotted at (50,5) and (90,5).  This line would have connected those points with the origin (0,0) and then extended through (90,8). \n": "no", "The student writes an expression to represent the opposite of the opposite of a negative number. They do not indicate that the opposite of the opposite of a negative number is negative using the number line.": "yes", "The error that the student makes in their response is not including an explanation of who is correct, or a formula to go with their horizontal number line even though the question asked for a vertical number line.": "yes", "The error the student made is that they did not label the hypotenuse of the triangle, which was one of the labels they were requested to draw.": "yes", "The student makes an error by incorrectly changing 3y\u22124=6 to 5y\u22124=6 without a valid mathematical step.": "yes", "This student made the error of not including a model in his work.": "yes", "The error that the student made was making a line with a slope of -1 and not -2.": "yes", "The student did not produce a place value table. They do not use arrows to show that dividing by 100 moves digits two place values to the right.": "no", "The error the student made is not labeling the rectangles.": "yes", "The student used some tenths discs instead of hundredths discs.": "yes", "The error the student made was not accurately creating angles.": "yes", "The student does not answer the question.": "yes", "The student makes an error of not completing the model. The number line is drawn, but there are no arrows, addends, or final sum present. ": "yes", "The error the student makes in their response is instead of splitting 12 circles into rows of 6, they made 12 rows of 6 circles.": "yes", "The student made an error by not filling the coordinate plane as well as not having rectangles of the same size.\n": "yes", "The error the student made in their response is creating the wrong equation.": "yes", "The unit rate for one pound of tomatoes is $3.50, but the cost for three pounds is incorrectly labeled as $11.50 instead of the correct $10.50.": "yes", "The student made a computation error. They wrote \"48 divided by 1/2 equals 24,\" but the correct calculation is \"48 divided by 1/2 equals 96.\" The student should have written \"48 divided by 2 equals 24\" or \"48 times 1/2 equals 24.\"": "yes", "The error the student makes in their response is rather than showing five equal groups of tennis balls that should have three in each, the student actually drew an image that shows three groups that are equal with five tennis balls in each.": "yes", "The student makes an error by not indicating the points 4 and -4": "yes", "It's not possible to evaluate the student's work from this image.": "no", "The student does not use number disks to represent 7/100.": "yes", "There are no errors in the student's response to \"Draw a model to support your answer\" assuming they identified that the quotient was 2. ": "no", "The student did not plot either of the given lines.": "yes", "The error was not answering the question.": "yes", "The error is not showing their thinking.": "yes", "The student did not indicate that the columns represent Father's steps and Son's Steps. Student wrote \"doy\" instead of \"Son\" or \"Toddler\" \n": "yes", "There are no errors in the response.": "no", "The error the student made in their response is placing D' between B' and C'.": "yes", "The student made an error by incorrectly labeling 18/6 as corresponding to the whole number 2, when 12/6 should correspond with 2.": "yes", "The error the student made is creating four rectangles.": "yes", "The error the student makes in their response is not completing the assigned task. The task states \"redraw the dots as an array that shows 2 rows of 5\" and the student uses equal groups to show that both 3 groups of 4 and 4 groups of 3 make a total of 12 items.": "yes", "The student does not solve the equation": "yes", "The error the student makes in their response is that the parts are not totally equal.": "yes", "The student did not include labels in their response.": "yes", "The student used numerical expressions to model the scenario.": "no", "There are no errors in the student's response. The student correctly rounded the numbers and estimated the product.": "no", "There is no table drawn by the student. The student did not illustrate that dividing by 100 shifts the digits two place values to the right": "yes", "The error that the student made was The student did not move a decimal place one place value over from the right in their final answer, therefore they had a total of 3780 instead of 378.0": "yes", "The student made an error by not aligning the tick marks for 1/3 and 2/6.": "yes", "The student created a bar graph instead of a box plot.": "yes", "The student says there are 1/2 cups of lime juice per 5 of orange, instead of 1/3": "yes", "The student does not partition the number line into fourths. They do not label the whole numbers as fractions. They do not correctly label 2/4, 7/4, or 10/4. ": "yes", "The student has labeled incorrect information in their response.": "yes", "The error the student made in their response is not including the number bond and as well corresponding value of each fifth.": "yes", "The error the student made in their response is 1/2.": "yes", "The student miscounted the base and top line lengths, leading to incorrectly drawn diagonal lines and an inaccurate area calculation for the right triangle on the right side. ": "yes", "There is no error in the student\u2019s response. The student correctly demonstrated the shift of digits two places to the right when dividing by 100.": "no", "The student does not partition the number line into tenths. They plot 10 tick marks, meaning the line is partitioned into 1/11ths. ": "yes", "\nThe error the student makes is that the line does not pass through the origin at (0,0), which is necessary for showing a proportional relationship.": "yes", "The error that the student made was not adding any variables to their equation so there was no graph created.": "yes", "The student incorrectly partitions the diagram into 8ths rather than 7ths. They perform an additional step of subtracting 3/7ths from 1 and use that difference as the multiplier in the problem to incorrectly calculate the product.": "yes", "The student made an error by not writing an inequality and by incorrectly identifying the correct solution set on the number line.": "yes", "The student makes an error by not including the equal sign in the proportion. This omission makes it unclear that they are setting up a proportion to compare the ratios 18/3 and 6/1.": "yes", "They do not label each box in the tape diagram. The viewer must imply that each box represents 8+7.": "yes", "The error that the student made was plotting the wrong point.": "yes", "The student made an error by only labeling the second tick mark on each number line, leaving the remaining tick marks unlabeled. ": "yes", "The student makes an error by not completing the comparison of the two ratios. They correctly find equivalent ratios, but they do not finish determining which ratio has a stronger chocolate flavor.": "yes", "The student made the error of not drawing a model or writing a quotient.": "yes", "The student makes no errors in their response, as both -8 and 12 are correctly plotted on the number line.": "no", "The student rotated the image 180 degrees.": "yes", "There are no errors in the student's response. The student correctly shaded the fraction model to represent the problem and solution.": "no", "What errors does the student make in their response?\nThe student incorrectly drew a rectangle instead of a parallelogram, mislabeled the shape as a rectangle with dimensions 12 by 12, and incorrectly calculated the area as 144 square units. Additionally, the student found two numbers that sum to 24 rather than finding two factors that multiply to 24.": "yes"}