Top PSLE Mistakes
by Topic

'Run' is done on the ground using legs, not high in the sky.

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'Jump' goes up for a short time but cannot stay 'high in the sky'.

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'Swim' is what we do in water, not in the sky.

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There is no clue in the story that shows Mei Ling is happy. Heavy rain on the way home does not match 'happy'.

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'Hungry' is about wanting food. The story is about rain, not food.

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This puts school before the bus stop. School comes last because Mei Ling needs the bus to reach school.

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You cannot be at school before walking to the bus stop. Mei Ling must take the bus first, then arrive at school.

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You cannot walk to the bus stop with your school bag before you have packed it. The packing must happen at home, first.

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Washing hands (A) before waking up (C) does not follow a logical morning routine. The sequence must begin with waking up.

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Brushing teeth (D) usually happens before washing hands (A) before a meal. Placing D after eating (B) is out of order.

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Incorrect spelling of the plural form.

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The numbers are flipped. Two and three need plural nouns, but one needs a singular noun.

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Boxes and apple are correct, but two needs the plural sandwiches, not sandwich.

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Sandwiches is correct, but three needs the plural boxes, and one needs the singular apple.

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Play is the base form. After the subject Aisha (singular), the past tense must be marked as played.

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Frogs do not have wings to fly.

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An elephant has a long trunk, not a long neck.

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Monkeys swing on trees; frogs move by jumping.

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This is how snakes move, not frogs.

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A monkey has a long tail, not a trunk.

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30 + 40 ≠ 10. That would be 40 − 30. Add the tens: 3 + 4 = 7, so 30 + 40 = 70.

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34 = 30 + 4. But the sum is 30 + 40, not 30 + 4. 70 is correct.

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74 = 70 + 4. But 30 + 40 = 70 only. There are no extra ones.

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15 is the total after buying. The starting number is 9, and he buys 6: 9 + 6.

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Sam already has 9 and gets 6 more. 9 + 6 = 15 is the correct sentence.

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Subtracted Monday from Tuesday: 5 − 3 = 2. The question simply asks how many stickers Tuesday has — read it directly.

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Read the MONDAY column (3 stars) instead of Tuesday. Re-read the question — it asks about Tuesday.

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Added Monday and Tuesday stars: 3 + 5 = 8. The question only asks for Tuesday, so do not add Monday.

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Counts are clear.

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Add all rows.

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The student counted only the 3 marks after the 10 cm line, reading 10, 11, 12, 13 as 3 instead of reading the full measurement of 13 cm.

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The student misread the ruler and stopped at the 8 cm mark instead of following the pencil all the way to its tip at 13 cm.

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The student added 5 extra centimetres, reading 13 + 5 = 18 cm, perhaps counting past the tip of the pencil.

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The student used 100 cm for 2 m instead of 200 cm, then calculated 100 - 75 = 25 cm. This shows confusion about how many centimetres are in 1 metre.

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The student correctly converted 2 m to 200 cm but subtracted 10 cm too many, calculating 200 - 85 = 115 cm instead of 200 - 75 = 125 cm.

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This student counted Ahmad's coins as only the 50-cent and 5-cent coins (50¢ + 5¢ = 55¢), missing the 20-cent coin. Then 55¢ + 70¢ = $1.25.

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This student missed Ahmad's 5-cent coin, counting only 50¢ + 20¢ = 70¢ for Ahmad. Then 70¢ + 70¢ = $1.40.

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This student counted Siti's 2 ten-cent coins as 3 ten-cent coins (50¢ + 30¢ = 80¢ for Siti). Then 75¢ + 80¢ = $1.55.

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Counted only the 50-cent and 20-cent coins, forgetting the 10-cent coins.

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Computed 1.00 + 0.60 + 0.10 instead of including 5 × 0.10.

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Wrote only the cookies on ONE plate, not all plates. Total = 3 plates × 2 cookies each = 6.

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Wrote the number of PLATES instead of the total cookies. We need plates × cookies-per-plate.

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Added instead of multiplied: 3 + 2 = 5. For equal groups, we multiply: 3 × 2 = 6.

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Multiplied 2 by 3 to get 6, counting only 2 groups instead of all 4. There are 4 groups, so 4 × 3 = 12.

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Added 4 and 3 to get 7. Multiplication means equal groups put together, not adding the group count to the group size. 4 groups of 3 means 3 + 3 + 3 + 3 = 12.

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Added 3 and 4 to get 7 instead of multiplying. 3 × 4 means 4 added 3 times: 4 + 4 + 4 = 12.

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Multiplied 3 × 3 = 9, using 3 as both factors. The question asks for 3 × 4: add 4 three times: 4 + 4 + 4 = 12.

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Multiplied 4 × 4 = 16, using 4 as both factors. Remember 3 × 4 means 4 added 3 times: 4 + 4 + 4 = 12.

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Computed 4 × 4, forgetting 5 boxes.

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Computed 4 × 6, miscounted boxes.

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Circle has no sides.

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You may have skipped one of the shapes. Re-add: triangle (3) + rectangle (4) + pentagon (5) + square (4) = 16.

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You may have used pentagon as 3 sides (like a triangle) by mistake. A pentagon has 5 sides.

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You may have used 6 for the pentagon (treated it like a hexagon). A pentagon has 5 sides, not 6.

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4 equal sides, but angles not always right angles.

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Swapped hands.

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Clock shows 7.

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Clock shows 9.

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Clock shows 12.

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Night = later pm.

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Not doubling.

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28 comes before 29. We are looking for the number AFTER 29.

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29 is the number itself. The number after 29 is the next number: 30.

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31 comes after 30. The number immediately after 29 is 30.

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28 is actually the smallest of the four numbers, not the second largest. Arrange all numbers from greatest to smallest before answering.

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Cold weather calls for a jacket, not an umbrella. An umbrella does not warm you.

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On sunny days people do not open umbrellas; umbrellas are used to keep rain off.

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Strong wind would damage an open umbrella, so people usually close umbrellas in wind. The clue points to rain.

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Anger is shown by frowning or shouting, not by rubbing the tummy and staring at food.

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Sleepiness is not linked to staring at food or skipping a meal; it is linked to tiredness.

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Eating an apple is not mentioned in the passage. Stay within the events described in the text.

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The passage says Lily planted a SEED, not a tree. Read details carefully — 'seed' and 'tree' are different.

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Picking a flower is not mentioned in the passage. Only actions described in the text can be answers.

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Watching videos helped, but the key lesson is that she also undid her error and started again — perseverance is the central theme, not just video learning.

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Priya undid her work and started again rather than giving up — the passage shows the opposite of giving up.

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'Some' is used for plural nouns.

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'In' implies being inside an enclosed space, but books are usually placed on a surface.

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While possible, 'on' is the standard preposition for placing items on a flat surface like a table.

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'Between' requires two or more objects to be placed amongst.

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This is the present tense form.

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A cousin is the child of an aunt or uncle.

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Winning a medal is a positive event, so 'angry' is incorrect.

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Winning a medal usually brings joy or pride, not fear.

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'Sleepy' does not fit the context of a celebratory moment.

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Gloomy means very sad or dark.

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It looks like the tens column was skipped. Only the hundreds (2 + 1 = 3) and units (4 + 8 = 12, write 2 carry 1) were added, giving 302. Always work through every column: units, tens, then hundreds.

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You added the units correctly (4 + 8 = 12, write 2 carry 1), but forgot to add the carried 1 to the tens column. 3 + 5 = 8, not 9. Always remember to add the carry to the next column.

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You correctly carried 1 from the units to the tens (3 + 5 + 1 = 9), but then carried an extra 1 into the hundreds column by mistake. There is no carry from the tens here, so hundreds = 2 + 1 = 3, not 4.

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You rounded 39 up to 40 and got 75 − 40 = 35. But then you subtracted 1 again instead of adding it back. When you over-subtract by rounding up, you must add back the difference. 35 + 1 = 36, not 34.

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You rounded 39 up to 40 and subtracted correctly: 75 − 40 = 35. But then you added 9 back instead of 1. When you round up by 1, you only add back 1, not the whole rounded amount. 35 + 1 = 36.

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Wrote the number of APPLE SYMBOLS without multiplying by the key (each apple = 2 fruits). Need 4 × 2 = 8.

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Added the symbols instead of multiplying: 4 + 2 = 6. Each apple stands for 2, so multiply.

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Mixed up Monday and Tuesday: added 4 (Mon apples) + 2 (Tue apples) and then doubled (×2). The question asks only Monday: 4 × 2 = 8.

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Siti has fewest.

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3 stars not 2.

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Selected the fraction with the SMALLEST denominator, thinking small denominator = small fraction. With same numerator, a smaller denominator actually means a LARGER fraction (1/2 is the biggest here).

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Picked a middle value rather than the smallest. With same numerator, the fraction with the LARGEST denominator (8) is the smallest.

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Compared denominators but stopped before checking the largest one. 1/4 is smaller than 1/2 and 1/3, but 1/8 has a larger denominator and is smaller still.

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Biggest to smallest.

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Picked the unshaded count instead of the shaded count.

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5th mark = 500.

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Subtract not add.

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Mass of a small coin — far too light.

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Small biscuit — too light.

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Small mango — too light for whole watermelon.

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Alice has $12.50, which is less than Bob's $15.20. Compare the dollar amounts first — $12 < $15.

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David has $15.02, which is close to Bob's $15.20 in dollars. Compare the cents: 20¢ > 02¢, so Bob has more.

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Charlie has $12.05, the smallest amount. Possibly confused 'most' with 'least'.

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Correctly calculated the fifty-cent coins ($1.50) but took only one twenty-cent coin ($0.20) and ignored the two ten-cent coins altogether, giving $1.50 + $0.20 = $1.70.

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Counted only 3 twenty-cent coins instead of 4, giving 3 × $0.20 = $0.60 instead of $0.80. Then added $1.50 + $0.60 + $0.20 = $2.30. Made an off-by-one error when counting the twenty-cent coins.

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4 × 7 = 28, which is not 36. You may have recalled the wrong multiplication fact. Check: 4 × 9 = 36, so 36 ÷ 4 = 9.

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4 × 8 = 32, which is 4 short of 36. You found a close multiple but stopped one step too early. 4 × 9 = 36, so the answer is 9.

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36 ÷ 3 = 12, but the question divides by 4, not 3. Make sure you use the correct divisor. 36 ÷ 4 = 9.

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You added 6 + 4 + 5 = 15 instead of multiplying. When each level (boxes / packets / biscuits) groups items inside the next level, we multiply.

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You found the number of PACKETS (6 boxes × 4 packets = 24) but did not multiply by the 5 biscuits in each packet.

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11 = 4 + 7. You added 4 and 7 instead of multiplying. Equal groups always mean multiplication: 4 × 7 = 28.

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24 = 4 × 6. You may have used 6 tables instead of 7. Count the tables again — there are 7 tables, so 4 × 7 = 28.

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32 = 4 × 8. You may have used 8 tables instead of 7. The question says 7 tables, so 4 × 7 = 28.

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This adds 4 + 5 instead of multiplying. '4 packets of 5' means 4 groups of 5, which is multiplication.

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This is 3 × 5, but Mei Ling bought 4 packets, not 3. Count the groups carefully.

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360° is the angle sum of a quadrilateral. A hexagon's interior angles sum to 720°.

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That describes a pentagon. A hexagon has SIX sides.

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That describes a square or rhombus. 'Hexa-' means six.

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6 faces but rectangles, not all square.

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5 faces (1 square base + 4 triangles).

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Swapped hands.

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Read the number on the clock (3) as the number of minutes directly. Each number stands for 5 minutes, so 3 means 3 × 5 = 15 minutes.

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Counted only 2 jumps of 5 (10) instead of 3. The minute hand at 3 means 3 × 5 = 15.

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Counted to the wrong number — 20 minutes would be at the '4' on the clock, not the '3'. 3 × 5 = 15.

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Counted from 2:45 to 4:00 only (1 hour 15 minutes) and forgot to add the remaining 10 minutes from 4:00 to 4:10.

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Divided 15 by 5 to get 3 but stopped there, forgetting to multiply by 3. Finding 1/5 of 15 is only the first step — the answer is 3/5, so multiply 3 by 3.

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Found 1/5 of 15 correctly (15 ÷ 5 = 3), then multiplied by 2 instead of 3, giving 6. The numerator of the fraction is 3, not 2.

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Subtracted 3 from 15 to get 12, thinking '3/5 full' means '3 litres less than full'. The fraction 3/5 means 3 out of every 5 equal parts, not 3 litres subtracted.

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Mass of a teaspoon — too little for a pail.

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Half a litre — a drink bottle, not a pail.

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4 hundreds < 7.

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4 hundreds > 3.

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Saw 638 starts with 6 and assumed it was the largest, not comparing the tens digits 3 vs 8.

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Picked 386 because 8 is the largest digit in the number, confusing digit value with number value.

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Noticed all three numbers contain the digits 3, 6, 8 and assumed the numbers must be equal.

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Annoyed describes irritation, not physical tiredness from running.

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Excited is a positive feeling of anticipation; it does not match struggling to breathe after exercise.

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Disappointed means feeling let down, which does not link to running ten laps.

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'So' shows a result. The rain is not a result of wanting to play; it interrupts the plan.

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'And' joins two similar ideas. Here the two ideas contrast — wanting to play vs. rain stopping him — so a contrast word is needed.

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The reason is wrong. The passage does mention her younger brother. The statement is false for a different reason — she refused to give him money.

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The passage clearly says Siti 'always said no' when her brother asked for money. She did not share with him, so this is incorrect.

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This is a general opinion, not supported by the passage. Also, Siti did not give her brother money, so the statement cannot be true.

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A school trip is not mentioned anywhere in the passage; this answer is invented and not supported by the text.

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Holidays are not mentioned in the passage; Alexa saved specifically to buy a present for her mother's birthday.

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In British/Singapore English, collective nouns like 'committee' can take plural verbs ('the committee have decided' is acceptable). The actual error is 'were' after 'each', not 'have' after 'committee'.

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Changing to 'have been' does not fix the error. 'Each' always takes a singular verb. The correct fix is 'each of the members was', not 'have been'.

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While 'the committee have decided' is acceptable in Singapore English, the sentence is not correct as written because 'each of the members were' uses a plural verb with 'each', which is grammatically wrong.

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'Committee' is spelled correctly — double m, double t, double e. This is a commonly misspelled word but it is correct here.

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'Nominations' is spelled correctly — nominate + ions. No spelling error here.

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'Because' shows a reason.

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'or' shows a choice.

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'So' shows a result.

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'And' adds similar ideas.

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'Siti' is a singular subject; 'go' is for plural subjects.

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Dashing is moving quickly and suddenly.

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Sprinting is running very fast, which is noisy.

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Strolling is a relaxed walk, not necessarily quiet.

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A herd is for land animals like cows.

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A flock is for birds or sheep.

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This is roughly School B's share (half of A). Solve the unit equation: 2u + u + (2u − 3 480) = 74 526, so 5u = 78 006, u = 15 601.20 — but this gives non-integer values. Re-check the constraint that A = 2B.

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This is around (74 526 − 3 480) ÷ 3, treating the three schools as equal after one subtraction. School A is TWICE School B, not equal.

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This is School A + 3 480, the value of School A's amount BEFORE accounting for School C's subtraction. Re-set up: B + 2B + (2B − 3 480) = 74 526.

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Computed 320 − 175 = 145 cents correctly but added 10 extra cents through a units-place regrouping error, writing 155 cents = $1.55 instead of $1.45.

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Misread $1.75 as $1.25 (confused the tens digit 7 with 2), then subtracted $3.20 − $1.25 = $1.95 instead of $3.20 − $1.75 = $1.45.

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Missed one corner.

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Straight = 180°.

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A pentagon has 5 corners, not 4. Even if some corners are right angles, a regular pentagon has angles of 108° at each corner, not 90°.

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A triangle has only 3 corners, not 4. Even if one corner is a right angle, a triangle can never have 4 right angles.

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A trapezium has 4 corners but typically only 2 are right angles (in a right trapezium). Not all 4 corners of a trapezium are right angles.

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That is area.

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Right number, wrong unit.

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Added only one length and one width: 12 + 8 = 20. Forgot that perimeter goes all the way around — a rectangle has two lengths and two widths.

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Added all four sides but used 16 instead of 8 for the second width: 12 + 8 + 12 + 16 = 48.

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Multiplied length × width to find area instead of perimeter: 12 × 8 = 96. The question asks for the distance around (perimeter), not the space inside (area).

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You subtracted Ali's books from Chloe's or compared the wrong students (6 − 4 = 2). The question asks about Bala and Chloe specifically.

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You subtracted the wrong pair of students — 9 − 6 = 3 is the difference between Bala and Ali, not Bala and Chloe. Always re-read the question to check which two values to compare.

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You added Bala's and Chloe's books together (9 + 4 = 13). The question asks how many MORE, which means you need to subtract, not add.

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This is the original average (80 ÷ 4 = 20), not twice it. The new target is 2 × 20 = 40.

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This is B = 80 − 18 − 22 − 15 = 25, the missing bar value. The question asks for the new target.

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Added separately.

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Not simplified.

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Subtracted separately.

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Calculation error.

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Found the common denominator 8 correctly but forgot to convert the numerator of 1/4. Wrote 1/8 + 3/8 = 4/8 instead of 2/8 + 3/8 = 5/8. The numerator must be multiplied by the same factor as the denominator.

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Meet at vertex B — perpendicular, not parallel.

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Meet at vertex A — perpendicular, not parallel.

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BC∥DA is correct, but 'only' is wrong; AB∥CD also.

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Counted only the horizontal bars (2) and forgot that each horizontal bar pairs with each vertical bar separately.

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Added the number of horizontal bars (2) and vertical bars (2), then subtracted 1, giving 2 + 2 − 1 = 3, instead of multiplying.

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Not digit addition.

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Forgot to convert 1 km into 1000 m and used only the 250 m part: 250 + 800 = 1050 m.

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Added 1000 m for the 1 km but dropped the 250 m: 1000 + 800 = 1800, then mis-added an extra 50 to get 1850.

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Converted 1 km 250 m correctly to 1250 m, but wrongly converted 800 m into 8000 m (treated each m as 10 m): 1250 + 8000 = 9250 m.

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You added 250 + 875 wrongly. Re-check: 250 + 875 = 1125, not 1025.

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Added the dollars and cents in two separate columns but forgot to carry $1 when the cents exceeded 100. Computed dollars 5 + 3 = 8 and cents 45 + 80 = 125, then wrote 0.25 without adding the extra $1 to the dollar total. Result: $8.25.

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Mis-added the cents: thought 45 + 80 = 115 instead of 125. So cents became $1.15 carried as $1 plus 15 cents. Dollars 5 + 3 + 1 (carry) = 9. Result: $9.15.

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Got cents 45 + 80 = 125 correctly but only carried 10 cents to the dollar column instead of 100 cents (i.e. carried the digit 1 as 10¢). Cents kept as 25, dollars 5 + 3 + 1 = 9, then added the leftover 10¢: $9 + 0.35 = $9.35.

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Stopped after computing the total cost ($1.45 + $3.80 = $5.25) and chose that as the answer. Forgot the final step of subtracting the cost from the $20 Mei Ling started with. The cost is not the change.

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Mis-added the cents in the cost: thought 45¢ + 80¢ = 135¢ instead of 125¢. Cost became $5.35; $20.00 − $5.35 = $14.65. Calc slip in the cents column.

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The student multiplied only the units: 6 × 7 = 42, forgetting to multiply the tens digit of 47.

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The student added 6 + 47 = 53 instead of multiplying.

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The student multiplied 6 × 40 = 240 but forgot to add 6 × 7, ignoring the units digit of 47.

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Mis-divided 324 ÷ 4 = 81 by mis-reading the hundreds digit of 364 as 2 instead of 6.

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Computed 376 ÷ 4 = 94 by mis-reading the units digit of 364 as 6 instead of 4.

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Used 9 × 8 = 72 but subtracted only 9 instead of 14 (mis-read the number given away).

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Forgot the second step entirely — gave the total 8 × 9 = 72 without subtracting the 14 given away.

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Added 14 to 72 instead of subtracting, treating 'gives away' as 'receives more'.

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Used only 7 × 6 = 42, ignoring the 9 biscuits per packet. All three numbers are needed: 7 × 6 × 9 = 378.

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Multiplied 6 × 9 = 54 biscuits in one bag, but forgot to multiply by the 7 bags. The total is 54 × 7 = 378.

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Arithmetic error.

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Gave seconds in 1 minute, not 2. 1 min = 60 sec, so 2 min = 60 × 2 = 120 sec.

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Used the wrong conversion (1 min ≈ 100 sec). 1 minute always equals 60 seconds; 2 × 60 = 120.

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Doubled 100 (the wrong conversion) instead of doubling 60. The correct rule is 1 min = 60 sec, so 2 min = 120 sec.

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Subtracted 10 min instead of correctly carrying over the hour: did 2:15 + 1:40 = 3:55 by mis-reading 1 h 50 min as 1 h 40 min.

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The student counted only 1 small division above the 200 ml mark. Each division = 25 ml, so 1 division above 200 ml gives 200 + 25 = 225 ml. The water is at the 3rd division: 200 + 3 × 25 = 275 ml.

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The student counted only 2 small divisions above the 200 ml mark instead of 3. Each division = 25 ml, so 2 divisions above 200 ml gives 200 + 50 = 250 ml. The water level is at the 3rd division: 200 + 75 = 275 ml.

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The student read the nearest labelled mark (300 ml) without counting the smaller divisions between 200 ml and 300 ml. Each small division between 200 ml and 250 ml represents 25 ml, and the water is 3 divisions above 200 ml, giving 200 + 75 = 275 ml.

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Treated 2 L as only 1 L (forgetting the bottle holds 2 L, not 1 L): 1000 + 450 = 1450 ml, then made a small slip 1500 - 1450 = 50 ml. Used the wrong number of litres.

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Forgot to add the 450 ml part of the bottle volume: used 2 L = 2000 ml only, then mis-subtracted 2000 - 1500 = 500, mis-recorded as 550.

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Used a difference of 300 instead of 200: 4 200 - 300 = 3 900. Check by subtracting consecutive terms: 4 800 - 4 600 = 200, confirming the step is 200 not 300.

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Used a difference of 250 instead of 200: 4 200 - 250 = 3 950. The correct step is 200 as shown by 4 600 - 4 400 = 200.

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Used a difference of 100 instead of 200: 4 200 - 100 = 4 100. The pattern decreases by 200 each step, not 100.

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Read the digit itself, not its place value. In 7091, the 7 is in the THOUSANDS place — its value is 7 × 1000 = 7000.

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Treated the 7 as if it were in the tens place. In 7091, the 7 is on the far left — the thousands place.

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Mosquitoes have a 4-stage life cycle.

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Mosquitos have a 4-stage life cycle.

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Butterflies have a 4-stage life cycle; cockroaches have 3 stages.

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Butterflies have a 4-stage life cycle.

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Butterflies have a 4-stage life cycle; cockroaches have 3.

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This is the function of the roots.

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Reproduction is having young.

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Mushrooms are fungi, not plants.

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Fish have scales and live only in water.

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Absorbing water and minerals from the soil is the function of the roots, not the stem.

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The student incorrectly believed that natural materials are attracted to magnets. Wood is not a magnetic material. Magnetic attraction depends on whether the material is iron, steel or nickel — not on whether it is natural.

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North poles do not always attract. North poles attract south poles (unlike poles), but repel other north poles (like poles). Since attraction was observed, the poles must be unlike, so the right end of Magnet Q must be the south pole.

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South poles do not repel north poles — they attract them. Like poles repel. Unlike poles attract. This option correctly identifies the South pole but states the wrong reason.

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Magnetic attraction is not random. The rule is definite: like poles (N–N or S–S) always repel; unlike poles (N–S) always attract. Since attraction was observed, the poles must be unlike.

Seen in 1 question

Wood is not a magnetic material, so the wooden pencil will not be attracted to the magnet. Only the iron key is attracted.

Seen in 1 question

'Prevented' means stopped completely; the passage says the decision WAS made (to delay), so the assessment did not prevent the decision — it triggered it.

Seen in 1 question

'Supported' means provided backing or endorsement; the committee made the decision in response to the findings, not because the findings endorsed a pre-existing choice.

Seen in 1 question

'Complicated' means made more complex; while the assessment added complexity, the passage describes the assessment as the direct trigger for the decision, making 'prompted' more precise.

Seen in 1 question

Boring means uninteresting, but the cue is needing to reread for understanding, not lack of interest.

Seen in 1 question

Tiring suggests physical effort; rereading for clarity points to difficulty understanding, not fatigue.

Seen in 1 question

The paragraph does not suggest Jia Hui wanted to avoid playing; she was looking for a familiar face to steady her nerves.

Seen in 1 question

Jia Hui had practised the piece for two months — she knows the title. Looking for the teacher is about seeking comfort, not reminding herself of the title.

Seen in 1 question

Jia Hui's gesture is described in a nervous context — she is seeking support, not checking the teacher's attentiveness.

Seen in 1 question

The passage states Fraser Brunner designed the Merlion. This detail IS mentioned.

Seen in 1 question

The passage states the Merlion weighs 70 tonnes. This detail IS mentioned.

Seen in 1 question

'Goes' is third-person singular; the subject 'My family and I' is plural — it should be 'go', not 'goes'.

Seen in 1 question

'My family and I has gone' uses 'has' which is singular; the subject is plural. Also, 'every Sunday' indicates a habitual action, not a completed one.

Seen in 1 question

'My family and I is going' uses 'is' which is singular; the subject is plural. Also, the time signal 'every Sunday' indicates habitual present, not a continuous action.

Seen in 1 question

Changing to past perfect does not fix the grammatical error. The subject 'the news' is singular and requires 'has', not 'have' — the tense change is unnecessary.

Seen in 1 question

'The news' is a singular noun (despite ending in -s) and requires a singular verb 'has caused', not 'have caused'.

Seen in 1 question

'Several' is used for countable nouns.

Seen in 3 questions

'Many' is used for countable nouns, but sugar is uncountable.

Seen in 2 questions

'A few' is used for countable nouns.

Seen in 2 questions

'Has' is present perfect singular.

Seen in 2 questions

'Have' is present perfect plural.

Seen in 2 questions

And simply adds information without capturing the concession (despite the obstacle) relationship; the three ideas are loosely connected rather than precisely integrated.

Seen in 1 question

Although having is grammatically incorrect — although introduces a full clause, not a participial phrase (despite having is the correct form). Additionally, so it changed creates two separate ideas rather than integrating the third sentence as a relative clause.

Seen in 1 question

Because introduces a cause — but having little funding is an obstacle, not the reason for the discovery. This option reverses the logical relationship from concession to cause.

Seen in 1 question

'So' shows the congestion reduction CAUSED the cost increase. But the two effects are independent trade-offs of the same policy, not one causing the other.

Seen in 1 question

'Unless' introduces a condition meaning 'except if'. This changes the meaning to: the policy only reduced congestion if costs did NOT increase, which contradicts the two facts given.

Seen in 1 question

Incorrect verb for this idiom.

Seen in 4 questions

'Put up' means to build or tolerate.

Seen in 3 questions

'Put away' means to store something in its place.

Seen in 3 questions

To search for information, not to check work.

Seen in 2 questions

To be careful or watch for danger.

Seen in 2 questions

You read off the OUTER scale (which goes the opposite way) instead of the INNER scale. The question says one arm lines up with 0° on the INNER scale, so you must read the inner scale at the other arm. The outer scale shows 45° at the same spot, but the correct reading is 135°.

Seen in 1 question

You computed 180° − 125° or read the outer scale and added 10°. The correct reading is the value on the inner scale where the second arm lands, which is 135°.

Seen in 1 question

You misread the scale by 10°. The arm points to the 135° mark, not 145°. Take care to read the exact line on the protractor, not one tick further.

Seen in 1 question

You used 90° − 55° = 35° instead of 145° − 90°. The 145° angle is the WHOLE that is being split into 90° (pole-to-ground) and the unknown part. So unknown = 145° − 90° = 55°, not 35°.

Seen in 1 question

You may have computed 155° − 90° = 65° (using 155 instead of 145). Reread the question: the total angle is 145°, not 155°. So 145° − 90° = 55°, not 65°.

Seen in 1 question

Student divided the remaining area 84 by the length 12 to find a width of 7 cm, then subtracted from 10 to get the square side: 10 - 7 = 3 cm. This incorrectly treats the L-shape as a simple rectangle.

Seen in 1 question

Student took the square root of the remaining area instead of the removed area: sqrt(84) = approx 9.2, rounded to 9 cm.

Seen in 1 question

Student correctly found the removed area = 120 - 84 = 36 cm2, but reported the area value (36) as the side length instead of finding the square root.

Seen in 1 question

42 cm is not correct. Check whether removing the corner notch actually changes the total perimeter — the two removed outer edges are replaced by two equal inner edges.

Seen in 1 question

46 cm is too large. You may have added the notch edges on top of the original perimeter. When a corner notch is cut, the two new inner edges (3 cm and 4 cm) exactly replace the two outer edges that were removed, so the total perimeter stays the same.

Seen in 1 question

That was a decrease.

Seen in 2 questions

Confused 38 with 42, picking the second-highest value.

Seen in 1 question

Picked the first name listed without checking the actual numbers.

Seen in 1 question

Confused 40 with 42, picking a nearby high value.

Seen in 1 question

Computed 360 − 280 = 80, taking Thursday (280) as the day with the fewest visitors. Thursday is not the lowest — Tuesday (180) is. Always scan ALL data points to find the true minimum.

Seen in 1 question

Not simplified.

Seen in 4 questions

Did not round.

Seen in 2 questions

This divides 75 by 25 correctly (75 ÷ 25 = 3) but divides 100 by 20 instead of 25 (100 ÷ 20 = 5). Both numerator and denominator must be divided by the same number.

Seen in 1 question

This writes the digits 7 and 5 as numerator and denominator without using place value. 0.75 has two decimal places so the denominator must be 100.

Seen in 1 question

0.75 = 75/100 is correct as a fraction but not in simplest form. Divide both numerator and denominator by their HCF of 25: 75 ÷ 25 = 3 and 100 ÷ 25 = 4, giving 3/4.

Seen in 1 question

6 is a common factor of 36 and 48, but it is not the greatest. You found one valid group size but did not check whether a larger group size also works for both numbers.

Seen in 1 question

9 is a factor of 36 (36 ÷ 9 = 4), but it is not a factor of 48 (48 ÷ 9 = 5 remainder 3). Always check that the number divides evenly into BOTH totals before choosing it as a common factor.

Seen in 1 question

24 is a factor of 48 (48 ÷ 24 = 2), but it is not a factor of 36 (36 ÷ 24 = 1 remainder 12). Always check that the number divides evenly into BOTH totals before choosing it as a common factor.

Seen in 1 question

12 is a multiple of 4 (12÷4=3 ✓) but it IS also a factor of 48 (48÷12=4 ✓). Both conditions must hold — it must be a multiple of 4 AND not a factor of 48. 12 fails the second condition.

Seen in 1 question

16 is a multiple of 4 (16÷4=4 ✓) but it IS also a factor of 48 (48÷16=3 ✓). 16 fails the second condition.

Seen in 1 question

Subtracted separately.

Seen in 4 questions

Added separately.

Seen in 3 questions

Added whole numbers (2 + 1 = 3) and fraction numerators (3 + 7 = 10) to get 3 10/8. Then correctly identified that 10/8 = 1 2/8, extracting the extra whole, but forgot to add 1 to the whole-number part, giving 3 2/8 instead of 4 2/8 = 4 1/4.

Seen in 1 question

Converted 2 3/8 correctly to 19/8, but converted 1 7/8 incorrectly as (1 × 7 + 7)/8 = 14/8 instead of (1 × 8 + 7)/8 = 15/8. Added 19/8 + 14/8 = 33/8 = 4 1/8.

Seen in 1 question

Added whole numbers (2 + 1 = 3) and fraction parts (3/8 + 7/8 = 10/8) correctly, but left the answer as 3 10/8 without converting the improper fraction part 10/8 into a whole number and a proper fraction.

Seen in 1 question

This answer finds the sum of one of each pair of faces (lb + bh + lh = 160 + 224 + 560 = 944) but forgets that a cuboid has 6 faces arranged in 3 identical pairs — the total must be multiplied by 2.

Seen in 1 question

This answer adds only the top/bottom faces and the two long side faces: 2(20 × 8) + 2(20 × 28) = 320 + 1120 = 1440. It leaves out the two short side faces (8 × 28), which are also part of the net.

Seen in 1 question

This answer includes the two short side faces and the two long side faces: 2(8 × 28) + 2(20 × 28) = 448 + 1120 = 1568. It leaves out the two top and bottom faces (20 × 8), which are also part of the net.

Seen in 1 question

Different views of a rectangular prism show different 2D shapes depending on the viewing angle.

Seen in 1 question

The front view is not always a square; it depends on the prism's dimensions.

Seen in 1 question

You may have calculated the remaining money but expressed it backwards.

Seen in 1 question

You may have forgotten to add the book and game costs.

Seen in 1 question

This would be true if his starting amount was different.

Seen in 1 question

Made an arithmetic slip adding $24.30 + $7.60, computing $32.10 instead of $31.90, then subtracted: $50.00 − $32.10 = $17.90.

Seen in 1 question

Added only the book and ruler ($14.50 + $9.80 = $24.30) and subtracted from $50.00, forgetting to include the water bottle: $50.00 − $24.30 = $25.70.

Seen in 1 question

Estimated one fewer box than the correct answer, perhaps from rounding down one too many times.

Seen in 1 question

Confused the number of biscuits per box (8) with the answer, reversing the divisor and quotient.

Seen in 1 question

Multiplied 8 × 8 = 64 instead of dividing, confusing the operation needed when grouping items equally.

Seen in 1 question

Multiplied only the hundreds and units (200 × 4 = 800, 3 × 4 = 12) and forgot to multiply the tens digit (10 × 4 = 40), giving 800 + 12 = 812.

Seen in 1 question

Multiplied the hundreds and tens correctly (200 × 4 = 800, 10 × 4 = 40) but used only the units digit of 3 × 4 = 12, writing 2 instead of 12. This gave 800 + 40 + 2 = 842 instead of 852.

Seen in 1 question

Used the Kaya toast percentage (20%) instead of working out the unknown slice. 20% × 40 = 8. Forgot that the unknown slice must be calculated by subtracting the known slices from 100%.

Seen in 1 question

Used the Pandan cake percentage (30%) instead of finding the unknown slice. 30% × 40 = 12. Confused which slice the question is asking about.

Seen in 1 question

Added the three KNOWN percentages (25 + 30 + 20 = 75%) and computed 75% of 40 = 30. This gives the total of the other three groups, not the Ondeh-ondeh slice.

Seen in 1 question

This answer confuses the percentage label with the number of students. Football is 40% of the students, but 40% does not mean 40 students. You must calculate 40% × 200 to find the actual count.

Seen in 1 question

This answer comes from reading Football's percentage as 30% instead of 40%, then calculating 30% × 200 = 60. Check the pie chart label carefully — Football is 40%, not 30%.

Seen in 1 question

A square has 4 lines of symmetry (vertical, horizontal, and 2 diagonals).

Seen in 1 question

An equilateral triangle has 3 lines of symmetry, not 1.

Seen in 1 question

This would be a rectangle with length ≠ width, which has only 2 lines of symmetry (vertical and horizontal).

Seen in 1 question

While M might look like it could be symmetric, the bottom points are not aligned symmetrically.

Seen in 1 question

The letter P is not symmetric because the bump is on one side only.

Seen in 1 question

Subtracted the two clock times directly without accounting for the shift crossing midnight: 10:30 − 6:15 = 4 h 15 min. This ignores the fact that 6:15 a.m. is on the next day.

Seen in 1 question

Stopped at 6:00 a.m. and ignored the final 15 minutes. 1 h 30 min (10:30 p.m. to midnight) + 6 h (midnight to 6:00 a.m.) = 7 h 30 min.

Seen in 1 question

Counted 10 p.m. to midnight as a full 2 hours instead of 1 hour 30 minutes (the shift starts at 10:30 p.m., not 10:00 p.m.). 2 h + 6 h 15 min = 8 h 15 min.

Seen in 1 question

Used only 40 minutes for the second leg instead of 1 hour 30 minutes (dropped the 1 hour). 8:15 + 50 min + 20 min + 40 min = 8:15 + 1 h 50 min = 10:05 a.m.

Seen in 1 question

Omitted the 20-minute stopover at Jurong East. Added only the two travel legs: 8:15 + 50 min = 9:05; 9:05 + 1 h 30 min = 10:35 a.m.

Seen in 1 question

Rounded to the nearest fifty instead of the nearest hundred: 47 is closer to 50 than to 0, so the student stopped at 3 850. To round to the nearest hundred, examine only the tens digit (4 < 5), which means round down to 3 800.

Seen in 1 question

Looked at the ones digit (7 ≥ 5) instead of the tens digit (4 < 5). Rounding to the nearest hundred requires examining the tens digit. Since the tens digit is 4, which is less than 5, round down to 3 800.

Seen in 1 question

Rounded to the nearest thousand instead of the nearest hundred. While 3 847 does round to 4 000 to the nearest thousand (hundreds digit 8 ≥ 5), the question asks for nearest hundred — the answer is 3 800.

Seen in 1 question

This is from a wrong difference progression. T1=5, diff×2 sequence: 3, 6, 12, 24, 48, 96. T7 = 5 + 3 + 6 + 12 + 24 + 48 + 96 = 194 ≈ 197.

Seen in 1 question

Approximate. Compute term by term: T1=5, T2=8 (diff 3), T3=14 (diff 6), T4=26 (diff 12), T5=50 (diff 24), T6=98 (diff 48), T7=194 ≈ 197.

Seen in 1 question

Melting is solid to liquid.

Seen in 2 questions

Freezing is liquid to solid.

Seen in 2 questions

Evaporation is liquid to gas.

Seen in 2 questions

Melting describes a solid changing into a liquid, not liquid water disappearing on a warm day.

Seen in 1 question

Freezing turns liquid water into ice and requires very cold temperatures; it does not make a puddle disappear.

Seen in 1 question

Wood is a poor conductor of heat.

Seen in 8 questions

This would make the shadow smaller.

Seen in 7 questions

Plastic is a poor conductor of heat.

Seen in 7 questions

This is the freezing point of water.

Seen in 6 questions

Eyes do not produce light; they receive it.

Seen in 5 questions

Water is a liquid and takes the shape of its container.

Seen in 5 questions

This is the total volume of water and stone.

Seen in 5 questions

Liquids have a definite volume.

Seen in 4 questions

Gases do not have a definite volume.

Seen in 4 questions

Air occupies space and cannot be compressed to zero volume.

Seen in 3 questions

This is the function of the large intestine.

Seen in 8 questions

This happens in the large intestine.

Seen in 8 questions

This is the function of the roots.

Seen in 4 questions

This happens in the small intestine.

Seen in 4 questions

This happens in the mouth.

Seen in 3 questions

Scolded means to tell off; this contradicts 'outstanding performance' and 'presented a medal'.

Seen in 1 question

Reminded means to bring something to mind; it does not match a celebratory medal presentation.

Seen in 1 question

Interviewed means to ask questions; it does not show approval of outstanding performance.

Seen in 1 question

'Bring' is the base form of the verb. In an inverted conditional ('Had + subject + past participle'), the verb must be in the past participle form. 'Bring' is not a past participle; 'brought' is.

Seen in 1 question

'Brings' is the simple present third-person form. The sentence uses an inverted past perfect conditional structure ('Had Sara ___'), which requires the past participle, not the present tense.

Seen in 1 question

'Them' does not refer to 'mistakes'. Mistakes are not the subject that struggles, and giving up on mistakes does not make contextual sense.

Seen in 1 question

'Them' does not refer to 'marked scripts'. Scripts are objects; the pronoun 'they' in the same sentence ('when they struggled') must refer to people who can struggle.

Seen in 1 question

'Them' cannot refer to 'difficult topics' because the sentence says he never gave up on 'them' even when 'they struggled' — topics cannot struggle. The referent must be people.

Seen in 1 question

The passage says Mr Tan encouraged her; parental pressure is not mentioned. Wei Lin chose to enter because of the personal significance of her story.

Seen in 1 question

The passage shows Wei Lin prepared deeply and found the topic personally meaningful — this is not the behaviour of someone looking for an easy option.

Seen in 1 question

'Are' is plural present; 'the number' is a singular noun phrase.

Seen in 1 question

'Were' is plural past; the subject is singular and 'this year' indicates a present-perfect-style increase, not simple past.

Seen in 1 question

'Have been' is plural; despite the nearby plural 'students', the head subject 'the number' is singular.

Seen in 1 question

'Have reviewed' is plural present perfect — wrong on number (subject is singular) and wrong on aspect (the review is ongoing, signalled by 'which begins next term').

Seen in 1 question

'Were reviewing' is plural past; the subject is singular and the relative clause 'begins next term' anchors the action in the present.

Seen in 1 question

'They' is used for more than one person.

Seen in 23 questions

'It' is used for things or animals.

Seen in 8 questions

'Whose' shows possession.

Seen in 7 questions

'He' is used for a boy, but Siti is a girl.

Seen in 7 questions

'It' is used for animals or objects, not people.

Seen in 6 questions

'Will' is not backshifted. In reported speech with a past reporting verb ('announced'), 'will' must shift to 'would'.

Seen in 1 question

'Had inspected' is past perfect, used to backshift past simple or present perfect. The original 'will' (future) backshifts to 'would', not past perfect.

Seen in 1 question

'Would have inspected' is the past conditional/perfect form, suggesting the inspection did not happen. The original 'will inspect' is a simple future, which backshifts to 'would'.

Seen in 1 question

Missing the auxiliary verb 'be'. Passive voice always needs a form of 'be' before the past participle.

Seen in 1 question

Wrong tense. The active sentence is past simple (cooked), so the passive must also be past: 'was cooked', not present 'is cooked'.

Seen in 1 question

Incorrect idiomatic phrase.

Seen in 3 questions

'Vibrant' means full of energy or bright, which does not fit the context.

Seen in 2 questions

'Vigilant' means watchful for danger, which is secondary to the bravery shown here.

Seen in 2 questions

'Versatile' means able to adapt to many functions, which is irrelevant to bravery.

Seen in 2 questions

'Put up' means to construct or tolerate.

Seen in 2 questions

Correctly found x = 21 and calculated angle AOB = 3 × 21 = 63°, but reported angle AOB instead of angle A'OB. These two angles are supplementary, not equal.

Seen in 1 question

Found the sum 3x + 2x = 5x = 105 and reported this as the answer, rather than using it to solve for x and then computing angle A'OB.

Seen in 1 question

Found angle BOC = 2 × 21 = 42° and computed 180° − 42° = 138°, subtracting the wrong angle from 180° to find angle A'OB.

Seen in 1 question

Assumed all four angles of the kite are equal, like a square, so wrote 78°.

Seen in 1 question

Added the two top angles (78° + 78° = 156°) and used that sum as one bottom angle.

Seen in 1 question

Forgot to multiply by ½. Area of a triangle = ½ × base × height, not base × height.

Seen in 2 questions

You gave the area of triangle DPC (the smaller triangle), not triangle APB.

Seen in 1 question

You assumed P sits at the midpoint between AB and DC, giving each triangle the same height of 4 cm: ½ × 12 × 4 = 24. The condition 'APB is twice DPC' means the heights split BC in a 2 : 1 ratio.

Seen in 1 question

You gave half the rectangle area (96 ÷ 2). Triangles APB + DPC together cover only half the rectangle, but APB alone is 2/3 of that half = 32 cm² — not the whole half.

Seen in 1 question

Computed the area of the cut-out triangle (½ × 8 × 6 = 24 cm²) and the area of the rectangle (12 × 8 = 96 cm²), then subtracted twice (96 − 24 − 24 = 48).

Seen in 1 question

This is the total, not the average.

Seen in 3 questions

Confused the new average (20 kg) with the answer to the question.

Seen in 1 question

Confused the original average (24 kg) with the heaviest box itself.

Seen in 1 question

Computed the total mass of the remaining 5 boxes (5 × 20 = 100 kg) and gave that as the heaviest box mass, confusing total with a single value.

Seen in 1 question

Divided total by 5 instead of 4 days.

Seen in 1 question

Divided by 100 instead of 1000.

Seen in 1 question

Divided by 10000 instead of 1000.

Seen in 1 question

Divided by 10 instead of 1000.

Seen in 1 question

Changed only the unit label without performing either conversion, leaving the number unchanged at 4.85.

Seen in 1 question

Correctly converted to mm (48.5 mm) but then divided by 100 instead of 1 000: 48.5 ÷ 100 = 0.485 m, confusing the mm-to-m factor with the cm-to-m factor.

Seen in 1 question

Confused 1/2 of 2/3 with 1/2 × 1/3.

Seen in 1 question

Added across.

Seen in 1 question

Added with common denominator; 'of' means multiply.

Seen in 1 question

Multiplied 2 × 4 = 8 then subtracted 1 instead of adding.

Seen in 1 question

Forgot to add the numerator 1.

Seen in 1 question

Computed 90° − 72° = 18°, mistakenly assuming the angle is the complement.

Seen in 1 question

Assumed angle ABC equals angle DAB because they are both angles of the parallelogram (confusing adjacent with opposite angles).

Seen in 1 question

Doubled angle DAB (2 × 72° = 144°), perhaps confusing with an exterior or reflex relationship.

Seen in 1 question

Sums to 190°, exceeds 180°.

Seen in 1 question

Sums to 170°, not 180°.

Seen in 1 question

Computed 3 × 250 = 750, then divided by 300 instead of 1000 when converting grams to kilograms. The conversion factor is 1 kg = 1000 g, not 300 g.

Seen in 1 question

Multiplied 3 × 250 = 750 correctly but wrote the answer as 750 kg without converting grams to kilograms. Remember: 1 kg = 1000 g, so divide by 1000.

Seen in 1 question

Converted one packet correctly (250 ÷ 1000 = 0.25 kg) but forgot to multiply by the number of packets. The total mass covers all 3 packets.

Seen in 1 question

Calculated correctly as 4 m 10 cm = 410 cm, but forgot to include the 10 cm remainder when converting back from centimetres to metres.

Seen in 1 question

Subtracted the cut length (1 m 80 cm) from only the first piece (3.5 m − 1 m 80 cm = 1 m 70 cm), then forgot to add back the second piece (240 cm).

Seen in 1 question

You computed the cost of beef as 2.5 x $14.20 = $35.50, but then subtracted $35.50 + $48.60 by mistake. The chicken cost is $50.40, not $48.60.

Seen in 1 question

You computed 100 - 6 x $8.40 - 2 x $14.20 = 100 - 50.40 - 28.40 = $21.20 (and miscopied). Re-check: beef weight is 2.5 kg, not 2 kg.

Seen in 1 question

You found only the change after paying for chicken (100 - 50.40 = 49.60), forgetting to subtract the beef.

Seen in 1 question

This comes from subtracting only one item: $25.00 − $12.50 = $12.50, then making an arithmetic slip, or subtracting $25.00 − $8.75 − $13.50 incorrectly. Both items must be added together first.

Seen in 1 question

This comes from adding $12.50 + $9.00 = $21.50 and then $25.00 − $21.50 = $3.50. The cost of the notebook was $8.75, not $9.00.

Seen in 1 question

You found 20% of 750 instead of 40%. 100% - 60% = 40%, not 20%.

Seen in 1 question

You computed 750 - 500 by mistakenly using 500 as the girls (perhaps 2/3 of 750). 60% of 750 is 450, not 500.

Seen in 1 question

450 is the number of GIRLS (60% of 750). The question asks for boys.

Seen in 1 question

$90 is the discounted price BEFORE adding GST. You forgot the 9% GST.

Seen in 1 question

You added 9% GST to $120 ($120 + $10.80) and got close to $130.80, but rounded. The discount must come first.

Seen in 1 question

Used 2.25 × 24 = 54, treating the time as 2.25 minutes instead of 2.25 hours.

Seen in 1 question

Used 24 × 10 = 240, treating the time as 10 minutes.

Seen in 1 question

Converted 2 hours 15 minutes to 225 minutes instead of 135: 225 × 24 = 5400.

Seen in 1 question

Solved 0.45c = 14.40 - 4, then divided by 0.40 incorrectly (got 30 by rounding the result).

Seen in 1 question

Assumed all 80 pages were colour, then subtracted (14.40 / 0.45 = 32) without accounting for the cheaper black-and-white pages.

Seen in 1 question

Used the breadth multiplied by the height (25 × 30 = 750 cm²) as the base area instead of length × breadth (40 × 25 = 1 000 cm²), giving 3 000 ÷ 750 = 4 cm.

Seen in 1 question

Halved the length when finding the base area (20 × 25 = 500 cm²) and divided the block volume by this incorrect area: 3 000 ÷ 500 = 6 cm.

Seen in 1 question

Correctly found the rise of 3 cm but then added it to the existing water height of 12 cm, giving the new water level (15 cm) instead of the rise.

Seen in 1 question

Added the three dimensions (8+5+3 = 16) instead of multiplying.

Seen in 1 question

Used only 8×5 = 40, forgetting the height.

Seen in 1 question

Used only the base dimension 25 cm and the height 18 cm, multiplying 25 × 18 without the other base dimension.

Seen in 1 question

Calculated volume correctly (18,000 cm³) but made an error in the conversion: 18,000 ÷ 800 instead of ÷ 1,000.

Seen in 1 question

Computed the volume in cm³ (18,000) but forgot to divide by 1,000 to convert to litres.

Seen in 1 question

Used 40% height not 60%.

Seen in 1 question

Used full height incorrectly with 60% factor.

Seen in 1 question

Forgot to apply the $5.00 voucher (computed 50 - (3 x 7.50 + 2 x 4) = 50 - 30.50 = 19.50, then arithmetic slip to 14.50).

Seen in 1 question

Added the voucher to the cost instead of subtracting it: 50 - (22.50 + 8 + 5) = 17.50.

Seen in 1 question

Computed 50 - 3 x 7.50 - 5 = 22.50, missing the magazines purchase entirely.

Seen in 1 question

This answer treats all operations as left-to-right addition and subtraction: 6 + 3 = 9, 9 + 4 = 13, 13 − 2 = 11. It incorrectly ignores the multiplication sign between 3 and 4. Multiplication must be performed BEFORE addition and subtraction.

Seen in 1 question

This answer adds 6 + 3 first to get 9, then multiplies by 4 to get 36, then subtracts 2 to get 34. This ignores the order of operations — you must do multiplication BEFORE addition. The correct method is: 3 × 4 = 12 first, THEN 6 + 12 − 2 = 16.

Seen in 1 question

The anther produces pollen grains.

Seen in 5 questions

The ovary develops into the fruit.

Seen in 4 questions

Collection refers to liquid water pooling in reservoirs or oceans. The photo shows water in the gaseous state rising into the air.

Seen in 2 questions

Precipitation refers to rain, snow or hail falling from clouds. The photo shows vapour going UP from a hot surface, not water falling down.

Seen in 2 questions

Condensation is the reverse process. It happens when water vapour COOLS down (e.g. droplets forming on a cold glass), not when a hot soup releases vapour upwards.

Seen in 2 questions

Plastic is an electrical insulator.

Seen in 4 questions

Wood is an electrical insulator.

Seen in 4 questions

The cell wall provides structure and support.

Seen in 3 questions

Lungs are for gas exchange, not pumping blood.

Seen in 3 questions

Glass does not conduct electricity.

Seen in 3 questions

'Complete' is the base form used for imperatives or infinitives, not for a third-person singular present tense statement.

Seen in 1 question

'Completed' is past tense; the sentence describes a regular evening routine (present simple), not a past event.

Seen in 1 question

'Completing' is the present participle and requires an auxiliary verb such as 'is' before it.

Seen in 1 question

Accepted means to receive or agree, but the cue 'in detail so that commuters understand' calls for clarifying speech.

Seen in 1 question

Cancelled means to call off; the policy is being announced, not withdrawn.

Seen in 1 question

Tim is the one who passed the trophy away — the gesture suggests the moment of recognition shifts to Jun Jie. The smile and thanks are more naturally attributed to the recipient of the trophy.

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'He' is a singular pronoun referring to one person. The judges are a group and were just mentioned as the object of the thanking, not as the one doing the thanking.

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The principal is not mentioned anywhere in this passage. Pronoun referents must come from nouns already present in the text.

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The pupil selected a statement that is partially false. The passage says Ahmad felt 'nervous but confident' — both emotions are mentioned, so saying he felt 'only nervous' contradicts the passage.

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The pupil misread the preparation duration. The passage states Ahmad prepared for 'three weeks', not two weeks.

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This spelling replaces the final '-ary' with '-ery'. The correct ending is '-ary': n-e-c-e-s-s-a-r-y.

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This spelling doubles the wrong consonant ('ss' at the start) and omits the double 's' in the correct position. The correct pattern is one 'c' followed by double 'ss': n-e-c-e-s-s-a-r-y.

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This spelling doubles the 'c' instead of the 's'. In 'necessary', only the 's' is doubled ('ss'), not the 'c': n-e-c-e-s-s-a-r-y.

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'Had' shifts the sentence to simple past tense, but the sentence is in present tense ('submitted' is already the past action being described; the linking verb must match the subject in present tense). The student has confused tense correction with subject-verb agreement correction.

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'Having' creates a participle phrase, not a finite verb, leaving the sentence without a main verb. The student may have confused a continuous form with a corrected singular form.

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Grammatical error; 'did' must be followed by the base form 'reach'.

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Incorrect word order; inversion is required after 'Scarcely'.

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Incorrect tense and word order.

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Incorrect auxiliary verb.

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'Who' is used as a subject; however, here the pronoun follows the preposition 'to', requiring an object form.

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Simple past 'checked' belongs to the second conditional (present unreal). The result clause uses 'would not have been' (past unreal), so the if-clause must be past perfect.

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'Would check' is a result-clause form, not an if-clause form. The if-clause of a third conditional uses past perfect, never 'would'.

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'Would have checked' belongs in the result clause of a third conditional, not in the if-clause. Putting 'would' in the if-clause is a structural error.

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'Exhausting' is the present participle (active) — it would mean the students were tiring others. Here, the students received the action, so a past participle (passive) is needed.

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'Exhaust' is the bare form (or a noun meaning fumes). The correct participle form is 'exhausted'; 'being exhaust' is ungrammatical.

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Means of little value or importance.

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'Palpable' means able to be touched or felt; used for atmosphere, not explanations.

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'Pervasive' means spreading widely throughout an area.

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'Precarious' means not securely held or in a dangerous position.

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Refers to an achievement to be proud of.

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This is the SMALLEST number, not the largest. Re-read the question.

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This is the MIDDLE number, not the largest. The three numbers are 28, 30, 32.

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You set the sum as 3n + 6 = 90, giving n = 28, but then added 6 instead of 4. The largest is n + 4 = 32.

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Expanded −3(2b − 1) as −6b − 3 instead of −6b + 3. The student forgot that −3 × (−1) = +3, computing the constant as −3 and getting 5b + 10 − 6b − 3 = −b + 7.

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Combined the b-terms incorrectly as 5b − (−6b) = 5b + 6b = 11b, but then wrote b + 13. Alternatively the student treated −6b as +6b when collecting like terms, giving a positive b coefficient.

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Treated each unit as one angle and computed the smallest: 1 unit = 360 / (2 + 3 + 4 + 6) = 24, then took 24 + 36 = 60 by adding the next ratio increment.

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Used the correct angle sum 360 and ratio total 15 (so 1 unit = 24 degrees), but multiplied by 4 (second-largest part) instead of 6: 4 x 24 = 96.

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Mistakenly used the angle sum of a triangle (180 degrees) and divided by 15 units to get 12 degrees per unit, then multiplied by the second-largest part 4: 4 x 30 = 120 by inconsistent calculation.

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Used 190° instead of 180° as the angle sum (perhaps from an addition slip). The angle sum of a triangle is 180°, not 190°.

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Added 47 and 68 and stopped there, thinking that A and B sum to give C. Instead, A + B + C = 180.

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This comes from subtracting the two averages: 84 − 80 = 4. You cannot subtract averages directly. Find the total for each group: original total = 5 × 84 = 420, new total = 6 × 80 = 480, sixth number = 480 − 420 = 60.

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This uses 5 instead of 6 as the count for the new group: 84 × 5 − 80 × 5 = 420 − 400 = 20. After adding the sixth number there are 6 numbers, so the new total is 80 × 6 = 480.

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This uses 6 instead of 5 as the count for the original group: 84 × 6 − 80 × 6 = 504 − 480 = 24. The original group had only 5 numbers, so the correct original total is 84 × 5 = 420.

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Assumed each of the 3 new boys must weigh the new average 44 kg.

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Used the increase of 4 kg in average multiplied by 9 boys = 36 kg, then divided by 3 = 12 kg, then added to 36 to get 48 kg.

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Used C = πr instead of C = 2πr. Forgot the factor of 2.

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Used radius as if it were diameter: 2 × 22/7 × 14 = 88.

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Computed AREA (πr² = 154) instead of circumference.

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Used the path width 7 as a circle radius: π x 7² = 22/7 x 49 = 154 m².

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Computed the AREA OF THE POND only: π x 14² = 22/7 x 196 = 616 m², treating that as the path area.

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Multiplied instead of divided.

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Subtracted denominators (8−4 = 4) then divided 8÷4 = 2.

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Took only the denominator of 1/8, ignoring the 3/4 length.

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Computed 3×8 = 24 without dividing by the denominator 4.

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Subtracted 3/4 - 1/12 = 9/12 - 1/12 = 8/12 = 2/3 and rounded to 4 by visual inspection.

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Correctly finds ∠QRS = 112° but then sets ∠RSP = 112° (same as ∠QRS). ∠RSP is opposite ∠PQR, so ∠RSP = 68°. The pattern alternates: 68°, 112°, 68°, 112°.

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This incorrectly makes ∠QRS equal to ∠PQR (68°). Adjacent angles in a rhombus are supplementary, not equal: ∠QRS = 180° − 68° = 112°. Only opposite angles are equal.

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Gives three angles of 112°: 68° + 112° + 112° + 112° = 404°, which exceeds 360°. Interior angles of any quadrilateral must sum to exactly 360°.

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Computed angle ADC = 180° - 110° = 70° (correct co-interior angle on side AD) but reported that as angle BCD instead of working out the OTHER pair on side BC.

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Used 360° - 110° - 60° - 90° = 100°, treating the trapezium as having one right angle at C.

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Wrong divisor.

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Approximate. Re-set: original − 0.35 × original − 48 = 87 → 0.65 × original = 135 → original = 207.69 ≈ 208.

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This treats the $48 as 35%. Apply 35% only to the original, then subtract $48 separately.

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This solves 0.65 × original = 156 (= 87 + 69 incorrectly). Use 87 + 48 = 135 instead.

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Applied 10% decrease to the original $300 (= $270) and forgot the 20% increase entirely.

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Computed new Food amount = $140 and treated it as 100 units out of 360 by dividing 360 by ($400 / $140) approximation, mis-converting to degrees.

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Mistook the $20 transfer as 5% of the WHOLE pie and subtracted 5% off the original 40% as an angle: 40 - 5 = 35 percent, then computed 35 x (360 / 100) - 1 = 125° and rounded to 135°.

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Used the ORIGINAL Food percentage 40% and converted directly to degrees: 0.40 x 360 = 144°, ignoring the $20 transfer out of Food.

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Took only potato 1/5 of 540 = 108 and reported that as the vegetable count.

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Took only chicken 1/4 of 540 = 135 and reported that as the vegetable count.

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Unsimplified.

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Reversed order.

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Took $24 divided by (5 - 3) = 2 to get 1 unit = $12, but then multiplied by 3 (new watch units) instead of 5 (original watch units): 3 x $12 = $36.

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Used $24 divided by 3 (the new watch units) = $8 per unit, then multiplied by 5 original watch units: 5 x $8 = $40.

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Added the $24 discount to the original watch instead of subtracting; assumed new watch = 5u + $24 = 3u, giving u = -$12 then took absolute value: 6 x $12 = $72.

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Divided 480 by 12 × 10 = 120, mistakenly using 10 instead of the width 8, giving 480 ÷ 120 = 4.

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Divided 480 by 8 × 10 = 80 instead of 8 × 12 = 96, using an incorrect factor of 10 for the length.

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Divided the volume by the length only (480 ÷ 12 = 40), forgetting to also divide by the width.

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Took the drop 8000 / 1000 = 8 cm and reported that as the new depth instead of the new depth = 18 - 8 = 10 cm.

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Treated 8000 cm³ as filling the FULL base, but used base area 30 x 25 = 750 instead of 40 x 25 = 1000, giving a drop of 8000 / 750 = 10.67 cm; then 18 - 6 ≈ 12 cm.

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Plastic is an electrical insulator.

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Wood does not conduct electricity.

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Glass is an electrical insulator.

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Plastic is an insulator.

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Glass is an insulator.

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Gravity is a non-contact force.

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Rougher surfaces increase friction.

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This is the dependent variable being measured.

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Plants are producers, not predators.

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In mutualism, both organisms must benefit.

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