Prompt:
Misconception:
Makes an assumption about the squares on a scale representing either 1 or 10

Question:
This displacement-time graph shows \( 10 \) seconds of Mo's journey home.

During that time he travelled at a speed of \( 15 \mathrm{~m} / \mathrm{s} \).

What distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.
The horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.
The graph is a straight line sloping down from (0, star) to (10, 0).
]()

Options:
A. \( 6 m \)
B. \( 30 \mathrm{~m} \)
C. \( 1.5 \mathrm{~m} \)
D. \( 150 \mathrm{~m} \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Believes distance = speed/time

Question:
This displacement-time graph shows \( 10 \) seconds of Mo's journey home.

During that time he travelled at a speed of \( 15 \mathrm{~m} / \mathrm{s} \).

What distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.
The horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.
The graph is a straight line sloping down from (0, star) to (10, 0).
]()

Options:
A. \( 6 m \)
B. \( 30 \mathrm{~m} \)
C. \( 1.5 \mathrm{~m} \)
D. \( 150 \mathrm{~m} \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Converts a fraction to a percentage by writing the numerator followed by the denominator

Question:
\( 0.5=\frac{1}{2}=? \% \)

Options:
A. \( 12 \% \)
B. \( 8 \% \)
C. \( 2 \% \)
D. \( 50 \% \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Converts fraction to percentage by putting % sign after the denominator

Question:
\( 0.5=\frac{1}{2}=? \% \)

Options:
A. \( 12 \% \)
B. \( 8 \% \)
C. \( 2 \% \)
D. \( 50 \% \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Writes the variable before the coefficient in an algebraic term

Question:
Simplify, if possible:
\(
a \times 4
\)

Options:
A. \( 4 a \)
B. \( a 4 \)
C. \( a^{4} \)
D. Does not simplify

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks multiplying a variable by a number is the same as raising that variable to the power of that number

Question:
Simplify, if possible:
\(
a \times 4
\)

Options:
A. \( 4 a \)
B. \( a 4 \)
C. \( a^{4} \)
D. Does not simplify

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Believes they can change the subject of a formula just by swapping two letters

Question:
The formula for the area of a triangle, \( A \), is ![Triangle with base labelled b and perpendicular height labelled h]() \( A=\frac{1}{2}(b \times h) \) Rearrange this to make the base, \( b \), the subject.

Options:
A. \( b=\frac{1}{2}(h \times A) \)
B. \( b=\frac{A}{2 h} \)
C. \( b=\frac{2 A}{h} \)
D. They are all incorrect

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Believes dividing by a unit fraction is equivalent to dividing by its reciprocal

Question:
The formula for the area of a triangle, \( A \), is ![Triangle with base labelled b and perpendicular height labelled h]() \( A=\frac{1}{2}(b \times h) \) Rearrange this to make the base, \( b \), the subject.

Options:
A. \( b=\frac{1}{2}(h \times A) \)
B. \( b=\frac{A}{2 h} \)
C. \( b=\frac{2 A}{h} \)
D. They are all incorrect

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks the shape of the graph does not affect the area calculation

Question:
![A speed-time graph. The vertical axis is labelled Speed (mph), with no scale labelled but 4 squares up is marked v.
The horizontal axis is labelled Time (hours) and the scale is 0, 1, 2, 3, 4 in even steps.
The graph first has a horizontal line from (0,v) to (2,v) and then a sloped line from (2,v) to (4,0).]() Work out the speed \( v \) if the distance travelled is \( 90 \) miles.

Options:
A. \( 22.5 \mathrm{mph} \)
B. \( 30 \mathrm{mph} \)
C. \( 45 \mathrm{mph} \)
D. \( 360 \mathrm{mph} \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks 1l = 1 cubic centimetre

Question:
Complete this statement:
\( 4 \) litres \( = \)_________ \( \mathrm{cm}^{3} \)

Options:
A. \( 4 \)
B. \( 4000 \)
C. \( 400 \)
D. \( 40 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks 1l = 100 cubic centimetres

Question:
Complete this statement:
\( 4 \) litres \( = \)_________ \( \mathrm{cm}^{3} \)

Options:
A. \( 4 \)
B. \( 4000 \)
C. \( 400 \)
D. \( 40 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks 1l = 10 cubic centimetres

Question:
Complete this statement:
\( 4 \) litres \( = \)_________ \( \mathrm{cm}^{3} \)

Options:
A. \( 4 \)
B. \( 4000 \)
C. \( 400 \)
D. \( 40 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not know how to simplify algebraic fractions

Question:
The formula for finding the average speed is

\(
\text { speed }(S)=\frac{\text { distance }(D)}{\text { time }(T)}
\)

Which of the following are not correct?

Options:
A. \( S=\frac{D}{T} \)
B. \( T=D S \)
C. \( D=S T \)
D. All are incorrect

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Finds the mean instead of the median

Question:
What is the median of the following numbers?
\( 2,2,4,7,10 \)

Options:
A. \( 5 \)
B. \( 4 \)
C. \( 2 \)
D. \( 5.5 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Finds the mode instead of the median

Question:
What is the median of the following numbers?
\( 2,2,4,7,10 \)

Options:
A. \( 5 \)
B. \( 4 \)
C. \( 2 \)
D. \( 5.5 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
When finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value

Question:
What is the median of the following numbers?
\( 2,2,4,7,10 \)

Options:
A. \( 5 \)
B. \( 4 \)
C. \( 2 \)
D. \( 5.5 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not understand that a line graph shows a relationship between 2 variables

Question:
Which of the following situations would a line graph be the most appropriate to use?

Options:
A. Showing the number of brothers and sisters children in a class have
B. Showing what time each member of a family went to bed last night
C. Showing how the traffic levels in a village have changed over time
D. Showing the numbers of each type of animal in a zoo

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not understand that a line graph shows a relationship between 2 variables

Question:
Which of the following situations would a line graph be the most appropriate to use?

Options:
A. Showing the number of brothers and sisters children in a class have
B. Showing what time each member of a family went to bed last night
C. Showing how the traffic levels in a village have changed over time
D. Showing the numbers of each type of animal in a zoo

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not understand that a line graph shows a relationship between 2 variables

Question:
Which of the following situations would a line graph be the most appropriate to use?

Options:
A. Showing the number of brothers and sisters children in a class have
B. Showing what time each member of a family went to bed last night
C. Showing how the traffic levels in a village have changed over time
D. Showing the numbers of each type of animal in a zoo

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
When finding the difference between two points on a time series graph, only uses one of the points.

Question:
This graph shows the displacement of a ball from a starting point at various times.
How far did the ball travel between \( 1 \) and \( 2 \) seconds? ![A displacement versus time graph]() This graph displacem from a start

Options:
A. \( 0.5 \ \text{m} \)
B. \( 2 \ \text{m} \)
C. \( 1.5 \ \text{m} \)
D. \( 2.5 \ \text{m} \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
When finding the difference between two points on a time series graph, only uses one of the points.

Question:
This graph shows the displacement of a ball from a starting point at various times.
How far did the ball travel between \( 1 \) and \( 2 \) seconds? ![A displacement versus time graph]() This graph displacem from a start

Options:
A. \( 0.5 \ \text{m} \)
B. \( 2 \ \text{m} \)
C. \( 1.5 \ \text{m} \)
D. \( 2.5 \ \text{m} \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Adds instead of subtracts when asked to find the difference

Question:
This graph shows the displacement of a ball from a starting point at various times.
How far did the ball travel between \( 1 \) and \( 2 \) seconds? ![A displacement versus time graph]() This graph displacem from a start

Options:
A. \( 0.5 \ \text{m} \)
B. \( 2 \ \text{m} \)
C. \( 1.5 \ \text{m} \)
D. \( 2.5 \ \text{m} \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not realise that to maintain balance in an equation they must add or subtract the same amount from both sides

Question:
Tom and Katie are arguing about a first step to solve this equation:
\(1-4 v=3-9 v\)

Tom says you can write: \( 1+5 v=3 \)

Katie says you can write: \( -4 v=2-9 v \)

Who is correct?

Options:
A. Only Tom
B. Only
Katie
C. Both Tom and Katie
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Rounds to the wrong degree of accuracy (rounds too much)

Question:
What is \( 326 \) rounded to the nearest \( 10 \) ?

Options:
A. \( 300 \)
B. \( 320 \)
C. \( 330 \)
D. \( 350 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Rounds down instead of up

Question:
What is \( 326 \) rounded to the nearest \( 10 \) ?

Options:
A. \( 300 \)
B. \( 320 \)
C. \( 330 \)
D. \( 350 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Rounds to the wrong degree of accuracy (rounds too much)

Question:
What is \( 326 \) rounded to the nearest \( 10 \) ?

Options:
A. \( 300 \)
B. \( 320 \)
C. \( 330 \)
D. \( 350 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Cannot identify the correct side lengths to use when asked to find the area of a face

Question:
Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles.  Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()

Options:
A. Paige: \( 12 \times 6+8 \times 4 \)
B. Kaci: \( 10 \times 6+4 \times 6 \)
C. David: \( 12 \times 10-6 \times 4 \)
D. They are all correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not know how to find missing lengths in a composite shape

Question:
Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles.  Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()

Options:
A. Paige: \( 12 \times 6+8 \times 4 \)
B. Kaci: \( 10 \times 6+4 \times 6 \)
C. David: \( 12 \times 10-6 \times 4 \)
D. They are all correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Believes dividing a positive by a negative gives a positive answer

Question:
\( 12 \div(-4)= \)

Options:
A. \( -16 \)
B. \( 16 \)
C. \( -3 \)
D. \( 3 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Finds the mode rather than the range

Question:
What is the range of the following numbers?
\[
1,5,5,17,-6
\]

Options:
A. \( 5 \)
B. \( 11 \)
C. \( 23 \)
D. \( 16 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
To find the range adds the biggest and smallest number rather than subtract

Question:
What is the range of the following numbers?
\[
1,5,5,17,-6
\]

Options:
A. \( 5 \)
B. \( 11 \)
C. \( 23 \)
D. \( 16 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not include negative numbers when calculating a range

Question:
What is the range of the following numbers?
\[
1,5,5,17,-6
\]

Options:
A. \( 5 \)
B. \( 11 \)
C. \( 23 \)
D. \( 16 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
When calculating a scale factor, thinks the division is the other way around.

Question:
Shape \( Q \) is an enlargement of shape \( P \).
What calculation works out the constant of proportionality from shape \( P \) to shape \( Q \) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()

Options:
A. \( 3 \div 11 \)
B. \( 11 \div 3 \)
C. \( 3 \times 11 \)
D. \( 11-3 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
When calculating a scale factor, multiplies instead of dividing.

Question:
Shape \( Q \) is an enlargement of shape \( P \).
What calculation works out the constant of proportionality from shape \( P \) to shape \( Q \) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()

Options:
A. \( 3 \div 11 \)
B. \( 11 \div 3 \)
C. \( 3 \times 11 \)
D. \( 11-3 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
When calculating a scale factor, thinks they need to subtract rather than divide.

Question:
Shape \( Q \) is an enlargement of shape \( P \).
What calculation works out the constant of proportionality from shape \( P \) to shape \( Q \) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()

Options:
A. \( 3 \div 11 \)
B. \( 11 \div 3 \)
C. \( 3 \times 11 \)
D. \( 11-3 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority)

Question:
What does the following equal?
\[
8-7+10 \times 3
\]

Options:
A. \( 36 \)
B. \( 31 \)
C. \( -29 \)
D. \( 33 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Carries out operations from left to right regardless of priority order

Question:
What does the following equal?
\[
8-7+10 \times 3
\]

Options:
A. \( 36 \)
B. \( 31 \)
C. \( -29 \)
D. \( 33 \)

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks congruent shapes are the same shape but can be different sizes

Question:
Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()

Options:
A. Only
Tom
B. Only Katie
C. Both Tom and Katie
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks congruent shapes are the same shape but can be different sizes

Question:
Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()

Options:
A. Only
Tom
B. Only Katie
C. Both Tom and Katie
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Thinks congruent shapes are the same shape but can be different sizes

Question:
Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()

Options:
A. Only
Tom
B. Only Katie
C. Both Tom and Katie
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Forgets to give the centre of rotation

Question:
Jo and Paul are arguing about how to fully describe the rotation from shape \( P \) to shape \( Q \)

Jo says: "a rotation of \( 90^{\degree} \) anticlockwise"

Paul says: "a rotation of \( +270^{\degree} \) about \( (-1,1)^{\prime \prime} \)

Who is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()

Options:
A. Only
Jo
B. Only Paul
C. Both Jo and Paul
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Forgets to give the centre of rotation

Question:
Jo and Paul are arguing about how to fully describe the rotation from shape \( P \) to shape \( Q \)

Jo says: "a rotation of \( 90^{\degree} \) anticlockwise"

Paul says: "a rotation of \( +270^{\degree} \) about \( (-1,1)^{\prime \prime} \)

Who is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()

Options:
A. Only
Jo
B. Only Paul
C. Both Jo and Paul
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.


Prompt:
Misconception:
Does not know about the + notation for directions in rotations

Question:
Jo and Paul are arguing about how to fully describe the rotation from shape \( P \) to shape \( Q \)

Jo says: "a rotation of \( 90^{\degree} \) anticlockwise"

Paul says: "a rotation of \( +270^{\degree} \) about \( (-1,1)^{\prime \prime} \)

Who is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()

Options:
A. Only
Jo
B. Only Paul
C. Both Jo and Paul
D. Neither is correct

Solve the problem as a student with the misconception above.
You may think step-by-step.
Put the option letter you choose in a box: \boxed{A} / \boxed{B} / \boxed{C} / \boxed{D}.