level sequencelengths 20 20 | level_id sequencelengths 20 20 | responses sequencelengths 20 20 |
|---|---|---|
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|> airstrikes\nHey there! Great question! Let's break it down into simple terms.\n\nRational numbers are like fractions or decimals that can be written as a ratio (fraction) of two integers. For example, the number 3 can be written as 3/1, and the number 0.75 can be written as 3/4. These numbers can eith... |
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|><char>\nSure! Let's start with finding the determinant of a 2x2 matrix. A 2x2 matrix looks something like this:\n\n\\[ A = \\begin{pmatrix} a & b \\\\ c & d \\end{pmatrix} \\]\n\nThe determinant of matrix \\( A \\), denoted as \\( \\det(A) \\) or \\( |A| \\), is calculated using the formula:\n\n\\[ \\d... |
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|> dikke, a fun way to think about limits is like getting closer and closer to something, but never actually reaching it. Imagine you're running towards a tree. As you get closer and closer, the tree becomes a bigger and bigger part of your vision, but you never actually become the tree, right? That's ki... |
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|>=key_properties&title=Properties%20of%20Real%20Numbers%20in%20Linear%20Equations\n\nSure! When solving linear equations, several properties of real numbers are essential. These properties help us manipulate and simplify the equations to find the unknown values. Here are the key properties:\n\n1. **Addi... |
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|>章节标题：应用勾股定理解决直角三角形问题\n\n如何应用勾股定理来解决直角三角形的问题呢？首先，我们需要了解勾股定理的内容：在一个直角三角形中，直角边的平方和等于斜边的平方。如果我们将直角三角形的直角边设为a和b，斜边设为c，那么勾股定理可以表示为：a² + b² = c²。\n\n举例来说，假设我们有一个直角三角形，其中一条直角边的长度为3米，另一条直角边的长度为4米，我们想知道斜边的长度。根据勾股定理，我们可以将a设为3，b设为4，然后计算c的长度。计算过程如下：\n\nc² = a² + b²\nc² = 3² + 4²\nc² = 9 + 16\nc² = 25\n\n然后，我们取平方根得到... |
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|>cente\nGreat question! Let's break it down in a way that's easy to understand.\n\nA **rational number** is any number that can be written as a fraction. This means you can write it as one integer divided by another integer. For example, the number 3 can be written as 3/1, and the number 0.5 can be writ... |
[
"a high school student",
"a high school student",
"a high school student",
"a high school student",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad not in the major",
"an undergrad in the major",
"an undergrad in the major",
"an un... | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | [
"<|im_start|>:mm\nTo determine if a function is continuous at a given point, you need to check three main conditions:\n\n1. **The function value exists at that point**: The function should have a value at the point in question. For example, \\( f(a) \\) should be defined.\n\n2. **The limit exists at that point**: T... |
["a high school student","a high school student","a high school student","a high school student","an(...TRUNCATED) | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | ["<|im_start|>\n<|im_start|><|im_start|>umerator\nThe derivative of a function at a given point is a(...TRUNCATED) |
["a high school student","a high school student","a high school student","a high school student","an(...TRUNCATED) | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | ["<|im_start|>طة\nSure! The Pythagorean theorem is a handy tool for figuring out the length of a s(...TRUNCATED) |
["a high school student","a high school student","a high school student","a high school student","an(...TRUNCATED) | [
1,
1,
1,
1,
2,
2,
2,
2,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3,
3
] | ["<|im_start|>:\")\n<|im_start|>user\nUsing a graph to solve a system of linear equations is a visua(...TRUNCATED) |
End of preview. Expand in Data Studio
README.md exists but content is empty.
- Downloads last month
- 35