Split (1)

train · 116k rows

role stringclasses 2 values	content stringlengths 0 2.1k	session_id int64 10 21.7k	sequence_id int64 0 2.38k	annotations listlengths 0 8
volunteer	-2 divided by 3	13,553	495	[]
student	Yeah	13,553	496	[]
volunteer	or 2/3	13,553	497	[]
student	And then that's it, huh	13,553	498	[]
volunteer	That's it. So you have two values when the whole equation will be equal to zero and you solved it.	13,553	499	[]
student	Oh my God. That's so long.	13,553	500	[]
volunteer	Easy peasy, you	13,553	501	[]
student	So long and so short	13,553	502	[]
student	OK	13,553	503	[]
student	Yeah	13,553	504	[]
volunteer	Yeah. The key is to figure out the factors, so you know you do more practice and then you figure out the factors more quickly, um.	13,553	505	[]
student	It's just like	13,553	506	[]
student	with the work they gave us like	13,553	507	[]
student	what uh	13,553	508	[]
student	I think is like gluing out.	13,553	509	[]
volunteer	yeah.	13,553	510	[]
student	But it's like on a full gray screen. What do I do?	13,553	511	[]
volunteer	Yeah	13,553	512	[]
student	Oh, never mind. OK.	13,553	513	[]
student	Um, but like, did you get what was on the page?	13,553	514	[]
volunteer	Yeah, so in that they are um	13,553	515	[]
volunteer	doing the same things but trying to figure out the factors. That's what they're doing.	13,553	516	[]
student	OK, so, so can you give, so give me like, could you give me like a quick thing on just what all the steps are?	13,553	517	[]
student	Like quickly, so like first	13,553	518	[]
volunteer	Like what they're doing	13,553	519	[]
student	actually, no, I'll try to do that and then you just like, could you like tell me like if I have something wrong?	13,553	520	[]
volunteer	Oh, for which one, sorry	13,553	521	[]
volunteer	The second one	13,553	522	[]
student	No, no, no, like, so.	13,553	523	[]
student	no, I guess both, but	13,553	524	[]
volunteer	I think we just did the first one.	13,553	525	[]
student	the first, yeah.	13,553	526	[]
student	Mm	13,553	527	[]
student	OK. Um	13,553	528	[]
student	for the second one	13,553	529	[]
volunteer	Are you asking that you want to do the second one and I should take a look, is that what you're saying?	13,553	530	[]
student	I don't know, like I just like list the steps quickly cause the problem is just necessarily like the actual work but more so just the steps cause the actual work itself isn't that hard.	13,553	531	[]
volunteer	Oh, OK, OK, I see your point.	13,553	532	[]
volunteer	Uh,	13,553	533	[]
student	OK	13,553	534	[]
volunteer	yeah, I think that steps is this, um, I need to dial out a bit, so that's why I'm gonna type it out to you and see if you understand it. So step one is uh do uh A.C.	13,553	535	[]
volunteer	Correct	13,553	536	[]
student	Yeah	13,553	537	[]
student	Well	13,553	538	[]
volunteer	Mm	13,553	539	[]
student	I thought it was like actually um you just convert it into the	13,553	540	[]
student	parentheses parentheses form first.	13,553	541	[]
student	or do you need to do 8 times C first and then do the.	13,553	542	[]
volunteer	No, you won't get the pans until you find the factors.	13,553	543	[]
student	OK, OK	13,553	544	[]
student	So	13,553	545	[]
volunteer	You need to do the A or C first, so you get the 36, right in the example.	13,553	546	[]
student	OK	13,553	547	[]
volunteer	Then you find factors of	13,553	548	[]
volunteer	8 or 6	13,553	549	[]
student	So for that one, it would be like	13,553	550	[]
student	AC	13,553	551	[]
volunteer	Yeah	13,553	552	[]
student	It's like lagging know for	13,553	553	[]
student	10	13,553	554	[]
student	right	13,553	555	[]
volunteer	Step 1; a.c step2: factors of a.c using prime numbers	13,553	556	[]
student	Let me see. Yeah, OK. So then	13,553	557	[]
volunteer	Yeah, I'm writing practice for here it is. Step 1 is A or C. See, you see that? I just wrote it.	13,553	558	[]
student	they were	13,553	559	[]
volunteer	You can see on the chart, you can see it	13,553	560	[]
student	Oh, OK, OK.	13,553	561	[]
volunteer	The step one is ARC. Step 2 is factors of ARC using prime numbers.	13,553	562	[]
volunteer	and then step 3.	13,553	563	[]
volunteer	is uh A	13,553	564	[]
student	So a little bit some like a notes thing quickly.	13,553	565	[]
student	So	13,553	566	[]
volunteer	Yeah, B is equal to	13,553	567	[]
volunteer	addition	13,553	568	[]
volunteer	of factors of ARC.	13,553	569	[]
volunteer	step3: b = addition of factors of a.c	13,553	570	[]
volunteer	And that's it.	13,553	571	[]
student	so 8 times C and then the factors.	13,553	572	[]
student	of the	13,553	573	[]
student	times C	13,553	574	[]
student	and then	13,553	575	[]
student	sum should equal B	13,553	576	[]
student	right	13,553	577	[]
student	Wait	13,553	578	[]
volunteer	Be because of some factors of ARC and that's it.	13,553	579	[]
student	some of the factors of A, let's see.	13,553	580	[]
volunteer	Yup	13,553	581	[]
student	equals B	13,553	582	[]
student	and then	13,553	583	[]
student	you would just find then uh	13,553	584	[]
student	but after that you would get like, for example, the other problem it would be 2 and 18 or 18 and 2.	13,553	585	[]
student	Uh.	13,553	586	[]
volunteer	Yeah, that is like I mean it's, it's be straightforward.	13,553	587	[]
student	So then I, but then wouldn't it be a problem though, or	13,553	588	[]
volunteer	Sorry	13,553	589	[]
student	wouldn't there be a problem though? Cause right now, cause it's like you're doing 18 X + 2 x or 2 x + 18 X.	13,553	590	[]
volunteer	Yeah, it's the same	13,553	591	[]
student	So it's fine then, no?	13,553	592	[]
volunteer	https://math.example.com/algebra-practice	13,553	593	[]
volunteer	Yeah. So, yeah, yeah, that's your work. So I'm gonna share a link here. You can refer this as an example. I never dial out, sorry.	13,553	594	[]

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