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	Do you see the link?	13,553	595	[]
student	Uh, well.	13,553	596	[]
student	Yeah	13,553	597	[]
volunteer	Uh, I can put it here too on the chat. Do you see it now?	13,553	598	[]
volunteer	I put it on the board too	13,553	599	[]
student	Oh yeah	13,553	600	[]
student	Wait, can I like	13,553	601	[]
student	OK, yeah, I can	13,553	602	[]
volunteer	You can copy on the board, yeah.	13,553	603	[]
student	Can I open the thing up	13,553	604	[]
student	Yeah.	13,553	605	[]
volunteer	Uh, you learn to copy paste it	13,553	606	[]
student	Yeah	13,553	607	[]
student	No, like I already like copy and pasted it.	13,553	608	[]
volunteer	Oh, OK, yeah, you can open it up. So it, it gives an explanation of how to solve it also.	13,553	609	[]
student	OK.	13,553	610	[]
student	Yeah, but why aren't they making us do the quadratic.	13,553	611	[]
student	Like it seems weird, no? Or	13,553	612	[]
volunteer	What do you mean? Why they're doing the	13,553	613	[]
student	like why don't, why don't they just let us do the quadratic formula, so just to get uh both versions of X	13,553	614	[]
volunteer	I didn't get the question, sorry	13,553	615	[]
student	Wait, like, cause in this, they're making us do like all of that stuff.	13,553	616	[]
student	But like we can also use the quadratic formula to get X on	13,553	617	[]
volunteer	So you're saying that can we use the other method like the formula that you already have.	13,553	618	[]
student	Yeah	13,553	619	[]
volunteer	Yeah, yeah, you can use that too. Uh, that's the other way. So if you see.	13,553	620	[]
volunteer	I think the equation is	13,553	621	[]
student	Like I was just like saying that because like it seemed like it could be simpler to do that.	13,553	622	[]
student	Like the math might not be as simple, but like I just feel like the process is like	13,553	623	[]
student	it's less	13,553	624	[]
student	like complicated I guess	13,553	625	[]
volunteer	x = [-b ± √(b^2 - 4ac)]/2a	13,553	626	[]
volunteer	Yeah, yeah, I mean, you can use, if you want to use the roots, that's fine because, but you need to figure out then the like you're talking about this one, right? I just typed it on the screen.	13,553	627	[]
volunteer	Do you see it?	13,553	628	[]
student	Mhm. Yeah	13,553	629	[]
volunteer	Is that the one you're referring to	13,553	630	[]
student	Uh, see, yeah.	13,553	631	[]
student	Well	13,553	632	[]
volunteer	Oxycod minus B, that one.	13,553	633	[]
student	yeah	13,553	634	[]
volunteer	Yeah, yeah, yeah, you can use that too. I mean, uh, if that's easier for you, that's a quick way of solving as well.	13,553	635	[]
volunteer	But I, I think they're trying to show you alternate methods of the same thing because if you just put a formula, you don't know what you're really doing, right? But if you, if you do it this way, that you know you know that your factorizing.	13,553	636	[]
volunteer	the quarter day equation	13,553	637	[]
student	Oh, no, no, I don't, I don't forget it either way.	13,553	638	[]
student	I'm just like trying to figure out	13,553	639	[]
student	how to like remember how to do this, but like, once I do it more, I, I think I will try to, or like I will start understanding it though.	13,553	640	[]
student	It's like I've only done it once.	13,553	641	[]
student	like	13,553	642	[]
volunteer	Yeah, yeah, I mean, once you start doing factorization, I think you will continue doing this and you will not go back to that uh formula.	13,553	643	[]
student	becomes more fun.	13,553	644	[]
student	OK	13,553	645	[]
volunteer	because this becomes more fun, I think, at least in my mind, but yeah, give it a shot and see if it works for you, because putting the formula is more mechanical, you know, you're not applying your brand.	13,553	646	[]
student	Yeah	13,553	647	[]
volunteer	But if you like that, that's the way to go to.	13,553	648	[]
student	OK, so	13,553	649	[]
student	yeah	13,553	650	[]
volunteer	Because sometimes when you go to trigonometry, you will start applying this formulas. You won't be applying, uh, you know, methodology.	13,553	651	[]
volunteer	So yeah.	13,553	652	[]
student	So you get the similar factors of a times c which	13,553	653	[]
student	uh in that, in the first problem would be 20, and then	13,553	654	[]
student	hm	13,553	655	[]
student	20	13,553	656	[]
volunteer	Yeah, in the second one, if you wanna talk through it, that's fine too. I can, I think I have some time now, um.	13,553	657	[]
student	wait	13,553	658	[]
student	cause you do like uh 3	13,553	659	[]
student	X and then X or entheses X + 6 + 2	13,553	660	[]
volunteer	Mhm.	13,553	661	[]
student	times X plus or minus + -6 and then you convert that into	13,553	662	[]
student	X + 6 times 3 X plus 2.	13,553	663	[]
student	But uh where does the the 18 come in? Like	13,553	664	[]
volunteer	18 and 2 in the addition that makes it 20.	13,553	665	[]
student	yeah, oh, OK, OK. But	13,553	666	[]
student	why is it actually matter that we do that then because couldn't we just	13,553	667	[]
volunteer	Otherwise, you won't be	13,553	668	[]
student	oh wait wait, cause you're	13,553	669	[]
student	we	13,553	670	[]
student	Yeah	13,553	671	[]
student	Yeah, yeah, OK, cause you're converting the 3 X	13,553	672	[]
student	2 plus 18x, and then you're converting that into	13,553	673	[]
volunteer	yeah	13,553	674	[]
student	yeah, OK, OK, I see what you're doing, you know, cause the plus is still in the parentheses. So you're basically just simplifying X. You're basically just doing um	13,553	675	[]
volunteer	I'm factor that factor.	13,553	676	[]
volunteer	Yeah	13,553	677	[]
volunteer	Right.	13,553	678	[]
student	3, yeah, yeah, you're doing, yeah, you're factorizing it. You're just doing 3 X X plus 6, which is the same thing as 3 X plus H X. OK.	13,553	679	[]
volunteer	right	13,553	680	[]
student	clear	13,553	681	[]
volunteer	So the same way you should think about this A.CS 40, I think you started writing that. So A.C is -10 and 4 is 40.	13,553	682	[]
volunteer	And, and	13,553	683	[]
student	I'm gonna dig a screenshot of the, of the beautiful work.	13,553	684	[]
student	OK	13,553	685	[]
student	Hm	13,553	686	[]
student	OK. And that's X	13,553	687	[]
student	And then	13,553	688	[]
volunteer	Mhm	13,553	689	[]
student	one last thing before we go. So for question 2, I just want to do that really quickly. Like, so 8, some of the factors for it	13,553	690	[]
student	A times C.	13,553	691	[]
student	So you would do AC that would be -40, and then the factors	13,553	692	[]
volunteer	Mm	13,553	693	[]
student	that would be equal to actually question now, would they be equal to 3 or -3, 3, right?	13,553	694	[]

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.