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	I mean, I mean just, yeah, I mean, forget the negative, positive for now. Uh, you, you can just think about the signs later. Just think about how do you break down 40	13,553	695	[]
volunteer	so that you can get a 3.	13,553	696	[]
student	Oh, OK	13,553	697	[]
student	But like consider them like when you're looking through each of them to get to the actual being.	13,553	698	[]
volunteer	Yeah, at that time you'll make signs. You're right, you're right.	13,553	699	[]
student	OK, so	13,553	700	[]
volunteer	Yeah	13,553	701	[]
student	1 in 40 will never work. 220	13,553	702	[]
student	that work	13,553	703	[]
volunteer	Mhm	13,553	704	[]
student	Uh, 4:10	13,553	705	[]
student	no	13,553	706	[]
student	You know, that wouldn't work cause	13,553	707	[]
student	OK	13,553	708	[]
volunteer	Yeah, think, think prime numbers. It's easier to think prime numbers.	13,553	709	[]
student	Oh, yeah, from phone numbers.	13,553	710	[]
student	uh	13,553	711	[]
volunteer	So 2 then work, 3 didn't work. What about 5?	13,553	712	[]
student	50 yeah, the first prime number.	13,553	713	[]
volunteer	Mhm	13,553	714	[]
student	Uh, OK.	13,553	715	[]
volunteer	Yup.	13,553	716	[]
volunteer	That's	13,553	717	[]
student	So that would be 5 and 8. Yeah, I'm going to do some of the prime factors. So are they just normally like the right ones?	13,553	718	[]
student	go with	13,553	719	[]
volunteer	more likely or not because you don't want it to uh	13,553	720	[]
volunteer	uh, yeah, no more than uh more, more likely than not. Let me say it that way. If not, you know, if you there may be a case where we have to multiply a couple of those prime factors, but it's always the cleanest way.	13,553	721	[]
student	OK, fine. I'm sick writing this and basically we find the	13,553	722	[]
student	prime factors of B, which is equal to AC.	13,553	723	[]
student	OK	13,553	724	[]
volunteer	So you got 55 and 8, right? So does 5 and 8 work?	13,553	725	[]
student	Uh, 5 and 8, yeah, it works because you're doing 5 minus 80 equals -3.	13,553	726	[]
volunteer	There you go	13,553	727	[]
student	OK, so then the equation would be	13,553	728	[]
student	you would basically do uh I mean they write it down, it's gonna be like annoying.	13,553	729	[]
volunteer	Yeah, it's gonna be -8 X +.	13,553	730	[]
student	Yeah.	13,553	731	[]
volunteer	5.	13,553	732	[]
volunteer	OK.	13,553	733	[]
student	really, I gotta convert it. You're too too smart for me.	13,553	734	[]
volunteer	No, no, that's fine. It will take time.	13,553	735	[]
volunteer	know.	13,553	736	[]
student	Corax square +	13,553	737	[]
student	5 X minus 8 X.	13,553	738	[]
student	minus 10, no? And then cause that that'd be the same thing.	13,553	739	[]
student	And then you basically just convert that to a simpler form. So,	13,553	740	[]
student	would do for X	13,553	741	[]
student	We, yeah, 4 X X plus	13,553	742	[]
student	1.25.	13,553	743	[]
student	Could you do that	13,553	744	[]
volunteer	Core, sorry, what did, uh.	13,553	745	[]
student	A 4 x times entheses X + 1.25.	13,553	746	[]
volunteer	why do you do that	13,553	747	[]
volunteer	Yeah.	13,553	748	[]
student	because, uh, 4 x times X would be 4 x squad, which is	13,553	749	[]
student	A x1 and then 4 x 1.25 would just be 5 X.	13,553	750	[]
volunteer	No, no, no, no, no, no. I think you're missing something up. Why don't you use the 8?	13,553	751	[]
student	and then	13,553	752	[]
student	hm	13,553	753	[]
volunteer	No, no, use the 8. Why are you using the 5?	13,553	754	[]
student	Uh	13,553	755	[]
student	Oh, wait, so you can use, wait, can you just use either one then, just whichever makes more sense.	13,553	756	[]
volunteer	Yeah, yeah, you need to use the one that, that gives you the clean factor.	13,553	757	[]
student	So the negative 8 X + 5 X.	13,553	758	[]
volunteer	Yup	13,553	759	[]
student	minus 10. OK. So then 4 x parentheses X + 42.	13,553	760	[]
volunteer	Yup.	13,553	761	[]
student	or 2	13,553	762	[]
student	cause it's minus 8X, right?	13,553	763	[]
volunteer	Mhm	13,553	764	[]
student	or	13,553	765	[]
student	plus or times	13,553	766	[]
student	Uh	13,553	767	[]
student	oh	13,553	768	[]
volunteer	So you already got X minus 2, right? So the second factor should also give you next minute too.	13,553	769	[]
volunteer	Yeah.	13,553	770	[]
volunteer	So the X minus 2 should repeat itself. Otherwise, you cannot take it as common on your next step, right?	13,553	771	[]
student	Well, I just disconnected. Uh, you hear me?	13,553	772	[]
volunteer	Yeah, I can hear you	13,553	773	[]
student	And my fingers stillleted, but I remember so much, uh, so it, it was 4 X X minus 2, right?	13,553	774	[]
volunteer	Yeah.	13,553	775	[]
student	4 square minus 2. OK, and then so above it	13,553	776	[]
student	was	13,553	777	[]
student	the rest of the stuff was 5 x minus 10. OK.	13,553	778	[]
student	So 4	13,553	779	[]
volunteer	No, no, so hold on, 5 x minus 10 will, you can take the 5 common, right? And then that would be.	13,553	780	[]
volunteer	X + 2	13,553	781	[]
student	Oh, because I was just writing down what was left from before.	13,553	782	[]
volunteer	Oh yeah, yeah, OK, good, good	13,553	783	[]
volunteer	Sure, sure	13,553	784	[]
student	like the like the whole thing was 4 x squared minus 8 X + 5 x minus 10.	13,553	785	[]
volunteer	Got it	13,553	786	[]
student	And then I got that down to 4 x x minus 2, and then just parenthe again, no? Or	13,553	787	[]
volunteer	Uh no, just + 5.	13,553	788	[]
student	oh wait, yeah, so then plus	13,553	789	[]
student	oh OK	13,553	790	[]
student	plus 5 x minus 2 again because that'd be 5 minus 10.	13,553	791	[]
volunteer	and a plus 5 parenthesis X minus 2.	13,553	792	[]
volunteer	Yeah.	13,553	793	[]
student	Yeah, yeah, yeah, that's, yeah, that's what I meant.	13,553	794	[]

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