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	Yeah, yeah	13,553	795	[]
student	OK, and then	13,553	796	[]
student	hm.	13,553	797	[]
student	what did you do then? You would you just as so.	13,553	798	[]
volunteer	Now I minus 2 is common, right? You have 2 X minus 2s, so you take that one out and then put the rest in the parenthesis.	13,553	799	[]
student	So you remove the common factors?	13,553	800	[]
volunteer	Yeah, take the compactor out.	13,553	801	[]
student	OK. OK. It's equal to AC and then	13,553	802	[]
student	right	13,553	803	[]
student	Uh, just give me a second writing this down in my precious notes.	13,553	804	[]
volunteer	Yeah	13,553	805	[]
volunteer	No, good, good. That's, that's good. You're diligent.	13,553	806	[]
student	factors.	13,553	807	[]
student	What	13,553	808	[]
student	Uh	13,553	809	[]
student	OK. 3 X is like the equivalent sign.	13,553	810	[]
student	it's like a version.	13,553	811	[]
student	that you might see	13,553	812	[]
student	like.	13,553	813	[]
student	like seeing streets.	13,553	814	[]
student	So.	13,553	815	[]
student	That's what I said. You just gave an example.	13,553	816	[]
student	in both circumstance.	13,553	817	[]
student	frontage than right.	13,553	818	[]
student	In fact they get So you have to avoid decimals.	13,553	819	[]
student	right	13,553	820	[]
volunteer	What's that	13,553	821	[]
student	So you have to avoid decimals, right?	13,553	822	[]
student	Yeah, so just	13,553	823	[]
volunteer	Yeah, I mean, mostly inquire, you'll get clean factors. You'll never get fractions. Are you, yeah.	13,553	824	[]
student	so what about if we like avoid dusts if you can, but if you can't, you just end up with decimals, no?	13,553	825	[]
student	Or is it like you never do?	13,553	826	[]
volunteer	Uh, so, no, no, no, no. Let's, let's just think about the other way. The idea is to find that common factor like the X minus 2 that you found here, right?	13,553	827	[]
volunteer	So	13,553	828	[]
student	No, I was like talking about um like I don't know if you were like talking about just action, but	13,553	829	[]
student	like for the 4 x 2 minus 8 x + 5 x, like you have to avoid doing 5x minus 8 X because you you end up with the decimal like you end up with like	13,553	830	[]
volunteer	yeah, yeah, I, I see, I understand your question. What I'm trying to say is that instead of thinking about it that way, that you need to avoid decimals. The way to think about it is	13,553	831	[]
volunteer	how do I find a factor that'll be common for both the 1st 2 and the 2nd 2.	13,553	832	[]
student	OK.	13,553	833	[]
volunteer	You know what I mean	13,553	834	[]
student	OK	13,553	835	[]
volunteer	So when I say first two is that these two, right? I'm just trying to write here. So you'll see the blue color pen.	13,553	836	[]
student	Uh, yeah, so the reason is they result in	13,553	837	[]
student	uh in similar	13,553	838	[]
student	factors which can be canceled out.	13,553	839	[]
student	simplifying the expression.	13,553	840	[]
volunteer	which can be pulled out as a common factor, not cancer yet, but pulled out of a common factor.	13,553	841	[]
student	or yeah	13,553	842	[]
student	It's like the	13,553	843	[]
volunteer	because what will happen if you do the 5 X, then you will get like a random 5 x 4 or something.	13,553	844	[]
volunteer	And then if you go on the other side, you will get like a random, uh, what is it? Again, again, a fiber. Actually, that works actually, I think, right? No, no, you get a 5 by 4.	13,553	845	[]
volunteer	You don't get a 5x 4 there. You get, uh, what?	13,553	846	[]
volunteer	2, you get something else altogether. So you get	13,553	847	[]
volunteer	you kind of stalled	13,553	848	[]
student	OK	13,553	849	[]
volunteer	Actually, let's try it. what happens? I never tried it.	13,553	850	[]
student	Well, well,	13,553	851	[]
volunteer	You ask me some questions. OK, so you put this 5 x 4 on this side.	13,553	852	[]
volunteer	And then I get a 10 x 8 on the other side.	13,553	853	[]
volunteer	OK.	13,553	854	[]
student	Wait, a question with the negative 2 though, before we do that, um, so the negative 2 you can basically do what exactly we can basically like cross it out or?	13,553	855	[]
volunteer	No, no, no, you cannot, you should not cross anything out. You're factorizing it, so you take that factor out.	13,553	856	[]
student	So, like you have the negative2 in both, meaning what exactly like.	13,553	857	[]
volunteer	Are you saying, uh talking about the X minus 2?	13,553	858	[]
student	Yeah, cause that's in like both of them. Like do	13,553	859	[]
volunteer	Yeah, yeah, so you take that X minus 2 hours. I'm writing it where your cursor is.	13,553	860	[]
volunteer	and then you put the rest in the bracket.	13,553	861	[]
student	OK, so you can do X minus 2 and then 4 x plus 5,?	13,553	862	[]
volunteer	Correct.	13,553	863	[]
student	OK	13,553	864	[]
volunteer	Yeah	13,553	865	[]
student	And then you'll get it to that form again, yeah. OK, so it turns into	13,553	866	[]
volunteer	And then all of that equates to zero, which you have not written anywhere yet, but the idea is to	13,553	867	[]
volunteer	find the factors	13,553	868	[]
student	births to X minus	13,553	869	[]
student	X minus 2, and	13,553	870	[]
student	4 x plus 5.	13,553	871	[]
student	Forest is 5.	13,553	872	[]
student	but	13,553	873	[]
student	my word be like	13,553	874	[]
student	to	13,553	875	[]
student	X minus 2	13,553	876	[]
student	+ 4 x + 5 cause there's, or right now.	13,553	877	[]
student	It's like because you're	13,553	878	[]
student	you have two of the times x minus 2 in there. So I was just	13,553	879	[]
student	confused like	13,553	880	[]
student	how you deal with that	13,553	881	[]
volunteer	Yeah, you take it out, this and this.	13,553	882	[]
volunteer	and you put it under this umbrella right here.	13,553	883	[]
student	Yeah, but like	13,553	884	[]
volunteer	And then one greens is the + 5.	13,553	885	[]
volunteer	that is here	13,553	886	[]
volunteer	And then what remains is the horax.	13,553	887	[]
volunteer	So now if you multiply it, it'll be like, you know.	13,553	888	[]
volunteer	X for x square, right?	13,553	889	[]
student	OK. Yeah, I was just asking like why.	13,553	890	[]
student	it would, like it just, like it would result like when you combine the X-y this twos together, it would still be x minus 2.	13,553	891	[]
volunteer	And, and	13,553	892	[]
student	No, I was just confused a lot.	13,553	893	[]
volunteer	I don't understand. So why are you saying this X minus 2 will remain as X minus 2 here?	13,553	894	[]

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