NationalTutoringObservatory/MathEd-PII · Datasets at Hugging Face

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	could you tell us a bit more about what you've been doing on this topic.	15,035	123	[]
volunteer	Right	15,035	124	[]
volunteer	Mhm	15,035	125	[]
student	I have just been eating a I, I have been um doing like, like how I like to track like, um, uh, integers and stuff.	15,035	126	[]
volunteer	Yes, right. So can you give us a little question on that um section that you've been doing as well.	15,035	127	[]
student	For example, uh	15,035	128	[]
volunteer	Yeah, give us some other questions. OK.	15,035	129	[]
volunteer	Mhm	15,035	130	[]
student	a 5 minus 3, and I would have to use a number line, and if I use the number line, then it would be it would be.	15,035	131	[]
student	negative -8.	15,035	132	[]
volunteer	That's correct. Yeah. Could you draw a number line on the board, please?	15,035	133	[]
volunteer	and show us -5	15,035	134	[]
student	Yeah	15,035	135	[]
volunteer	minus 3 on it	15,035	136	[]
student	Yes.	15,035	137	[]
volunteer	Thank you. That's lovely. You break.	15,035	138	[]
student	So, uh, 5 is over here, -5. It's supposed to be over here then	15,035	139	[]
student	if I move it by 3, it would then be able to truck. I'm like just adding -5 to 3, which is -2 wait a minute, wrong way. I'm sorry about that. 123. It will go -8. This means -5-3 equals -8.	15,035	140	[]
student	It's basically just addition but going the opposite way.	15,035	141	[]
student	I I think	15,035	142	[]
volunteer	Hello, are we back on?	15,035	143	[]
student	Yes	15,035	144	[]
student	you know	15,035	145	[]
volunteer	Oh, that's lovely. So you were saying that to do, you're doing another question just then.	15,035	146	[]
volunteer	Which question was it? You were doing work	15,035	147	[]
student	It was 5 minus 3.	15,035	148	[]
volunteer	053.	15,035	149	[]
student	-5 minus the same.	15,035	150	[]
volunteer	OK, yeah, I got you.	15,035	151	[]
student	No, -5 minus 3.	15,035	152	[]
volunteer	OK, good. I think you put something on the board for me, let me see what it is. OK.	15,035	153	[]
student	OK.	15,035	154	[]
volunteer	Uh, yes, I mean I see if I can move the canvas of this, yeah, I can move it to. So I can see, yeah, you've got your jumps going on, your, what is the um direction	15,035	155	[]
volunteer	um	15,035	156	[]
student	Oh.	15,035	157	[]
volunteer	on the, on the number line. Um how is it linked to the sign? How is the direction you're traveling linked to the sign of your number.	15,035	158	[]
volunteer	Mhm	15,035	159	[]
student	so it really depends on the sign, like if it's an addition, then you move right because the right represents the positive side. And if you move towards the left, you, it's like subtraction because you're moving towards the negative side.	15,035	160	[]
volunteer	That is so good. Well done. Thanks, Michael. That is so good. So you've understood about um how the numbers are linked to the direction of travel, the sign of the numbers in, yeah. So a negative3 means you're going 3 units to the left, like you said.	15,035	161	[ { "pii_type": "PERSON", "surrogate": "Michael", "start": 36, "end": 43 } ]
student	And uh yeah, that's great.	15,035	162	[]
volunteer	So you've shown, you've shown me 3 jumps to the left. That's good for -3. And, of course, -5 means you need to go another 5 jumps to the left, and you'll end up doing 8 jumps to the left in total. That is so good	15,035	163	[]
volunteer	which gives you the right answer of?	15,035	164	[]
volunteer	-8. Let's see if we can, um, change some colors on here. Yeah. I'm gonna put a big tick for you.	15,035	165	[]
volunteer	next to your, if you'll let me know.	15,035	166	[]
volunteer	do that good	15,035	167	[]
volunteer	Yeah, thank you for that. Lovely work.	15,035	168	[]
volunteer	And what um	15,035	169	[]
volunteer	sort of exams are you're going to be doing?	15,035	170	[]
volunteer	this time, do you know	15,035	171	[]
student	Um, maybe it's, maybe an exam that includes uh subtracting integers and maybe finding out like, like I was crying like the distributive property and like not not sur for communities or associated properties.	15,035	172	[]
volunteer	I say a prophecy as there we go.	15,035	173	[]
volunteer	So I want you to use some algebra on it this time.	15,035	174	[]
volunteer	we have um	15,035	175	[]
volunteer	say, minus, can you write on the board, minus 8A.	15,035	176	[]
volunteer	plus 15A.	15,035	177	[]
volunteer	and give us an answer	15,035	178	[]
student	Uh OK	15,035	179	[]
volunteer	So this is your question. We, mhm.	15,035	180	[]
student	A a.	15,035	181	[]
student	Wait, 15A. So, uh,	15,035	182	[]
volunteer	-8 a add 15A.	15,035	183	[]
student	is not.	15,035	184	[]
student	OK, I, so I got the, I got the equation on the board.	15,035	185	[]
volunteer	Mhm. Let me check for it now.	15,035	186	[]
student	on top of that you get So the answer	15,035	187	[]
student	so uh	15,035	188	[]
volunteer	Yeah, yeah	15,035	189	[]
student	vocal the vari variables are A, so it's, so it doesn't really matter. The very, the variables don't really matter at this scenario. We just have to focus on the, the integers.	15,035	190	[]
volunteer	Yes, yes	15,035	191	[]
student	So then, uh, parking.	15,035	192	[]
student	Uh	15,035	193	[]
student	but you have a So if I use the number line.	15,035	194	[]
student	I'm gonna have to clear all this out.	15,035	195	[]
student	I'm gonna have to cut all this off.	15,035	196	[]
volunteer	Yes. You can	15,035	197	[]
student	So for you.	15,035	198	[]
volunteer	Yeah, that's fine. I've seen that and it's all good.	15,035	199	[]
student	by uh	15,035	200	[]
volunteer	Mhm	15,035	201	[]
volunteer	Mhm.	15,035	202	[]
student	use the number line then uh I will move neg if I will move apes units to their left, and I would move 15 to the right, and if I do that math, that's the same thing as 55 minus 8.	15,035	203	[]
volunteer	Mhm.	15,035	204	[]
student	So then, um, 15 minus 8, that is equal to	15,035	205	[]
volunteer	Mhm	15,035	206	[]
student	it will, it will be equal to 7, so the answer would be 7A.	15,035	207	[]
volunteer	Exactly right. Thank you. This is good. Thank you for that. Um,	15,035	208	[]
volunteer	Michael. So can you try us a bit of the distributive method as well. So we're gonna try	15,035	209	[ { "pii_type": "PERSON", "surrogate": "Michael", "start": 0, "end": 7 } ]
volunteer	the brackets method	15,035	210	[]
volunteer	Yeah, can you do me the answer to -3.	15,035	211	[]
volunteer	open brackets	15,035	212	[]
volunteer	3A	15,035	213	[]
volunteer	plus 7	15,035	214	[]
volunteer	OK	15,035	215	[]
student	Well, wait, hold on, there's something let me write on the board. Oh, wait, never mind. So 8A.	15,035	216	[]
volunteer	Yes, start with a -3 in front of brackets.	15,035	217	[]
student	to stop and do it.	15,035	218	[]
student	Oh wait, um, sorry about that. Wait.	15,035	219	[]
student	OK, so 3 is now on the brackets.	15,035	220	[]
volunteer	Yeah, it needs to be actually in front of it. Let me see if I can write it as well for you.	15,035	221	[]
volunteer	Yeah.	15,035	222	[]

volunteer

could you tell us a bit more about what you've been doing on this topic.

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123

[]

volunteer

Right

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124

[]

volunteer

Mhm

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[]

student

I have just been eating a I, I have been um doing like, like how I like to track like, um, uh, integers and stuff.

15,035

126

[]

volunteer

Yes, right. So can you give us a little question on that um section that you've been doing as well.

15,035

127

[]

student

For example, uh

15,035

128

[]

volunteer

Yeah, give us some other questions. OK.

15,035

129

[]

volunteer

Mhm

15,035

130

[]

student

a 5 minus 3, and I would have to use a number line, and if I use the number line, then it would be it would be.

15,035

131

[]

student

negative -8.

15,035

132

[]

volunteer

That's correct. Yeah. Could you draw a number line on the board, please?

15,035

133

[]

volunteer

and show us -5

15,035

134

[]

student

Yeah

15,035

135

[]

volunteer

minus 3 on it

15,035

136

[]

student

Yes.

15,035

137

[]

volunteer

Thank you. That's lovely. You break.

15,035

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[]

student

So, uh, 5 is over here, -5. It's supposed to be over here then

15,035

139

[]

student

if I move it by 3, it would then be able to truck. I'm like just adding -5 to 3, which is -2 wait a minute, wrong way. I'm sorry about that. 123. It will go -8. This means -5-3 equals -8.

15,035

140

[]

student

It's basically just addition but going the opposite way.

15,035

141

[]

student

I I think

15,035

142

[]

volunteer

Hello, are we back on?

15,035

143

[]

student

Yes

15,035

144

[]

student

you know

15,035

145

[]

volunteer

Oh, that's lovely. So you were saying that to do, you're doing another question just then.

15,035

146

[]

volunteer

Which question was it? You were doing work

15,035

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[]

student

It was 5 minus 3.

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[]

volunteer

053.

15,035

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[]

student

-5 minus the same.

15,035

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[]

volunteer

OK, yeah, I got you.

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[]

student

No, -5 minus 3.

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[]

volunteer

OK, good. I think you put something on the board for me, let me see what it is. OK.

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[]

student

OK.

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[]

volunteer

Uh, yes, I mean I see if I can move the canvas of this, yeah, I can move it to. So I can see, yeah, you've got your jumps going on, your, what is the um direction

15,035

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[]

volunteer

um

15,035

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[]

student

Oh.

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[]

volunteer

on the, on the number line. Um how is it linked to the sign? How is the direction you're traveling linked to the sign of your number.

15,035

158

[]

volunteer

Mhm

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student

so it really depends on the sign, like if it's an addition, then you move right because the right represents the positive side. And if you move towards the left, you, it's like subtraction because you're moving towards the negative side.

15,035

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[]

volunteer

That is so good. Well done. Thanks, Michael. That is so good. So you've understood about um how the numbers are linked to the direction of travel, the sign of the numbers in, yeah. So a negative3 means you're going 3 units to the left, like you said.

15,035

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[ { "pii_type": "PERSON", "surrogate": "Michael", "start": 36, "end": 43 } ]

student

And uh yeah, that's great.

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[]

volunteer

So you've shown, you've shown me 3 jumps to the left. That's good for -3. And, of course, -5 means you need to go another 5 jumps to the left, and you'll end up doing 8 jumps to the left in total. That is so good

15,035

163

[]

volunteer

which gives you the right answer of?

15,035

164

[]

volunteer

-8. Let's see if we can, um, change some colors on here. Yeah. I'm gonna put a big tick for you.

15,035

165

[]

volunteer

next to your, if you'll let me know.

15,035

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[]

volunteer

do that good

15,035

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[]

volunteer

Yeah, thank you for that. Lovely work.

15,035

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[]

volunteer

And what um

15,035

169

[]

volunteer

sort of exams are you're going to be doing?

15,035

170

[]

volunteer

this time, do you know

15,035

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[]

student

Um, maybe it's, maybe an exam that includes uh subtracting integers and maybe finding out like, like I was crying like the distributive property and like not not sur for communities or associated properties.

15,035

172

[]

volunteer

I say a prophecy as there we go.

15,035

173

[]

volunteer

So I want you to use some algebra on it this time.

15,035

174

[]

volunteer

we have um

15,035

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[]

volunteer

say, minus, can you write on the board, minus 8A.

15,035

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[]

volunteer

plus 15A.

15,035

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[]

volunteer

and give us an answer

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[]

student

Uh OK

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[]

volunteer

So this is your question. We, mhm.

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[]

student

A a.

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[]

student

Wait, 15A. So, uh,

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[]

volunteer

-8 a add 15A.

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student

is not.

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[]

student

OK, I, so I got the, I got the equation on the board.

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[]

volunteer

Mhm. Let me check for it now.

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student

on top of that you get So the answer

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student

so uh

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[]

volunteer

Yeah, yeah

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[]

student

vocal the vari variables are A, so it's, so it doesn't really matter. The very, the variables don't really matter at this scenario. We just have to focus on the, the integers.

15,035

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[]

volunteer

Yes, yes

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[]

student

So then, uh, parking.

15,035

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[]

student

Uh

15,035

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[]

student

but you have a So if I use the number line.

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[]

student

I'm gonna have to clear all this out.

15,035

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[]

student

I'm gonna have to cut all this off.

15,035

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[]

volunteer

Yes. You can

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[]

student

So for you.

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[]

volunteer

Yeah, that's fine. I've seen that and it's all good.

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student

by uh

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volunteer

Mhm

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volunteer

Mhm.

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student

use the number line then uh I will move neg if I will move apes units to their left, and I would move 15 to the right, and if I do that math, that's the same thing as 55 minus 8.

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[]

volunteer

Mhm.

15,035

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student

So then, um, 15 minus 8, that is equal to

15,035

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[]

volunteer

Mhm

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student

it will, it will be equal to 7, so the answer would be 7A.

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[]

volunteer

Exactly right. Thank you. This is good. Thank you for that. Um,

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[]

volunteer

Michael. So can you try us a bit of the distributive method as well. So we're gonna try

15,035

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[ { "pii_type": "PERSON", "surrogate": "Michael", "start": 0, "end": 7 } ]

volunteer

the brackets method

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volunteer

Yeah, can you do me the answer to -3.

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volunteer

open brackets

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volunteer

3A

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volunteer

plus 7

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volunteer

OK

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student

Well, wait, hold on, there's something let me write on the board. Oh, wait, never mind. So 8A.

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volunteer

Yes, start with a -3 in front of brackets.

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student

to stop and do it.

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student

Oh wait, um, sorry about that. Wait.

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student

OK, so 3 is now on the brackets.

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volunteer

Yeah, it needs to be actually in front of it. Let me see if I can write it as well for you.

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volunteer

Yeah.

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