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
student	yup	17,093	67	[]
volunteer	so we can replace e by 3x +12	17,093	68	[]
student	ohhh and then u just combine a like terms	17,093	69	[]
volunteer	yes, now you solve that equation for x	17,093	70	[]
student	ok easy 3x + 12 + 2x + 13, 5x + 25 = 180, 180 - 25 = 155, 155 = 5x, 155/5 = 31 = x	17,093	71	[]
volunteer	yes, very good!	17,093	72	[]
student	yay	17,093	73	[]
volunteer	Sorry, but something has come up, and I am going to have to go. Sorry.	17,093	74	[]
student	it ok thanks	17,093	75	[]
volunteer	You are very welcome.	17,093	76	[]
volunteer	Have a good week!	17,093	77	[]
student	you to	17,093	78	[]
volunteer	bye	17,093	79	[]
volunteer	Hello!	17,146	0	[]
student	Hello	17,146	1	[]
volunteer	Uh, hello, Alex.	17,146	2	[ { "pii_type": "PERSON", "surrogate": "Alex", "start": 11, "end": 15 } ]
volunteer	Can you hear me	17,146	3	[]
student	Oh yeah, no, I can hear you.	17,146	4	[]
volunteer	Uh, um, OK. How are you doing?	17,146	5	[]
student	Good. How about you?	17,146	6	[]
volunteer	Pretty good	17,146	7	[]
volunteer	Um, can you tell me more about this assignment?	17,146	8	[]
student	Yeah, um	17,146	9	[]
student	so	17,146	10	[]
student	it's like with real numbers and I'm finding the difference between these two numbers on a number line.	17,146	11	[]
student	If it helps, I can write down the questions. I'll probably make more sense.	17,146	12	[]
student	OK.	17,146	13	[]
volunteer	Uh, yeah, sure. So it's find the difference between two numbers on a number line.	17,146	14	[]
student	Yeah, but it's like with like these real numbers, and like I understand how to do the real numbers, but just know how to put them on the number one.	17,146	15	[]
volunteer	Oh, I see, I see. OK, yeah.	17,146	16	[]
student	OK.	17,146	17	[]
volunteer	Um	17,146	18	[]
volunteer	so what numbers do you have?	17,146	19	[]
student	Um, I'm writing them down right now.	17,146	20	[]
volunteer	All righty	17,146	21	[]
volunteer	7/3, OK.	17,146	22	[]
student	And then	17,146	23	[]
student	yeah	17,146	24	[]
student	uh	17,146	25	[]
student	OK	17,146	26	[]
volunteer	Yeah	17,146	27	[]
volunteer	Oh what	17,146	28	[]
volunteer	you wait, this is ninth grade, Alex, where you're all wow squay already. OK.	17,146	29	[ { "pii_type": "GRADE_LEVEL", "surrogate": "ninth grade", "start": 18, "end": 29 }, { "pii_type": "PERSON", "surrogate": "Alex", "start": 31, "end": 35 } ]
volunteer	Wait, do you know what square root is?	17,146	30	[]
student	Yes	17,146	31	[]
volunteer	Oh, OK	17,146	32	[]
volunteer	Ah.	17,146	33	[]
volunteer	Oh	17,146	34	[]
volunteer	I honestly forgot what I first learned about square root, but that's impressive that you're already learning it.	17,146	35	[]
student	Yeah	17,146	36	[]
student	So do you want me to solve this and then like	17,146	37	[]
volunteer	Hm.	17,146	38	[]
student	you can help me put it on the number one.	17,146	39	[]
volunteer	I solve it. What, wait, wait, what?	17,146	40	[]
student	So it says	17,146	41	[]
volunteer	So it's asking you to solve the square root first and then put it on that number.	17,146	42	[]
student	find the distance between 7/3 and 25/4 on a number line.	17,146	43	[]
volunteer	It	17,146	44	[]
volunteer	oh	17,146	45	[]
volunteer	Mm, OK	17,146	46	[]
volunteer	Well, first, yeah, let's first draw the number line.	17,146	47	[]
student	OK.	17,146	48	[]
student	OK	17,146	49	[]
volunteer	Yeah	17,146	50	[]
volunteer	And then	17,146	51	[]
volunteer	root of 25/4.	17,146	52	[]
volunteer	Oh gosh, I need a refresher on this. Um, well,	17,146	53	[]
volunteer	try placing 7/3 on the number line first.	17,146	54	[]
student	Um, OK	17,146	55	[]
volunteer	I say just putting down a point that you call 0.	17,146	56	[]
student	Huh?	17,146	57	[]
volunteer	I just placing 0 somewhere on the number line. So you have a sense of where to push, uh, put the other numbers.	17,146	58	[]
student	OK	17,146	59	[]
student	Uh, jeez, um.	17,146	60	[]
volunteer	There you go, yeah.	17,146	61	[]
student	yes, or I get lost. Um.	17,146	62	[]
student	yeah	17,146	63	[]
volunteer	You know, that's fine. So now, now you have 0. What, what should 7/3 go?	17,146	64	[]
student	um	17,146	65	[]
student	past the 0, so like that way.	17,146	66	[]
volunteer	Uh, that	17,146	67	[]
volunteer	OK	17,146	68	[]
volunteer	I'll give you a left of 0 is negative, and right of 0 is positive.	17,146	69	[]
student	Oh, I didn't know that. So right.	17,146	70	[]
volunteer	Yeah, the general rule for making a number line is the right is always the positive side or the more positive.	17,146	71	[]
student	OK	17,146	72	[]
volunteer	and the left is the more negative side.	17,146	73	[]
student	OK, I remember that.	17,146	74	[]
student	So, somewhere over here.	17,146	75	[]
volunteer	Yeah.	17,146	76	[]
volunteer	Can you start like, um, let me think.	17,146	77	[]
volunteer	So let's ignore the root of 25/4 part and just focus on the 7/3. It is just, this was just about 7/3.	17,146	78	[]
volunteer	How would you go about making the number line and putting it on the number line.	17,146	79	[]
student	Um	17,146	80	[]
student	I would	17,146	81	[]
volunteer	You stuck	17,146	82	[]
student	yeah, I'm terrible with number ones.	17,146	83	[]
volunteer	No, don't worry. They, they take a lot for a little. Do you have any ideas?	17,146	84	[]
student	Um	17,146	85	[]
student	I think it would be like	17,146	86	[]

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