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	Oh, no, no wait, no, sorry, no, I didn't instru, I didn't, um, that wasn't a very good question.	17,146	187	[]
volunteer	What what's the closest that 3 has to like	17,146	188	[]
student	So, um	17,146	189	[]
volunteer	what's the closest visible number.	17,146	190	[]
volunteer	Yeah, sorry, what's that	17,146	191	[]
student	I would say 3 times 2 gets it to 6, and that's pretty close to 7.	17,146	192	[]
volunteer	Yeah	17,146	193	[]
volunteer	right, so you got 3 x 2	17,146	194	[]
volunteer	and in terms of if you're running it over like, for example, you put a number over here, over 3.	17,146	195	[]
volunteer	What, what would, um, what number should go up here to make something divided by 3 goes 2.	17,146	196	[]
student	Um	17,146	197	[]
volunteer	Something divided by 3 is equal to 2.	17,146	198	[]
student	The 5th	17,146	199	[]
volunteer	Well, what, yeah.	17,146	200	[]
volunteer	6	17,146	201	[]
volunteer	over 3	17,146	202	[]
student	Oh	17,146	203	[]
student	OK, cause they're not equals the 2.	17,146	204	[]
volunteer	Yes, and then now you have a remainder because obviously 7	17,146	205	[]
volunteer	m 16 and you have 1	17,146	206	[]
volunteer	and then	17,146	207	[]
volunteer	2 and 1/3 is equal to 7/3, you got, you, um, you got 6/3, and you know 6/3 is equal to 2.	17,146	208	[]
student	Yeah, so it would	17,146	209	[]
volunteer	And then you add, add in the, yeah.	17,146	210	[]
volunteer	Does, does that help you understand fractions a little more.	17,146	211	[]
student	yeah, I understand	17,146	212	[]
student	Yeah, I understand that	17,146	213	[]
volunteer	OK. Yeah, I'm, I'm glad you understand it. OK, so let's do a practice problem. Let me think.	17,146	214	[]
student	OK	17,146	215	[]
volunteer	If I were to tell you	17,146	216	[]
volunteer	to put, uh, let's work with 4 this time.	17,146	217	[]
volunteer	And let's say I 15/4. What would that go?	17,146	218	[]
volunteer	Oh yeah, yeah	17,146	219	[]
student	OK, so one question about this before. So if I'm finding the distance between two numbers, would I like find where they	17,146	220	[]
student	both go and then like count how many like spaces.	17,146	221	[]
volunteer	I guess you wouldn't count the spaces, you would just subtract them from each other.	17,146	222	[]
student	OK	17,146	223	[]
volunteer	Yeah	17,146	224	[]
volunteer	Um, do you have any other questions? Sorry, I should have asked that.	17,146	225	[]
student	so that's it	17,146	226	[]
volunteer	OK, OK	17,146	227	[]
volunteer	So before we move on to this, you know.	17,146	228	[]
volunteer	so yeah, before we move on to root 25/4, try, try putting 15/4 on the number line.	17,146	229	[]
student	It.	17,146	230	[]
volunteer	Just as an example or practice, I guess.	17,146	231	[]
student	15/4, so.	17,146	232	[]
volunteer	Yeah	17,146	233	[]
student	I first have to define.	17,146	234	[]
volunteer	If you want, you can try using this method where you try to find how many times it goes into.	17,146	235	[]
volunteer	And like this big number can be your basis.	17,146	236	[]
volunteer	or you can use	17,146	237	[]
volunteer	uh what is it? Actually, no, I think the wait, no, sorry, I'm	17,146	238	[]
volunteer	Yeah	17,146	239	[]
volunteer	by the way, this is like, I think my first time teaching eighth grade math. So that would be for a little bit.	17,146	240	[ { "pii_type": "GRADE_LEVEL", "surrogate": "eighth grade", "start": 57, "end": 69 } ]
student	It's OK	17,146	241	[]
student	Um	17,146	242	[]
student	so	17,146	243	[]
student	wouldn't it be 3. like 7 something.	17,146	244	[]
volunteer	It is somethingmething, so because um	17,146	245	[]
volunteer	pre, well yeah, you, you know.	17,146	246	[]
volunteer	12 goes into 43 times.	17,146	247	[]
student	Yeah	17,146	248	[]
volunteer	and then	17,146	249	[]
volunteer	you have to, yeah, correct.	17,146	250	[]
volunteer	It's	17,146	251	[]
volunteer	yeah, 3.7, 3.75, which is 3 3/4.	17,146	252	[]
student	OK	17,146	253	[]
volunteer	So yeah, OK. So you, congratulations, you now know how to put numbers on the number line. Now, let's tackle	17,146	254	[]
volunteer	this thing in my jig.	17,146	255	[]
volunteer	Um, first of all, do you know what the, the little weird looking slope	17,146	256	[]
volunteer	thing in my jig do	17,146	257	[]
student	um	17,146	258	[]
volunteer	This missable	17,146	259	[]
student	uh, what is it, uh, I don't know what it's called.	17,146	260	[]
student	Oh wait	17,146	261	[]
volunteer	OK	17,146	262	[]
student	this	17,146	263	[]
volunteer	No, this symbol	17,146	264	[]
student	oh, I don't know what it's called, but like,	17,146	265	[]
student	I know	17,146	266	[]
volunteer	Yeah	17,146	267	[]
volunteer	I	17,146	268	[]
student	like square root	17,146	269	[]
volunteer	yeah	17,146	270	[]
volunteer	or you can call it root for short. Um, so essentially, square root	17,146	271	[]
volunteer	is two numbers that are the same that multiply to make the number inside the square root.	17,146	272	[]
student	OK.	17,146	273	[]
student	So	17,146	274	[]
volunteer	So what is, what is two numbers that are the same number that multiplies to make 4.	17,146	275	[]
student	2	17,146	276	[]
volunteer	Good.	17,146	277	[]
volunteer	2 x 2	17,146	278	[]
volunteer	Um, oh yeah, I should, uh, the dot in when you get to like higher level of maths where you start dealing with	17,146	279	[]
student	because the dot means multiplying, isn't that?	17,146	280	[]
student	OK.	17,146	281	[]
volunteer	Yeah, OK, OK. Yeah, it's just to clarify when you get to uh higher math, you start dealing with letters, and that's going to be pretty fun.	17,146	282	[]
student	Oh	17,146	283	[]
volunteer	And obviously, this is gonna be the letter X and you don't want to miss, like you don't want to misunderstood the letter X and the multiplication symbol. So when you get to higher maps, it just turns into a dot. Also, for me, it's easier to write, but sorry, that I got a little off topic there. Anyways, um	17,146	284	[]
student	No, it's fine	17,146	285	[]
volunteer	2 x 2, obviously good.	17,146	286	[]

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