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	actually	17,146	287	[]
volunteer	you find the first part of the problem	17,146	288	[]
volunteer	So when, when you write like a square, oh, I didn't mean that to go into the two whoopsies. When you write like a square root of a fraction	17,146	289	[]
volunteer	in this case 25/4.	17,146	290	[]
volunteer	What it's really asking you	17,146	291	[]
volunteer	history of 25	17,146	292	[]
volunteer	over square root of 4	17,146	293	[]
student	I'll so you have to figure out the square root for both and then divide it.	17,146	294	[]
volunteer	Um, figure out the screw for both, and which would give you the fraction.	17,146	295	[]
volunteer	um	17,146	296	[]
volunteer	so, by the way, when, when you square root, you only write down one of the number that what the ah wait, so yeah, so, security of 4.	17,146	297	[]
volunteer	is 2 x 2. So you only write down 2.	17,146	298	[]
volunteer	You you don't have to write anything else, just write it down, yeah.	17,146	299	[]
student	OK.	17,146	300	[]
volunteer	And then scare the 5, what are 2 numbers that are the same, that multiplies up to 25.	17,146	301	[]
student	Uh, 5 times 5.	17,146	302	[]
volunteer	Good. And how will we read that write that?	17,146	303	[]
volunteer	in this space	17,146	304	[]
student	Um.	17,146	305	[]
volunteer	I'll scroll down a little, sorry. Um	17,146	306	[]
student	where	17,146	307	[]
student	um	17,146	308	[]
student	gosh, this skirt	17,146	309	[]
student	Ah.	17,146	310	[]
volunteer	Don't worry about it	17,146	311	[]
student	I think I'm bad at technology. Uh	17,146	312	[]
student	what is going on? OK.	17,146	313	[]
volunteer	Yeah	17,146	314	[]
student	Like great	17,146	315	[]
student	like that	17,146	316	[]
volunteer	There. OK	17,146	317	[]
volunteer	And	17,146	318	[]
volunteer	oh, you got your fraction	17,146	319	[]
student	Uh	17,146	320	[]
volunteer	fraction. I don't need to write down for you. You're smart enough for that.	17,146	321	[]
volunteer	Yeah, so this is your fraction	17,146	322	[]
volunteer	5/2	17,146	323	[]
volunteer	Ah, and well, what do you think 5 or 2 goes on the number line.	17,146	324	[]
student	Um, she'd have to do	17,146	325	[]
student	all right	17,146	326	[]
student	uh	17,146	327	[]
student	2.5.	17,146	328	[]
volunteer	Yup, correct	17,146	329	[]
student	So like	17,146	330	[]
student	right here.	17,146	331	[]
volunteer	Nice. So this is	17,146	332	[]
volunteer	um	17,146	333	[]
volunteer	so this number	17,146	334	[]
volunteer	and	17,146	335	[]
volunteer	where do we put what's 07 or 3, yeah.	17,146	336	[]
volunteer	Actually, have you ever Algebra II? I don't think we have plot 7 or 3. OK, yeah, 1 was 7/3 goal on the number landed.	17,146	337	[]
student	Um	17,146	338	[]
student	it was right here.	17,146	339	[]
student	Uh, it's the	17,146	340	[]
volunteer	Right here. OK. Oh yeah, yeah, we did, we did, we did plot it, oops.	17,146	341	[]
volunteer	I forgot. OK	17,146	342	[]
volunteer	Now.	17,146	343	[]
volunteer	um, scroll down a little past the	17,146	344	[]
student	OK	17,146	345	[]
volunteer	past the square root bit. So now you have 7/3.	17,146	346	[]
volunteer	and you have uh what 5/2.	17,146	347	[]
student	Yeah.	17,146	348	[]
volunteer	Do you know how to find the difference between fractions.	17,146	349	[]
student	I would think it would be the subtractive.	17,146	350	[]
volunteer	Different, yeah, difference is subtracting.	17,146	351	[]
student	So what you have to find like the common denominator thing.	17,146	352	[]
volunteer	Yup, correct. That is the first step.	17,146	353	[]
volunteer	So what's a common denominator for 3 and 2.	17,146	354	[]
student	Um	17,146	355	[]
volunteer	OK, yeah. All righty. I think you got this stuff. I'll let you work.	17,146	356	[]
student	OK	17,146	357	[]
student	OK	17,146	358	[]
volunteer	Very nice	17,146	359	[]
volunteer	So the difference be	17,146	360	[]
student	Uh, it would be	17,146	361	[]
student	-1	17,146	362	[]
volunteer	No, well, it's not negative.	17,146	363	[]
volunteer	but I think, I think the number you got is correct.	17,146	364	[]
volunteer	But	17,146	365	[]
student	So just one	17,146	366	[]
volunteer	wait, wait, one?	17,146	367	[]
student	Yeah	17,146	368	[]
volunteer	Like, no, no fraction. Whoa, whoa, whoa, hang on. You do need a fraction.	17,146	369	[]
student	Oh, that did not	17,146	370	[]
student	Oh	17,146	371	[]
student	so it needs to be in a	17,146	372	[]
student	So I put it into two fractions.	17,146	373	[]
volunteer	Yeah, there's 2 fractions	17,146	374	[]
student	So don't I have to subtract them?	17,146	375	[]
volunteer	Mhm, yeah	17,146	376	[]
volunteer	The number is correct, but again, you don't need the negative sign. Here's the thing.	17,146	377	[]
volunteer	You, you can't have negative distance.	17,146	378	[]
volunteer	between two objects, right? Let's say	17,146	379	[]
volunteer	there's a, um, let's say there's a lamp 1 ft across from me in my room. Let's just say for example.	17,146	380	[]
student	OK	17,146	381	[]
student	Yeah.	17,146	382	[]
volunteer	Now, 1 ft would mean that group lamp is literally nowhere because in real life	17,146	383	[]
volunteer	no matter how far away you are from an object, the distance never goes negative, right?	17,146	384	[]
student	Yeah.	17,146	385	[]
volunteer	As if you get, if it's like directly on top of you, then maybe it's zero distance, maybe, but.	17,146	386	[]

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