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	you can't have negative distance because that's, that's going to be inside the object is inside and um I don't think that's healthy for the human body.	17,146	387	[]
student	Oh, OK	17,146	388	[]
volunteer	Uh, yeah, but the main point is, if you're talking about distance, it does not go negative.	17,146	389	[]
student	OK	17,146	390	[]
volunteer	So 1/6 is your final answer. Good. Do you want to practice another problem like this?	17,146	391	[]
student	Um, sure	17,146	392	[]
volunteer	All right, wait, is there, is there any other problems in your homework though that you have to do first?	17,146	393	[]
student	Um, all the rest are just the finding distance.	17,146	394	[]
volunteer	Oh, OK, we can just do those then.	17,146	395	[]
student	OK, I'll write down the problem.	17,146	396	[]
volunteer	Do you want me to clear all the stuff we have on the uh thing, or should we just scroll down?	17,146	397	[]
student	You can clear it if you want, but if it takes a while, then I can just write it.	17,146	398	[]
volunteer	I can straight up delete everything, but I wonder if you need.	17,146	399	[]
volunteer	like some of	17,146	400	[]
volunteer	I guess	17,146	401	[]
volunteer	you have a basic understanding of how	17,146	402	[]
volunteer	the square root and how to plot numbers on a number line, yeah?	17,146	403	[]
student	Yeah	17,146	404	[]
volunteer	OK, then I'll delete everything	17,146	405	[]
student	OK	17,146	406	[]
volunteer	Is that 2.4?	17,146	407	[]
student	Yes	17,146	408	[]
volunteer	Oh, and you have fruit of 27. 0.	17,146	409	[]
volunteer	what	17,146	410	[]
volunteer	Are you sure this is tenth grade math. What?	17,146	411	[ { "pii_type": "GRADE_LEVEL", "surrogate": "tenth grade", "start": 21, "end": 32 } ]
student	Yes	17,146	412	[]
volunteer	Ben, OK. Well, we're cut rooting now, so that's fun.	17,146	413	[ { "pii_type": "PERSON", "surrogate": "Ben", "start": 0, "end": 3 } ]
student	I can do this part and	17,146	414	[]
volunteer	What, OK.	17,146	415	[]
volunteer	Oh	17,146	416	[]
volunteer	I understand it now. OK, yeah, well, what's the key root of 27.	17,146	417	[]
student	uh, give me one second.	17,146	418	[]
student	Uh	17,146	419	[]
volunteer	Are you putting it into calculators?	17,146	420	[]
student	No, I'm just just deleting the circle, but we can, we're not allowed to use the calculator, sadly.	17,146	421	[]
volunteer	Oh, I see	17,146	422	[]
student	Oh	17,146	423	[]
student	Oh, it's perfect	17,146	424	[]
student	So it's	17,146	425	[]
student	well, it's a perfect cube.	17,146	426	[]
volunteer	Yeah	17,146	427	[]
student	the numbers 3.	17,146	428	[]
volunteer	Mhm	17,146	429	[]
volunteer	Yeah	17,146	430	[]
student	I think that's all you do for that.	17,146	431	[]
volunteer	So your final answer is 3.	17,146	432	[]
student	Yeah.	17,146	433	[]
volunteer	That's correct? OK.	17,146	434	[]
volunteer	Well	17,146	435	[]
volunteer	well, wait, does it also asking you to plot on this one, or is it just finding the distance or differences.	17,146	436	[]
student	I've planned the distance between 2.4 and	17,146	437	[]
student	2	17,146	438	[]
student	27	17,146	439	[]
volunteer	Cube roots of 27, very close, you know, is this a new topic that you just learned?	17,146	440	[]
student	Uh	17,146	441	[]
student	yeah	17,146	442	[]
volunteer	OK	17,146	443	[]
volunteer	Right. Well, yeah, cure of 27, you got that native 2.4. Dance native 2.4.	17,146	444	[]
volunteer	OK	17,146	445	[]
volunteer	Well, the	17,146	446	[]
volunteer	do you not you find a distance between the two.	17,146	447	[]
student	Um	17,146	448	[]
student	I thought, I think it's the subtracting thing again.	17,146	449	[]
volunteer	Mm.	17,146	450	[]
student	but I don't know how I would check those, well,	17,146	451	[]
student	uh oh.	17,146	452	[]
student	it's a trap	17,146	453	[]
volunteer	Well	17,146	454	[]
volunteer	what, when you're finding the distance.	17,146	455	[]
volunteer	um, I recommend cutting the bigger number first.	17,146	456	[]
volunteer	and then subtracting it by the smaller number.	17,146	457	[]
student	OK, so	17,146	458	[]
volunteer	So here's here's a funny rule about mathematics. What do you think happens when you subtract an already negative number.	17,146	459	[]
student	uh, I think I don't remember, but I think 2 negatives equal positive.	17,146	460	[]
volunteer	Oh wow, correct. Yeah, 22 negatives equal to 1 positive.	17,146	461	[]
student	So you would add them, I think.	17,146	462	[]
volunteer	Yup	17,146	463	[]
student	OK, so 5	17,146	464	[]
student	weeks	17,146	465	[]
student	4.	17,146	466	[]
volunteer	Nice. Yeah. So what, what does the number 5.4 mean?	17,146	467	[]
student	That's the distance between the two numbers.	17,146	468	[]
volunteer	Great, yup, 5.4, you have the answer.	17,146	469	[]
student	OK.	17,146	470	[]
student	Well, that's, oh	17,146	471	[]
student	thank you	17,146	472	[]
volunteer	Yeah. Is there any other problems you have to do?	17,146	473	[]
student	Nope, that's it	17,146	474	[]
volunteer	That's literally it. Do you still want to practice more or not?	17,146	475	[]
student	Uh, I think I understand it.	17,146	476	[]
volunteer	Yeah, yeah, honestly, I think you seem to understand it very well.	17,146	477	[]
volunteer	All right, yeah. Um,	17,146	478	[]
volunteer	do you, wait, do you still have any more questions?	17,146	479	[]
student	Nope	17,146	480	[]
volunteer	No? All righty then.	17,146	481	[]
student	OK	17,146	482	[]
volunteer	All right, I'll leave now. See you, take care.	17,146	483	[]
student	Take care	17,146	484	[]
student	hello!	17,407	0	[]
volunteer	Hello Emily! How can I help you today?	17,407	1	[ { "pii_type": "PERSON", "surrogate": "Emily", "start": 6, "end": 11 } ]

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