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	yes	19,537	33	[]
volunteer	Alright, that's it for now!	19,537	34	[]
student	okidki	19,537	35	[]
volunteer	Now, do you think you can identify which type of right triangle this is?	19,537	36	[]
student	the last one?	19,537	37	[]
volunteer	Close!	19,537	38	[]
volunteer	Take a peak at the angles	19,537	39	[]
student	the first one?	19,537	40	[]
volunteer	Yeah!	19,537	41	[]
volunteer	Do you understand why?	19,537	42	[]
student	explain why please	19,537	43	[]
volunteer	Alright, sure	19,537	44	[]
student	helo?	19,537	45	[]
volunteer	My internet isn't great, sorry	19,537	46	[]
student	its okay mines isn't either don't worry	19,537	47	[]
volunteer	Gotcha, thank you	19,537	48	[]
volunteer	The triangle we have is 30-60-90 because its angles match that of a 30-60-90 triangle	19,537	49	[]
student	right	19,537	50	[]
volunteer	You can find that the other angle in our triangle is 60 degrees by doing 180 - 90 - 30 = 60	19,537	51	[]
volunteer	It isn't 45-45-90 because the angles aren't the same	19,537	52	[]
volunteer	It also isn't 3-4-5 because the angles aren't the same	19,537	53	[]
student	ok	19,537	54	[]
volunteer	The angles in a 3-4-5 triangle happen to be 36.87..., 53.13..., and 90	19,537	55	[]
volunteer	It's really messy, which is why no one actually makes you memorize those angles	19,537	56	[]
volunteer	Does that make sense?	19,537	57	[]
student	yes	19,537	58	[]
volunteer	Great!	19,537	59	[]
volunteer	Now that you know what type of triangle this is, let's look at the ratios	19,537	60	[]
student	okk	19,537	61	[]
volunteer	Since this is a 30-60-90 triangle, we notice that the ratios of the sides are 1 : sqrt3 : 2	19,537	62	[]
volunteer	That means that the ratio between the side with length 6 and the sqrt3 is the same as the ratio between x and 2	19,537	63	[]
volunteer	Do you see why?	19,537	64	[]
student	yes	19,537	65	[]
volunteer	Great!	19,537	66	[]
volunteer	Do you think you can express that in the form of an equation that you can solve?	19,537	67	[]
student	I don't think so	19,537	68	[]
volunteer	Alright, I can walk you through it	19,537	69	[]
volunteer	Ratios are fundamentally just fractions	19,537	70	[]
student	thxs	19,537	71	[]
volunteer	The ratio 1:2 just means 1/2	19,537	72	[]
volunteer	2:3 = 2/3	19,537	73	[]
volunteer	And so on	19,537	74	[]
student	kk	19,537	75	[]
volunteer	This means, if we let our hypotenuse be a variable x, we can use the ratios we have to say that since x : 6 = 2 : sqrt3, x / 6 = 2 / sqrt3	19,537	76	[]
student	kk	19,537	77	[]
volunteer	Now, you can solve that equation to find the hypotenuse	19,537	78	[]
volunteer	What do you think it would be?	19,537	79	[]
student	nooooo	19,537	80	[]
student	I definitely need help	19,537	81	[]
volunteer	That's okay!	19,537	82	[]
volunteer	Do you get my reasoning from earlier?	19,537	83	[]
student	yes I do	19,537	84	[]
volunteer	Great!	19,537	85	[]
volunteer	So, we have this equation where x is the hypotenuse	19,537	86	[]
student	okay	19,537	87	[]
volunteer	We want to find x, since that's what the hypotenuse is	19,537	88	[]
student	so multiple 6 both sides?	19,537	89	[]
volunteer	Yep!	19,537	90	[]
student	x= 2 root3 times 6	19,537	91	[]
volunteer	2 / sqrt3 * 6, yeah	19,537	92	[]
volunteer	Do you know how to simplify that?	19,537	93	[]
student	nope	19,537	94	[]
volunteer	That's alright, it looks harder than it is	19,537	95	[]
volunteer	First of all, you don't want a square root in your denominator, so you multiply both the numerator and denominator by sqrt3	19,537	96	[]
volunteer	I'm writing this on the whiteboard btw	19,537	97	[]
student	okk	19,537	98	[]
student	I see thank you	19,537	99	[]
volunteer	Do you see how to continue?	19,537	100	[]
student	does the root 3 disappear	19,537	101	[]
volunteer	The two sqrt3s turn into a 3	19,537	102	[]
volunteer	That's because sqrt3 * sqrt3 = 3	19,537	103	[]
student	ok	19,537	104	[]
student	then?	19,537	105	[]
volunteer	Then, you just do the calculations	19,537	106	[]
volunteer	2 * 6 / 3 = 4	19,537	107	[]
student	how you get 4	19,537	108	[]
volunteer	2 * 6 = 12, and 12 / 3 = 4	19,537	109	[]
student	does the root3 disappear	19,537	110	[]
volunteer	No, the root3 in the numerator is still there	19,537	111	[]
volunteer	I just calculated the green boxed portion	19,537	112	[]
student	ohhhhh okayyy I see I see	19,537	113	[]
student	thank you	19,537	114	[]
volunteer	Of course, is this making more sense	19,537	115	[]
student	yes	19,537	116	[]
student	does the 4root 3 go where?	19,537	117	[]
volunteer	That's what x is, so that is your hypotenuse!	19,537	118	[]
student	so instead of 2x its 4 root 3	19,537	119	[]
volunteer	Sorry, the numbers are a bit misleading	19,537	120	[]
volunteer	The red numbers are meant to be the ratios, while the black numbers are the actual side lengths	19,537	121	[]
student	okayy	19,537	122	[]
student	so now we just need one length right	19,537	123	[]
volunteer	Yep!	19,537	124	[]
volunteer	It's the same exact process	19,537	125	[]
volunteer	Just with different ratios	19,537	126	[]
student	wait can we practice it again with those ratios	19,537	127	[]
volunteer	Elaborate?	19,537	128	[]
student	can you help me find the last length	19,537	129	[]
volunteer	Yeah, sure!	19,537	130	[]
volunteer	The ratios are a bit different though	19,537	131	[]
student	okay	19,537	132	[]

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