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	Right.	21,097	63	[]
student	We're introducing the 49, uh, what you, my bad, if you hear some voices behind. That's my brother, OK, so.	21,097	64	[]
student	Minus that and then you get 4, take that, that would be a 4, give that one. That's a one, it's 0 again. Take down another 10.	21,097	65	[]
student	Right. Another 10.	21,097	66	[]
student	Um	21,097	67	[]
student	Now we're going to see sometime, how many times 7 goes into that, that would be sometimes 10, no, 7 to 70, 7 times 8, no.	21,097	68	[]
student	We can go, no, 7 times 1177.	21,097	69	[]
volunteer	only bring down one zero	21,097	70	[]
student	Sometimes 2.	21,097	71	[]
student	I think 7 times.	21,097	72	[]
student	Um.	21,097	73	[]
student	100, well, we could do sometimes 1498.	21,097	74	[]
student	Only bring down 10.	21,097	75	[]
student	Uh, what do you mean by that?	21,097	76	[]
student	Um	21,097	77	[]
volunteer	so it would be how times does 7 go into 10?	21,097	78	[]
student	So it'd be uh	21,097	79	[]
student	To the 7 going 10.	21,097	80	[]
student	Oh,	21,097	81	[]
student	Oh yeah.	21,097	82	[]
student	My mind turned off. My brain just shut down. OK, let me do that again.	21,097	83	[]
student	OK. So, yes, you're right. I forgot about that.	21,097	84	[]
student	These little mistakes.	21,097	85	[]
student	OK, so, some someone would go into that one time, 7. That's 17, take that.	21,097	86	[]
student	That's um	21,097	87	[]
student	3.	21,097	88	[]
student	Bye-bye.	21,097	89	[]
student	3. So 30.	21,097	90	[]
student	This is a long process, but we're getting there. Uh 7 goes into 30 about not 5 times, 4 times, 28, 4, we would put this right here.	21,097	91	[]
student	Or	21,097	92	[]
student	Sometimes 428.	21,097	93	[]
student	What we have is leftover is.	21,097	94	[]
student	2	21,097	95	[]
student	No, no 0.	21,097	96	[]
student	Take it, uh, 7 can go into 20.	21,097	97	[]
student	Not 2 times.	21,097	98	[]
student	A she? Yeah, 2 times because sometimes 2 is 14, sometimes 3 would be a little bit over.	21,097	99	[]
student	So what we would do would be	21,097	100	[]
student	7 will go into 20.	21,097	101	[]
student	2 times.	21,097	102	[]
student	So 27.	21,097	103	[]
student	That's a 14.	21,097	104	[]
student	Oh man, it's a lot of work.	21,097	105	[]
student	OK, so one.	21,097	106	[]
student	Well that's	21,097	107	[]
student	That's 6.	21,097	108	[]
student	You're getting there.	21,097	109	[]
student	That's going to be a 60 now.	21,097	110	[]
student	So 7 goes into 60.	21,097	111	[]
student	We did this before, how much did it go in?	21,097	112	[]
student	I think he was.	21,097	113	[]
student	Nafo.	21,097	114	[]
student	That's sometimes.	21,097	115	[]
student	Uh	21,097	116	[]
student	Sometimes 8.	21,097	117	[]
student	Right? So	21,097	118	[]
student	8	21,097	119	[]
student	would go into	21,097	120	[]
student	That	21,097	121	[]
student	It's the closest number, 7 times 8.	21,097	122	[]
student	Now would be a 50.	21,097	123	[]
student	6.	21,097	124	[]
student	OK, so I understand.	21,097	125	[]
student	OK.	21,097	126	[]
student	Mr. Lee, you wanna say anything?	21,097	127	[ { "pii_type": "PERSON", "surrogate": "Mr. Lee", "start": 0, "end": 7 } ]
volunteer	so you are back to 60, which is where you started,	21,097	128	[]
volunteer	so now it's going to repeat	21,097	129	[]
student	Yeah, you're right. Actually, I didn't see that nice eagle eye. um.	21,097	130	[]
student	Yeah, you're right, so we're, we would stop would just be um	21,097	131	[]
student	The two	21,097	132	[]
student	So we can just	21,097	133	[]
student	Take this one out.	21,097	134	[]
student	The 8, and I think that would be it. So, Mr. Lee, what do you think? Am I right?	21,097	135	[ { "pii_type": "PERSON", "surrogate": "Mr. Lee", "start": 41, "end": 48 } ]
student	Or close.	21,097	136	[]
volunteer	Yes that's right	21,097	137	[]
student	Let's go.	21,097	138	[]
student	I feel good now.	21,097	139	[]
student	Alright, Mr. Lee, um.	21,097	140	[ { "pii_type": "PERSON", "surrogate": "Mr. Lee", "start": 9, "end": 16 } ]
volunteer	The number will keep on repeating	21,097	141	[]
student	If you can stay with me for a moment. Uh, I have another topic.	21,097	142	[]
student	Yeah, yeah, you're right, I can see that one now.	21,097	143	[]
student	OK, so what I, my next topic is, um, this is all for the uh SHSAT. This is why I need to know it.	21,097	144	[]
student	Um, next one will be converting decimals to fractions.	21,097	145	[]
student	Which we kind of did actually, if I'm not going to lie, we actually did that.	21,097	146	[]
student	So	21,097	147	[]
student	Uh, let's see the next one.	21,097	148	[]
student	Fraction 2	21,097	149	[]
student	that.	21,097	150	[]
student	Um, give me one sec, Mr. Lee.	21,097	151	[ { "pii_type": "PERSON", "surrogate": "Mr. Lee", "start": 21, "end": 28 } ]
student	Um	21,097	152	[]
student	My next one was converting.	21,097	153	[]
student	to fractions and decimals. I want to ask you, is that the same as we did?	21,097	154	[]
student	Mr. Lee	21,097	155	[ { "pii_type": "PERSON", "surrogate": "Mr. Lee", "start": 0, "end": 7 } ]
student	papers.	21,097	156	[]
volunteer	What is your question?	21,097	157	[]
student	Well, my question was, um,	21,097	158	[]
student	Uh, is	21,097	159	[]
student	Converting uh.	21,097	160	[]
student	Converting percents to fractions and decimal the same as what we did my first topic, like the same as my first topic, which was uh converting.	21,097	161	[]
student	Converting fractions to the small is this the similar or the same topic?	21,097	162	[]

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