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	4?	18,181	235	[]
volunteer	Now that we have 9 in the first half, are there the same amount on both sides of the second line you drew?	18,181	236	[]
student	oh i see	18,181	237	[]
student	mhm	18,181	238	[]
student	yepp	18,181	239	[]
student	do 3?	18,181	240	[]
volunteer	You're still making 4 groups but we're gonna split the 1st half and then the second half	18,181	241	[]
volunteer	We're splitting the first 9 right now and since 9 is odd we have to exclude the number in the middle of the 9	18,181	242	[]
student	Ok	18,181	243	[]
student	lik this or?	18,181	244	[]
student	sorry im rlly trying to understand	18,181	245	[]
student	hello?	18,181	246	[]
volunteer	Sorry I had to do something real quick	18,181	247	[]
student	its ok	18,181	248	[]
volunteer	Do you remember the 1st problem we did where it was 17 numbers?	18,181	249	[]
student	yes	18,181	250	[]
student	41 was split	18,181	251	[]
volunteer	Yeah	18,181	252	[]
volunteer	We had to do that because it's odd so to split it in half we don't include the middle number	18,181	253	[]
student	mhm	18,181	254	[]
volunteer	Here since we're splitting 9 numbers into half it's the same thing	18,181	255	[]
volunteer	We have to take out the middle number like we took out 41 earlier to split it in half	18,181	256	[]
student	ok	18,181	257	[]
student	so split 66?	18,181	258	[]
volunteer	Splitting the whole thing in half was splitting 18 so we don't split any numbers, after that we're splitting 9 numbers so we split the 59	18,181	259	[]
volunteer	If what you're splitting is odd you split the middle number if it's even you don't	18,181	260	[]
student	can you do it on the board bc im still not getting it	18,181	261	[]
volunteer	Okay	18,181	262	[]
volunteer	We started by splitting the 18 numbers in half and since 18 is even we don't split the middle number and just draw a line between the 66s	18,181	263	[]
volunteer	Now there's 9 numbers on one side (50 55 56 57 59 59 60 65 66) and 9 on the other (66 69 70 72 74 75 81 81 85)	18,181	264	[]
student	Ok I see	18,181	265	[]
volunteer	Now we split the first 9 numbers in half and since 9 is odd we split the middle number(the first 59) so one side is 50 55 56 57 and one is 59 60 65 66	18,181	266	[]
volunteer	Same thing with the second half	18,181	267	[]
student	ok I see	18,181	268	[]
student	58 for 57 & 59?	18,181	269	[]
volunteer	This time the line is on 59 so Q1 is just 59	18,181	270	[]
student	ok	18,181	271	[]
student	samething for 4?	18,181	272	[]
student	74	18,181	273	[]
volunteer	Yeah	18,181	274	[]
student	ok so its	18,181	275	[]
student	50, 66, 74, and 85	18,181	276	[]
volunteer	You forgot Q1 but those are right	18,181	277	[]
student	i mean 50, 59, 66, 74, 85	18,181	278	[]
volunteer	Yeah that's perfect	18,181	279	[]
student	thank you!	18,181	280	[]
volunteer	hello	18,189	0	[]
student	Hi, I wanted your help with a question like Find (f⋅g)(x) when f(x)=x^2+4x−21 and g(x)=3/x^2−9	18,189	1	[]
volunteer	okay give me one moment	18,189	2	[]
student	Wait how did you do that?	18,189	3	[]
volunteer	give me one sec im going to write it out then explain	18,189	4	[]
volunteer	okay so in step one we multiple the numerator	18,189	5	[]
volunteer	so 3 * x^2 +4x-21	18,189	6	[]
student	Why 3?	18,189	7	[]
volunteer	the g(x)= 3/x^2 -9	18,189	8	[]
volunteer	the numerator you provided shows a three	18,189	9	[]
student	Right will that be it all the time?	18,189	10	[]
volunteer	yes	18,189	11	[]
student	Okay got it	18,189	12	[]
volunteer	if it makes it easier you can also do this	18,189	13	[]
volunteer	so you see how i wrote a one under the f(x)?	18,189	14	[]
student	Yes	18,189	15	[]
student	I'm sorry, I am getting a call. I'll be back in 2 minutes	18,189	16	[]
volunteer	if you make it into a fraction it is easy to remember to multiple across	18,189	17	[]
volunteer	no worries	18,189	18	[]
volunteer	ill be here	18,189	19	[]
student	Okay I'm back	18,189	20	[]
volunteer	welcome back	18,189	21	[]
student	Thank you.	18,189	22	[]
volunteer	so you see how it is easy to multiply across when you make the f(x) a fraction also	18,189	23	[]
student	Yes	18,189	24	[]
volunteer	okay so then we need to factor (x^2+4x-21)	18,189	25	[]
volunteer	do you know how?	18,189	26	[]
volunteer	or would you like me to explain how	18,189	27	[]
student	Right I have problems with factoring. I can never remember how to	18,189	28	[]
volunteer	oh okay well what we are looking for is two number which can add up to "B" or in this situation 4 and those same numbers must multiply to be "C" or in this situation -21	18,189	29	[]
student	7 and -3	18,189	30	[]
volunteer	so if we take 7 and 3 that would multiply to 21 but it would not add to 4. thus we need to make the 3 negative so we get +4 and -21. if we did it where the 7 is negative then we get -4 and -21 which would be incorrect	18,189	31	[]
volunteer	does that make sense?	18,189	32	[]
student	Yes	18,189	33	[]
volunteer	okay so you would do the same with the denominator which is (x^2-9)	18,189	34	[]
student	Right how do we do this since nothing equals x^2	18,189	35	[]
volunteer	3 x 3 = 9 but we need it to be negative thus we make one of the threes negative	18,189	36	[]
volunteer	so the important thing you need to learn moving forward is the formula	18,189	37	[]
volunteer	so x^2+bx+c	18,189	38	[]
volunteer	so since the 9 has no x next to is we know it is c	18,189	39	[]
volunteer	does that make sense	18,189	40	[]
student	Yes what is bx though?	18,189	41	[]
volunteer	there is no bx so if it helps you understand it better you can make it a 0x	18,189	42	[]
volunteer	so then you need two numbers which would add to 0 and multiply to -9	18,189	43	[]
volunteer	thus 3-3=0 3 * -3= -9	18,189	44	[]
student	Okay got it	18,189	45	[]
volunteer	do you want me to write it out and explain it on the board?	18,189	46	[]
volunteer	does it make sense?	18,189	47	[]
student	I think so.	18,189	48	[]
volunteer	im going to continue explaining but im going to return to this when we finish so i can give you another example to help you get it	18,189	49	[]
volunteer	so then in step two we see what is the same and cancel it out	18,189	50	[]
student	Right	18,189	51	[]
volunteer	which then leaves us with 3(x+7)/(x+3)	18,189	52	[]
student	I understand that. Why does x not equal plus or negative 3?	18,189	53	[]

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