Datasets:
NationalTutoringObservatory
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MathEd-PII

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8
student
uh -11 would be -4, so opposite it would he 4?
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volunteer
YES!!!
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volunteer
amazing work!!
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volunteer
great job sticking with it, this is tricky
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volunteer
alright, one more to go!
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volunteer
c is a little bit different, but nothing you can't handle
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volunteer
do you want to work on it now?
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student
uhm can i try it on my own and see if i can get it
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volunteer
yes, I'd love that :)
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student
i got 8
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volunteer
amazing! that's what I got too
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student
yay :D
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volunteer
amazing work, this is quite tricky and you handled it so well!
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student
the way my teacher taught it was super weird tooo… ill show u later when we get on the next page 💔💔
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volunteer
and then looking at 5 and 6, you seem to have the right idea
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volunteer
because the property f(-x) = -f(x) means that it point degree symmetry
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volunteer
which basically means that if you rotate one half of it 2 quadrants clockwise, it overlays the top of the other one
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volunteer
which it looks like at least for 5 it definitely does!
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student
i have no idea how to to 6
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volunteer
that's okay!
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volunteer
let's plot points, that's always useful
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volunteer
what's a point on that side of the graph?
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volunteer
*the left
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volunteer
that you already have?
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student
(-1,-2), (-2,-3), (-3,-2), (-4,-1)
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volunteer
yep, those all look great
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volunteer
okay, let's start with the first one
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student
wait i think i did it
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volunteer
ooh, okay!
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volunteer
yessss!!
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volunteer
good job!
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student
ok and then the next page is hell.
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volunteer
I'm so sorry, but I have to go now :(
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student
oh
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student
okayy
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student
Alex thank you
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[ { "pii_type": "PERSON", "surrogate": "Alex", "start": 0, "end": 4 } ]
volunteer
please put in another request, I'm sure someone else is available now!
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student
Hello! I have a pdf full of the equations that I have done in class but did not understand well. The reason why most of them are all answered is because we did them in class together but I still did not understand them. Can you go in order on the pdf and rewrite the equations with different numbers and I will solve on ...
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student
https://docs.google.com/document/d/123xyz
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[ { "pii_type": "URL", "surrogate": "https://docs.google.com/document/d/123xyz", "start": 0, "end": 41 } ]
student
I'm on page 9
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student
Its on the whiteboard as well
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volunteer
Hey Liam! im taking a look now
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[ { "pii_type": "PERSON", "surrogate": "Liam", "start": 4, "end": 8 } ]
volunteer
so you want a question multiplying fractions?
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volunteer
*first
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volunteer
can you see what ive written?
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student
sorry im back
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student
yes
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student
thats not like the equation on the whiteboard
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student
im talking about page 9
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volunteer
oh okay let me come up with something
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student
k
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student
thanks
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volunteer
ok, if this is too hard let me know, but where do you think we would start?
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student
distribute first
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student
?
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volunteer
yep! you may want to simplify any fractions to make things easier too
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student
so u divide 10 by 3 then multiply by 2?
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volunteer
you would divide 3 by 10, then multiply by 2. really close though!
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student
3/10=0.3
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student
thats a decimal
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volunteer
thats fine, you dont have to simplify 3/10 any further
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student
so its 0.3?
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volunteer
actually do you mind writing your work on the board for me to see?
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student
sure
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student
that?
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volunteer
almost! so for the 6.6, i know we had 0.3 before it was multiplied by 2. it might help to keep 3/10 as a fraction instead of a decimal
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volunteer
actually lets back up a little, do you know how to simplify 2/10s?
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student
yeah im confused
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student
idk how to solve anything like this bc our equations that our teacher has never equals a decimal
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student
hi
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volunteer
Hello!
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volunteer
My chat was lagging, sorry for the wait.
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student
oh it's fine !
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volunteer
How can I help you today?
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volunteer
Is that all of the questions?
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student
no
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student
but let's start with this question
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volunteer
Alright.
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volunteer
What do you think is the first step of this problem?
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volunteer
Yes, that's correct
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volunteer
Are you familiar with PEMDAS?
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student
yes
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volunteer
Since we have 0, we can erase that onw
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volunteer
Not quite right
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volunteer
9 - (-1) si the same as 9 + 1
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volunteer
if we have two - signs they become +
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volunteer
Yes, you are right. Great job!
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student
wait isn't it -2?
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volunteer
Can you show me how you got that?
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volunteer
I am sorry, 8 is correct
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volunteer
I forgot that it was supposed to be 9 - -(-1) so that would give us 8.
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student
Hello! I have a pdf full of the equations that I have done in class but did not understand well. The reason why most of them are all answered is because we did them in class together but I still did not understand them. Can you go in order on the pdf and rewrite the equations with different numbers and I will solve on ...
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student
https://sampledoc.net/equations_pdf
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[ { "pii_type": "URL", "surrogate": "https://sampledoc.net/equations_pdf", "start": 0, "end": 35 } ]
student
I am currently working on page 7 #31
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volunteer
Yes sure! Just give me a few mins
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volunteer
Would you like me to start with the one you are currently working on?
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volunteer
Also I want to just let you know from the beginning that I only have time till 1:30
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student
Ok, I want to start on page 7 #31
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volunteer
alright perfect!
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student
you can write the equation on the board
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