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	you would subtract them	18,500	58	[]
volunteer	Yeah, so, so you can, you can write in the uh the factoring.	18,500	59	[]
volunteer	in this part right here	18,500	60	[]
volunteer	OK, yeah, so	18,500	61	[]
volunteer	Y squares or not, it's not um	18,500	62	[]
volunteer	yeah, cause the common thing here	18,500	63	[]
student	yeah you subtract it...	18,500	64	[]
volunteer	is that I, if I may, I think we're still a bit confused on like factoring versus multiplying. By the way, I've really nice handwriting. Um	18,500	65	[]
student	Thanks!	18,500	66	[]
volunteer	but so basically, if you see in the or the uh in the	18,500	67	[]
volunteer	um green, like this, the underlying green parts 5 and 10.	18,500	68	[]
volunteer	Well, 5 times 1 equals 5, and then 5 times 2 equals 10. For a common thing will be 5, not 15.	18,500	69	[]
student	okay	18,500	70	[]
volunteer	And then also, we have Y, which is common to both.	18,500	71	[]
volunteer	And so if we take out, I'll just do this, this part here, maybe you can try the second one.	18,500	72	[]
volunteer	If we take out 5 Y squared. 0 yeah, by the way it's 5 squared, not not not to the 5th.	18,500	73	[]
student	so you would subtract the 10-5 and add the exponents?	18,500	74	[]
volunteer	5 ways squared	18,500	75	[]
volunteer	and what we have left, we're gonna have Y	18,500	76	[]
volunteer	plus	18,500	77	[]
volunteer	2	18,500	78	[]
volunteer	And now we can, the multiple we multiply on as kind of our, our checking step and factoring so we can we can multiply when we check. So if we put this into that	18,500	79	[]
volunteer	and then this into that	18,500	80	[]
volunteer	5 voice square times Y is 5 y cubed. We have that here.	18,500	81	[]
volunteer	Then 5Y2 times 2	18,500	82	[]
volunteer	is 10 Westcard. We have that here.	18,500	83	[]
volunteer	So that's how we know we factored correctly.	18,500	84	[]
volunteer	Does that make sense	18,500	85	[]
student	Yes sir	18,500	86	[]
volunteer	Awesome	18,500	87	[]
volunteer	Now we're gonna try that with our second part of the equations. We've done the first part.	18,500	88	[]
volunteer	Now we're gonna try our 4Y minus 8.	18,500	89	[]
volunteer	So I'll make the parentheses and you can give it a try. Oops, a different color.	18,500	90	[]
volunteer	So take this part in pink and yeah you have to factor it into these two.	18,500	91	[]
volunteer	And we're trying to pull out the common terms.	18,500	92	[]
volunteer	From this 41 and then 8, what do they have in common? So again, I see, I see you've written 32	18,500	93	[]
volunteer	um, but we're not, we're not multiplying here	18,500	94	[]
volunteer	That's not the first step. Their the multiplying is the checking step, but here we're trying to like almost like divide if that makes sense.	18,500	95	[]
student	oh yeah, my bad...	18,500	96	[]
student	okay	18,500	97	[]
volunteer	No problem	18,500	98	[]
volunteer	Yup, good first step	18,500	99	[]
volunteer	Uh yeah, so 2 Y times 4.	18,500	100	[]
student	Um, I'm kind of confused because like when you multiply, um,	18,500	101	[]
student	2 times, I think 4.	18,500	102	[]
student	I kind of get confused with that.	18,500	103	[]
student	cause I do	18,500	104	[]
student	multiplication instead of division, and fact isn't factoring like division, right? Correct?	18,500	105	[]
volunteer	I just rejoined. Can you hear me	18,500	106	[]
student	Yeah, I can hear you. I can hear you.	18,500	107	[]
volunteer	OK, awesome. Um	18,500	108	[]
volunteer	yeah, I could, I can hear you too as well. Um	18,500	109	[]
volunteer	so the, the two I did a really good job there.	18,500	110	[]
volunteer	Um, that's our common term. We need in this next portion right here, which underline in green.	18,500	111	[]
volunteer	we need two terms	18,500	112	[]
volunteer	We need something uh	18,500	113	[]
volunteer	this green part, we need something plus something.	18,500	114	[]
volunteer	because we have two terms here in the 4 Y minus 8, so we need something plus something or something minus something here if you want to give that a try to see what our team's terms were. It's going to re parallel what we just did with the 5 like squared on the other side. We're going to do the same process here. We too...	18,500	115	[]
volunteer	current	18,500	116	[]
student	Um, so, for this, basically, would you like multiply 10y times 4y?	18,500	117	[]
volunteer	So we're gonna come back to that 10Y part later. Um, we're focusing on the pink part now and we'll bring it all together in, in a minute.	18,500	118	[]
student	OK, cause I thought you multiplied, cross-m multiplied 5Y and uh 4Y and then you cross multiply 10 Y to 2 to 8, um.	18,500	119	[]
volunteer	So yeah, um, so, I, yeah, so I I	18,500	120	[]
student	OK	18,500	121	[]
volunteer	I would, well, this is a factoring problem, so I would try to not think about multiplying. That that comes in the later steps in the checking steps. Like I, I would almost think about dividing, like factoring is, is you're trying to divide out the common terms, um, it's multiplying isn't really the step. It's kind of l...	18,500	122	[]
volunteer	Um	18,500	123	[]
student	OK	18,500	124	[]
volunteer	so I'm not sure where you got the cross multiplying cro cross thing, but I wouldn't recommend that	18,500	125	[]
student	Yes, sir.	18,500	126	[]
volunteer	when you're starting to solve the problem because I think that's that's confusing us a little bit. Um, yeah, so basically, so in this green underlined portion here.	18,500	127	[]
volunteer	So basically we're trying to do something plus or minus something.	18,500	128	[]
student	Mhm	18,500	129	[]
volunteer	So we have our two terms in pink, 4 Y and and and minus 8	18,500	130	[]
volunteer	and we divided out, um, actually, so yeah, this is a mistake. So this is why I shouldn't be here. Um, so it just, it's just two cause two, actually, it's more than 2, so what, what number is common to both both 4 and 82 is certainly, but even more 4 times, we can actually do 4, only we put 4 in there.	18,500	131	[]
volunteer	because we want an even bigger number. We want to factor out as much as possible.	18,500	132	[]
volunteer	So	18,500	133	[]
student	Um, so a common denominator between like a common factor between 10 and 4, or?	18,500	134	[]
volunteer	we, we're in the pink right now, so don't worry about the green one and I'm sorry, I'm sorry.	18,500	135	[]
volunteer	Yeah	18,500	136	[]
student	Oh, a common denominator between 4 and 8 is the highest one is 4, basically. Yeah.	18,500	137	[]
volunteer	Correct. So that's where we're gonna, that's where we're gonna put our parentheses right here, the 4.	18,500	138	[]
student	Mhm	18,500	139	[]
volunteer	That's 4. And so now what, now we're gonna do basically something plus or minus something.	18,500	140	[]
volunteer	blank, plus, blank	18,500	141	[]
volunteer	plus or minus blank	18,500	142	[]
student	Um,	18,500	143	[]
volunteer	Um, so what, 4 times uh equals 4 y, and then 4 times N equals -8.	18,500	144	[]
volunteer	That's what we have to try to fill in.	18,500	145	[]
student	4 times, wait, so you would do 4 times, uh, what again?	18,500	146	[]
volunteer	Basically 4 times is what equals 4Y.	18,500	147	[]
student	04 times.	18,500	148	[]
student	2	18,500	149	[]
volunteer	It's, it's actually very simple. You don't overcomplicate it. 4 times what equals 4 y.	18,500	150	[]
student	4 times he equals 14 times 1 equals 4Y.	18,500	151	[]
volunteer	So when we need to have a y in there.	18,500	152	[]
student	We're 44 times 4 times Y equalsy.	18,500	153	[]
student	and then	18,500	154	[]
volunteer	Yeah, Y, I'm sorry, I heard 1, yeah, it's 4 times Y. So 4 times y, yep, the second one.	18,500	155	[]
volunteer	Yeah	18,500	156	[]
student	and then 44 times 4 equals 8, no, 4 times 2 equals 8. So, like, yeah.	18,500	157	[]

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