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
volunteer	So we have our, our plus or minus 2, so we, we need to have a negative 8 essentially -8. So which one are we going to use?	18,500	158	[]
volunteer	Yeah	18,500	159	[]
student	um minus because it's negative.	18,500	160	[]
student	Thank you	18,500	161	[]
student	OK.	18,500	162	[]
student	Bye.	18,500	163	[]
volunteer	so not plus, we're gonna take out our plus. So now we, now we have it. OK, now we have kind of the bare bones. So	18,500	164	[]
volunteer	we have 4 times whitecos minus 2 equals 4 Y minus 8, that that goes in together. So now we have our 22 separate parts of our problem, the green and the pink.	18,500	165	[]
student	OK	18,500	166	[]
volunteer	And so you've taken out the biggest term. Um,	18,500	167	[]
volunteer	and, uh, this is kind of a hard problem to start with. It's kind of a more algebra 201, but we're going to do our best. So	18,500	168	[ { "pii_type": "COURSE", "surrogate": "algebra 201", "start": 75, "end": 86 } ]
volunteer	I'll say	18,500	169	[]
volunteer	OK, one thing I kinda confused you on, which I do apologize for is that we're gonna, it actually will be a plus too for different reasons. Um, it's because this is a	18,500	170	[]
student	Because, was it, is it because like they cancel out basically cause + like like if for instance, if you did -6 times too, wouldn't like that be negative, like 12.	18,500	171	[]
volunteer	um, I'm not sure the cyst comes from, um, but where you got the 6 from, but basically what what I	18,500	172	[]
student	Like, no, it's that's just an end, like that's just an example.	18,500	173	[]
volunteer	Oh, gotcha. Um, I'm having a hard time visualizing, but um it's possible that could work. But anyway, anyways, what, what I kind of misled you on is that when I put the parentheses around the 4 Y minus 6 up here at the top. Um, by the way, can you see my cursor or no?	18,500	174	[]
student	Uh, no.	18,500	175	[]
volunteer	Probably not, OK. Maybe I can ask you to add that in.	18,500	176	[]
volunteer	Anyways, um, so when we, when we put a parenthesis around this, we have to add in basically + 8.	18,500	177	[]
student	Yes, sir	18,500	178	[]
volunteer	You have to do plus right here because -4Y and then minus + equals negative. That's a complicated thing, but that's, that's, that's kind of a detail, but it's not the most important part to. It's not the principle we're working with. Anyways, now, now we have, we've factored this appropriately now. We haven't like fini...	18,500	179	[]
volunteer	We have a green park, we have our pink part. Do you see, do you notice any common term we're going to actually try to factor a second time. Do you see any comment in this?	18,500	180	[]
volunteer	Yeah, exact.	18,500	181	[]
student	Um, I see like the common terms between why like the green part, like Y + 2 and 5 + 2 under the pink part. I, I think that's because they both like have um the Y	18,500	182	[]
student	coefficient. Is that cofi coefficient or?	18,500	183	[]
student	Yeah	18,500	184	[]
volunteer	Um, yeah, student, yes, it's kind of hard to kind of like, yeah, a factor I would say is probably the best term. Yeah, great job. So we're gonna actually have to fax this again. Um	18,500	185	[]
volunteer	um, so	18,500	186	[]
volunteer	we're going to do	18,500	187	[]
volunteer	I think if I, if I show it first, it'll kind of make sense.	18,500	188	[]
student	Mhm	18,500	189	[]
volunteer	Um, cause yeah, I would, I would definitely recommend doing more of these problems. Um.	18,500	190	[]
volunteer	great	18,500	191	[]
volunteer	Yeah	18,500	192	[]
student	I have a lot of more of these problems. Um, I was planning on doing this because like I have a test coming up. So I really need, yeah.	18,500	193	[]
volunteer	For sure, yeah, we're here to help you with the test. OK. So	18,500	194	[]
student	Yes sir	18,500	195	[]
volunteer	this is pretty much the final answer and I'm, I'm sorry to give you the final answer kind of without working through it, but I think it's important um for this problem to kind of visualize. um, but you see Y + 2, we had that in common, um, and both of them, and then we did, um, we're going to use a different cone blue.	18,500	196	[]
volunteer	We have, we, we took out basically the 5 minus 4.	18,500	197	[]
volunteer	And that was our thing here.	18,500	198	[]
volunteer	Um, so that was, that basically this whole thing, this, this is our final answer.	18,500	199	[]
volunteer	for how we our original thing.	18,500	200	[]
student	OK, so,	18,500	201	[]
volunteer	But it's basically it's a, it's a two step, it's a two-step process. You have to do the, you have to isolate	18,500	202	[]
volunteer	What was that	18,500	203	[]
volunteer	No problem.	18,500	204	[]
student	first step to get the second step. You have to, cause what I'm confused on right now is how you got, cause I'm very slow visual learner, and so whenever I'm learning stuff, yeah, but this makes sense, this makes sense. It's just that like	18,500	205	[]
student	so that's the final answer. 5Y it's the second minus 4	18,500	206	[]
student	Y + 2 is that no.	18,500	207	[]
volunteer	Yeah, exactly. So, but it's a two-step process. You can't, you don't want to get this intuitively. So if you look back at our original problem.	18,500	208	[]
volunteer	I'm gonna clean it up a little bit for us.	18,500	209	[]
student	OK	18,500	210	[]
volunteer	Um	18,500	211	[]
volunteer	some pink as well.	18,500	212	[]
volunteer	Um, it feels like an original problem	18,500	213	[]
student	Mhm	18,500	214	[]
volunteer	We have the 5 Y cubed plus 10 Y squared minus 4Y + 8. we, we took that, we divided it into a green part and then a pink part. Um,	18,500	215	[]
student	So, basically, you, for this, you would like divide. So if you would like factor out, so basically you pick out the stuff and divide it.	18,500	216	[]
student	or then	18,500	217	[]
student	OK.	18,500	218	[]
volunteer	yeah, facts and, yeah, I like the term use factor out. Um	18,500	219	[]
volunteer	so we, so when I, when, when I looked at this problem first, what I noticed uh let me let me see if I can copy and paste it.	18,500	220	[]
volunteer	Oh yeah, great. I'm gonna, I'm, I hope we can still see you at the top. Um	18,500	221	[]
volunteer	so if you look at our, our bland statement at the top.	18,500	222	[]
volunteer	which I'm circling in black.	18,500	223	[]
volunteer	One second	18,500	224	[]
student	Mhm.	18,500	225	[]
volunteer	which is now blue, unfortunately.	18,500	226	[]
volunteer	Um, the like the the basic black um thing I circled, that was the original thing we started with, and I looked at this and say, man, man, how can we factor this?	18,500	227	[]
volunteer	They looked at 5 and 10, and then I was like, oh wow, 5 and 10, they look, they sound pretty similar. I can factor out to 5. And I was like, oh, why why squared and y cubed.	18,500	228	[]
student	Yeah, wait, wait, wait. So you can, OK, I get it. I get it now. I get it now. OK, so for 5, basically 5 words to 2, this would basically be multiplied.	18,500	229	[]
volunteer	the 3rd, 3, I'm sorry, my bad, go ahead.	18,500	230	[]
student	by this, and then this would basically be multiplied.	18,500	231	[]
student	So we multiplied by this, and then it'll be multiplied by that too.	18,500	232	[]
student	OK, OK, I get it now.	18,500	233	[]
student	Yeah.	18,500	234	[]
student	So	18,500	235	[]
volunteer	Yeah, yeah, so it's kind of like it's reverse multiplying. You're trying, you're you're unmultiplying it essentially. Uh, you know, you could think of it like dividing and factoring, um, cause I know, you know,	18,500	236	[]
volunteer	the way you know	18,500	237	[]
student	Yeah, I get it now. OK.	18,500	238	[]
volunteer	Yeah, yeah, I'm glad, I'm so glad. Yes, it's, it's, it's a hard, this is a hard problem because it's like a, it's like a double.	18,500	239	[]
volunteer	this, this is a hard problem to start with because it's like you're, you're double factoring.	18,500	240	[]
student	Yeah, cause it's, yeah, it's something else. Thank you so much.	18,500	241	[]
volunteer	Um, my pleasure, yeah.	18,500	242	[]
student	Makes sense. It makes sense.	18,500	243	[]
student	Mhm	18,500	244	[]
student	Yes sir	18,500	245	[]
volunteer	Yeah, so just whenever you're looking at, at big problems like this, you see, boom in this, in this first part with a circle in black, I was like wow, I see a lot of, I see 4 terms in a row, how am I gonna deal with this? Just so you can look for common terms. You know, I see a 5, I see a 5, I see a 10, I see, you know...	18,500	246	[]
volunteer	Yeah, it's, yeah, just	18,500	247	[]
student	Yeah. OK, thank you so much. Oh my gosh, I think I'm gonna pass my test. Thank you so much.	18,500	248	[]
volunteer	yeah, I'm so happy, happy to do so. And let me know if you need, uh, I actually do have to go soon, but I hope I, I, I hope this helped and I hope you'd, I would just recommend to do a few more of these.	18,500	249	[]
volunteer	No pressure	18,500	250	[]
student	Yeah, thank you so much. Thank you so much.	18,500	251	[]
student	Have a great afternoon.	18,500	252	[]
volunteer	Likewise, and you can always feel free to uh uh uh um like rank me or like, you know, get feedback afterwards, there's the feedback after the forma after the session ends.	18,500	253	[]
student	Thank you.	18,500	254	[]
volunteer	My pleasure. Have a great day. Bye-bye	18,500	255	[]
student	hi	18,668	0	[]
volunteer	Hi Alex	18,668	1	[ { "pii_type": "PERSON", "surrogate": "Alex", "start": 3, "end": 7 } ]

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