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	How would you solve that one so you can walk me through it and give me thesteps on how to accomplish that	19,385	26	[]
volunteer	sure, we can start with this one	19,385	27	[]
student	Yes those and the one you pointed at are kind of similar to the ones on the test.	19,385	28	[]
student	Okay thank you.	19,385	29	[]
volunteer	do you know how to do fraction multiplication?	19,385	30	[]
student	No... not sure what that is...	19,385	31	[]
volunteer	Just like	19,385	32	[]
volunteer	1/2 x 3/8	19,385	33	[]
student	oh yes.	19,385	34	[]
volunteer	you multiply the bottom numbers and top numbers	19,385	35	[]
student	You find the commonf denomiantor first	19,385	36	[]
student	common*	19,385	37	[]
volunteer	well for multiplication you don't have to	19,385	38	[]
volunteer	you can actually just multiply the two bottom numbers	19,385	39	[]
volunteer	so 16	19,385	40	[]
volunteer	and top numbers	19,385	41	[]
volunteer	3	19,385	42	[]
student	oh okay	19,385	43	[]
volunteer	so 3/16 is 1/2 x 3/8	19,385	44	[]
student	okay	19,385	45	[]
volunteer	anyways that's how I like to think about these	19,385	46	[]
volunteer	So let's start by identifying like terms	19,385	47	[]
student	oka.	19,385	48	[]
volunteer	which ones might simplify each other	19,385	49	[]
student	okay	19,385	50	[]
student	5 and 1	19,385	51	[]
volunteer	maybe underline the ones that can simplify each other in the same color	19,385	52	[]
student	3 and 7	19,385	53	[]
student	okay	19,385	54	[]
volunteer	meant to be a 2 lol	19,385	55	[]
student	oh okay, :)	19,385	56	[]
volunteer	so we can actually	19,385	57	[]
volunteer	separate them	19,385	58	[]
student	okay	19,385	59	[]
volunteer	do you see why we can do that?	19,385	60	[]
student	yes	19,385	61	[]
student	actually no...	19,385	62	[]
student	can you explain...	19,385	63	[]
volunteer	for sure!	19,385	64	[]
volunteer	fraction multiplication you multiply the bottom numbers and top numbers	19,385	65	[]
volunteer	so all the bottom numbers times each other is?	19,385	66	[]
student	3 x 7 = 21, correct?	19,385	67	[]
student	and 5 x 2 = 10, correct?	19,385	68	[]
volunteer	yeah	19,385	69	[]
student	so x^21 and y^10	19,385	70	[]
volunteer	but why are you multiplying the exponents	19,385	71	[]
volunteer	it's division	19,385	72	[]
student	oh...	19,385	73	[]
volunteer	oh wait sorry im being confusing	19,385	74	[]
student	okay	19,385	75	[]
volunteer	i meant in fraction multiplication	19,385	76	[]
student	oh	19,385	77	[]
volunteer	it's all the bottom numbers multiplied by each other	19,385	78	[]
student	okay	19,385	79	[]
volunteer	so 45 times x^7 times y^2	19,385	80	[]
volunteer	which is the same as this	19,385	81	[]
student	i'm not so sure	19,385	82	[]
volunteer	Am i making no sense	19,385	83	[]
volunteer	alright forget the fraction stuff	19,385	84	[]
student	no your making sense, I just don't get it...	19,385	85	[]
student	Is there another method to solve this? One that would be easier?	19,385	86	[]
volunteer	yeah for sure	19,385	87	[]
volunteer	let's do it another way	19,385	88	[]
student	okay :)	19,385	89	[]
volunteer	so let's go back to here	19,385	90	[]
volunteer	we identified like terms	19,385	91	[]
student	okay..	19,385	92	[]
volunteer	what about 15 and 45	19,385	93	[]
volunteer	how might those two simplify	19,385	94	[]
student	45/15?	19,385	95	[]
volunteer	well imagine you just had 15/45 as a fraction	19,385	96	[]
volunteer	would that be its simplest form	19,385	97	[]
student	okay...	19,385	98	[]
student	no.. you could still divide ot	19,385	99	[]
student	it*	19,385	100	[]
volunteer	Perfect!	19,385	101	[]
volunteer	what would you divide out	19,385	102	[]
student	15 and 45 have a common factor of 5	19,385	103	[]
student	thats the GCF	19,385	104	[]
volunteer	close	19,385	105	[]
volunteer	they have one slightly larger	19,385	106	[]
student	oh.. uhm... 15?	19,385	107	[]
volunteer	Yep!	19,385	108	[]
volunteer	Exactly!	19,385	109	[]
student	oh. okay.	19,385	110	[]
volunteer	so what would you do with that	19,385	111	[]
volunteer	how would you use that to simplify 15/45	19,385	112	[]
student	you would divide 15/ 15 and 45/15	19,385	113	[]
volunteer	Perfect!	19,385	114	[]
student	that would give you...	19,385	115	[]
student	1/3	19,385	116	[]
volunteer	Exactly!	19,385	117	[]
volunteer	so we can cancel the 15 and 45	19,385	118	[]
volunteer	and make them 1 and 3	19,385	119	[]
student	okay so you would subtract the exponents?	19,385	120	[]
volunteer	Yep!	19,385	121	[]
student	so it would be 3-7, corrct?	19,385	122	[]
volunteer	perfect!	19,385	123	[]
student	and then that would be the exponent of x would be -5 and the exponent of y would be positive 3	19,385	124	[]
volunteer	close	19,385	125	[]

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