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	because i can maage to get to this point but never to the full equation	13,736	21	[]
volunteer	That is it! It is in intercept form!	13,736	22	[]
student	ohh oops i got confused with vertex form	13,736	23	[]
volunteer	And out x-intercepts here would be at 1 and -8!	13,736	24	[]
student	ok well then how would we go form intercept to vertex and from standard to vertex?	13,736	25	[]
volunteer	Lets start with standard.	13,736	26	[]
volunteer	First we get all of the x to one side	13,736	27	[]
volunteer	Do you understand how we got here?	13,736	28	[]
student	yes	13,736	29	[]
volunteer	Then we complete the square!	13,736	30	[]
student	but i thought you said you need the x to one side, why'd you take c?	13,736	31	[]
volunteer	all of the x's are not on the same side	13,736	32	[]
volunteer	and I am going to change a number in this equation to make it nicer to solve.	13,736	33	[]
student	im confused, arent all the x's on the same side still? 8 was a constant so it doesnt have an x, right?	13,736	34	[]
student	so now we just have x^2 and 4x the only x's	13,736	35	[]
volunteer	Yes! you do want all of the x's on the same side!	13,736	36	[]
student	ohh ok	13,736	37	[]
volunteer	Do you know how to complete the square?	13,736	38	[]
student	taknig half ot the b term, square it and add that to both side?	13,736	39	[]
volunteer	Yes!	13,736	40	[]
student	so +16	13,736	41	[]
volunteer	Try again!	13,736	42	[]
student	oh oop i was looking at 8	13,736	43	[]
student	ok so +4	13,736	44	[]
volunteer	Yes!	13,736	45	[]
volunteer	Then we can factor it!	13,736	46	[]
student	ok so we have (x+2) becuase 2 is the b/2 right?	13,736	47	[]
volunteer	WE have the x+2 because it is what adds to 4 and multiplies to 4	13,736	48	[]
student	ohh ok so if we use the X for the equation on the right those are the X's we'd get	13,736	49	[]
volunteer	Yes!	13,736	50	[]
student	but would my reasoning also work or no?	13,736	51	[]
volunteer	Yes!	13,736	52	[]
volunteer	That is also a way to think of it!	13,736	53	[]
student	ok so then to complete it to vertex form we would just subtract 12?	13,736	54	[]
volunteer	Yes!	13,736	55	[]
student	OKOK i get it now	13,736	56	[]
volunteer	If we were to graph this, what would the vertex be at?	13,736	57	[]
student	(-2, -12)	13,736	58	[]
volunteer	Yes!	13,736	59	[]
student	ohh ok	13,736	60	[]
volunteer	Do you want another problem?	13,736	61	[]
student	yess	13,736	62	[]
volunteer	Change it to standard form.	13,736	63	[]
student	x^2+2x-8?	13,736	64	[]
volunteer	Excellent!!	13,736	65	[]
student	yayyy	13,736	66	[]
volunteer	Want another one?	13,736	67	[]
student	yes lets do like 2 more before we move onto the next topic	13,736	68	[]
volunteer	The good thing is, we are covering most of the topics right now!	13,736	69	[]
volunteer	Change this to vertex form!	13,736	70	[]
student	(x-5)^2-15?	13,736	71	[]
volunteer	Not quite!	13,736	72	[]
student	oh i think i know where i went ewrong	13,736	73	[]
volunteer	The first thing we want to do for this one is make the x^2=1	13,736	74	[]
volunteer	We can factor the 2 out of the x	13,736	75	[]
student	yess exactly	13,736	76	[]
student	can i jjust divide the equation by 2 and like never see that again?	13,736	77	[]
student	or do i have to group it out wih the parenthesis	13,736	78	[]
volunteer	You have to group it out	13,736	79	[]
student	ohh ok	13,736	80	[]
volunteer	Because then on the other side you would have y/2	13,736	81	[]
student	oh yes youre right	13,736	82	[]
volunteer	What would we do from here?	13,736	83	[]
student	(-4/2)^2 then add to both side	13,736	84	[]
student	so +4	13,736	85	[]
volunteer	Yes!	13,736	86	[]
volunteer	But notice how we are adding it inside the parenthesis	13,736	87	[]
volunteer	so we can not just add 4 to the other side	13,736	88	[]
volunteer	We have to add 8	13,736	89	[]
volunteer	Because in this case, we are adding 8 to the overall equation!	13,736	90	[]
student	oh ok	13,736	91	[]
volunteer	What would we do from here?	13,736	92	[]
student	-10+8 so y-2= 2(x^2-4x+4)? what would we do with the side that has the parenthesis	13,736	93	[]
volunteer	We would factor it!	13,736	94	[]
student	ok so y-2= 2(x-2)(x-2)	13,736	95	[]
volunteer	Yes!	13,736	96	[]
volunteer	In then we can square that because it is the same thing twice!	13,736	97	[]
student	so y-2= 2(x-2)^2	13,736	98	[]
volunteer	Yes!	13,736	99	[]
student	and we would just leave the y-2?	13,736	100	[]
volunteer	Then you add it back	13,736	101	[]
volunteer	Then that is vertex form!	13,736	102	[]
student	ohh ok	13,736	103	[]
volunteer	What do you want to do now?	13,736	104	[]
student	like as for topic wise or what i want to do within this changinf forms topic?	13,736	105	[]
volunteer	what would you like to do next? Do you want to stay on this topic or move on to a new one?	13,736	106	[]
student	i think we can move onto a new one	13,736	107	[]
volunteer	Ok :)	13,736	108	[]
volunteer	What topic do you want to do?	13,736	109	[]
student	could you give me some more quadratic equations to firgure out how to solve using either of the 3 methods? Unfortunately I'm not allowed to use the quadratic formula in class so its just completing the square, square rooting, and normal factoring	13,736	110	[]
volunteer	How about you try to solve this one?	13,736	111	[]
student	im sort of stuck here teacher	13,736	112	[]
volunteer	We are trying to solve for x here	13,736	113	[]
volunteer	So out first step is to make it equal to 0	13,736	114	[]
student	oh yes yes	13,736	115	[]
volunteer	The we can factor it!	13,736	116	[]
student	(x-2)(x+6)	13,736	117	[]
volunteer	Yes	13,736	118	[]
volunteer	What is the final answer?	13,736	119	[]
student	x=+2 x=-6	13,736	120	[]

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