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	can we practice increasing and decreasing functions rq	15,093	120	[]
student	yesssssss	15,093	121	[]
student	like for example this confused me	15,093	122	[]
volunteer	what is rq?	15,093	123	[]
student	really quick	15,093	124	[]
student	like	15,093	125	[]
student	fast	15,093	126	[]
volunteer	alright	15,093	127	[]
student	would that be increasing or decreasing or	15,093	128	[]
volunteer	you mean increasing and decreasing slope?	15,093	129	[]
student	liek increasing line decreasing line	15,093	130	[]
student	like	15,093	131	[]
student	do describe the graph	15,093	132	[]
student	to*	15,093	133	[]
volunteer	alright	15,093	134	[]
student	u would say its increasing decreasing or both	15,093	135	[]
volunteer	I would say it is increasing	15,093	136	[]
volunteer	do you agree>	15,093	137	[]
volunteer	?	15,093	138	[]
student	yes	15,093	139	[]
student	because its not like	15,093	140	[]
volunteer	you got the visual reason	15,093	141	[]
volunteer	it is correct	15,093	142	[]
student	ok	15,093	143	[]
student	next	15,093	144	[]
student	cuz that was like	15,093	145	[]
student	idek how to describe it	15,093	146	[]
student	a weird function	15,093	147	[]
student	def not a parabola	15,093	148	[]
student	increasing then decreasing	15,093	149	[]
volunteer	if you want to clarify if it is increasing or decreasing, just select the initial point and final point on the graph	15,093	150	[]
student	wait huh	15,093	151	[]
student	explain	15,093	152	[]
student	OH	15,093	153	[]
volunteer	so for some functions that have both increasing and decreasing pattern	15,093	154	[]
volunteer	we need to check on which interval we are working	15,093	155	[]
student	ohh	15,093	156	[]
volunteer	for example in this parabolla, from point A to B is increasing pattern while on interval from B to C is decreasing pattern	15,093	157	[]
student	how is this a parabola if its not symmetrical like look	15,093	158	[]
student	this is a parabola	15,093	159	[]
student	but	15,093	160	[]
student	the one we drew isnt	15,093	161	[]
student	this is the one im drawing is	15,093	162	[]
student	sorry no its not	15,093	163	[]
volunteer	yeah, it is quite distort	15,093	164	[]
volunteer	but it is fine because you know what a parabolla is	15,093	165	[]
student	is this a good example	15,093	166	[]
student	f(x) = x^2	15,093	167	[]
volunteer	that definitely a parabolla	15,093	168	[]
student	ok	15,093	169	[]
student	bc its quadratic	15,093	170	[]
volunteer	so in the interval from 1 to 2, is it deacrease or increase trend?	15,093	171	[]
student	i would say increase	15,093	172	[]
student	if ur talking about	15,093	173	[]
student	this line	15,093	174	[]
volunteer	that's correct	15,093	175	[]
student	okay lets try this again	15,093	176	[]
volunteer	which one?	15,093	177	[]
student	actually	15,093	178	[]
student	lets figure out if situations are discrete or not	15,093	179	[]
student	do yk what discrete is	15,093	180	[]
student	its this	15,093	181	[]
volunteer	yes	15,093	182	[]
student	no line	15,093	183	[]
student	ok	15,093	184	[]
volunteer	do you think it is discrete or not?	15,093	185	[]
student	this yes	15,093	186	[]
student	it is	15,093	187	[]
student	but i need a situation or smth	15,093	188	[]
student	like can u make situations	15,093	189	[]
student	and i guess if theyre discrete	15,093	190	[]
student	for example	15,093	191	[]
student	this is continuous	15,093	192	[]
volunteer	oh	15,093	193	[]
volunteer	I got you	15,093	194	[]
volunteer	so you count the number of drop of water when you make experiment. Then you draw a graph with time is input and number of drop is output. Is this discrete or continuous	15,093	195	[]
student	discrete because	15,093	196	[]
student	you cant have like	15,093	197	[]
student	4.5 drops of water	15,093	198	[]
volunteer	can you double check	15,093	199	[]
volunteer	using graphic to visualize	15,093	200	[]
student	ok	15,093	201	[]
student	still discrete because	15,093	202	[]
student	yes you can have 1.33222 minutes	15,093	203	[]
student	but	15,093	204	[]
student	you cannot have 3.5 drops	15,093	205	[]
student	is that right	15,093	206	[]
volunteer	wait, I need to double check myself because I think it is continuous	15,093	207	[]
student	okay	15,093	208	[]
student	its because the nature of drops	15,093	209	[]
student	because	15,093	210	[]
volunteer	oh yeah	15,093	211	[]
student	can you have 2.5 drops of water	15,093	212	[]
volunteer	it is discrete	15,093	213	[]
student	ye	15,093	214	[]
volunteer	I thought the graph would be like this	15,093	215	[]
student	ohh	15,093	216	[]
student	nah bc ur not measuring i dont think	15,093	217	[]
student	well yes u are but	15,093	218	[]
student	like	15,093	219	[]

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