Datasets:
NationalTutoringObservatory
/
MathEd-PII

Dataset card Data Studio Files
xet
 Community
1
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
Okay for how to move the terms to one side, think about the first problem we did where 10 = x - 5. How did you solve for x there? What did you do to move the 5 term to the other side?
15,826
137
[]
student
add 5
15,826
138
[]
student
so it cancelled out on one side and added 5 to the 10
15,826
139
[]
volunteer
yep exactly so if you wanted to move the x^2 to the other side what would you do
15,826
140
[]
volunteer
And then what about the 5x and the 6?
15,826
141
[]
student
minus the x^2, minus the 5x and minue the 6
15,826
142
[]
student
minus
15,826
143
[]
volunteer
Correct!
15,826
144
[]
student
woah sorry my internet cut for a moment
15,826
145
[]
student
Let me do that on my paper real quick
15,826
146
[]
student
wait
15,826
147
[]
student
oh never mind I was looking at something wrong
15,826
148
[]
student
ok so I moved that over so would I use those equations to find x?
15,826
149
[]
volunteer
Yep you'd use the quadratic formula to find x now unless you want to factor your solution and find x that way
15,826
150
[]
volunteer
Whichever way is easiest for you
15,826
151
[]
student
uh how do I do that-
15,826
152
[]
student
The formula
15,826
153
[]
volunteer
Did you talk about that formula in class?
15,826
154
[]
student
nope
15,826
155
[]
volunteer
Okay then your teacher probably wants you to factor the solution and solve that way instead
15,826
156
[]
volunteer
Do you know how to do that?
15,826
157
[]
student
not very well
15,826
158
[]
volunteer
okay give it your best shot and I'll help you fix it if its not right!
15,826
159
[]
student
uhhh
15,826
160
[]
volunteer
what would your first step be or any ideas about how to solve it?
15,826
161
[]
student
oh wait I do have the quadratic formula
15,826
162
[]
student
I didn't realize
15,826
163
[]
volunteer
Okay you can use that then if you want since its just plugging numbers in
15,826
164
[]
student
uh here's where Im confused though
15,826
165
[]
student
This is my equation: x^2-12x-3=x^2-4x+3
15,826
166
[]
volunteer
wait what
15,826
167
[]
volunteer
I thought you simplified by bringing all of the terms to one side?
15,826
168
[]
student
I only moved the one
15,826
169
[]
student
do I need to move the others too?
15,826
170
[]
volunteer
Yep
15,826
171
[]
student
oh shoot
15,826
172
[]
student
Sorry, that's my mistake
15,826
173
[]
volunteer
It's all good
15,826
174
[]
student
wait how do I do that...x^2-x^2 would be 0 wouldn't it
15,826
175
[]
volunteer
correct you'd have x^2 on one side since 2x^2 - x^2 = 1x^2 and 0 on the other side
15,826
176
[]
student
?
15,826
177
[]
volunteer
I underlined it on the screenshot of your paper
15,826
178
[]
student
oh but here's where I'm lost. I already did one which gave the equation I told you about so wouldn't it be zero or just not exist if I moved the other x^2 over
15,826
179
[]
volunteer
What do you mean you did one?
15,826
180
[]
volunteer
Like you already moved the x^2?
15,826
181
[]
volunteer
Because then yes it would be zero correct
15,826
182
[]
student
Did you see the 1,2,3 on the one paper? I can explain what I mean if you saw them
15,826
183
[]
volunteer
Yeah I see that
15,826
184
[]
student
ok so what I did is I took e.3 and put it into e.1 so I got the x^2-12x-3
15,826
185
[]
student
wait that's wrong
15,826
186
[]
volunteer
where did equation 3 come from?
15,826
187
[]
volunteer
Oh wait nevermind I see
15,826
188
[]
volunteer
So I think you never added equation 2 and 3?
15,826
189
[]
student
not together no
15,826
190
[]
volunteer
Okay start with that
15,826
191
[]
volunteer
I think that was the step you were missing that was throwing you off
15,826
192
[]
student
makes sense
15,826
193
[]
student
2x^2+x+9
15,826
194
[]
volunteer
great that's right
15,826
195
[]
volunteer
now move those terms to the other side where equation 1 is
15,826
196
[]
volunteer
and solve for x
15,826
197
[]
student
0-8x-6
15,826
198
[]
student
wait what-
15,826
199
[]
student
I don't think that's right..
15,826
200
[]
volunteer
No that's right
15,826
201
[]
student
oh
15,826
202
[]
volunteer
You have -8x - 6 = 0
15,826
203
[]
volunteer
which you can solve for x
15,826
204
[]
volunteer
So what would x be then?
15,826
205
[]
student
-0.75?
15,826
206
[]
volunteer
Yes, let's go!!!
15,826
207
[]
volunteer
Great job persevering through that one!
15,826
208
[]
student
Almost cried twice haha but would've been worth it
15,826
209
[]
volunteer
Proud of you!
15,826
210
[]
student
any way we could go through at least #3?
15,826
211
[]
volunteer
Yep, I have a little time left - about 15 more minutes. Why don't you try to work through this one using the skills we worked on in the last one and I can help you when you get stuck?
15,826
212
[]
student
oh uh-
15,826
213
[]
volunteer
So what was our very first step for the last problem?
15,826
214
[]
student
common denominator
15,826
215
[]
volunteer
Great so any ideas for the common denominator here?
15,826
216
[]
student
um
15,826
217
[]
volunteer
just give it your best guess
15,826
218
[]
student
all of them are letters, I don't know-
15,826
219
[]
volunteer
pretend they are numbers, say 3, 7, 4
15,826
220
[]
volunteer
what would you do then to find a common denominator?
15,826
221
[]
student
uh I don't remember how to find thst
15,826
222
[]
student
that
15,826
223
[]
volunteer
okay that's find you'd just multiply the denominators together
15,826
224
[]
volunteer
so in the case with the numbers it would 3 x 7 x 4
15,826
225
[]
volunteer
or in your case with the letters it would be....?
15,826
226
[]
student
rmj?
15,826
227
[]
volunteer
yes!!
15,826
228
[]
volunteer
Now go one by one and fill in the numerator for each fraction with the two letters that are missing
15,826
229
[]
volunteer
so for 1/r for example you are missing m and j right?
15,826
230
[]
student
yes
15,826
231
[]
volunteer
great, now do the other two yourself!
15,826
232
[]
student
would it be rj/rmj and rm/rmj
15,826
233
[]
volunteer
yes, exactly!
15,826
234
[]
volunteer
and all the terms again have the same denominator so what should we do next?
15,826
235
[]
student
factor the numerators
15,826
236
[]