url stringlengths 6 1.4k | fetch_time int64 1,368,858,634B 1,726,893,726B | content_mime_type stringclasses 3
values | warc_filename stringlengths 108 138 | warc_record_offset int32 958 1.8B | warc_record_length int32 724 787k | text stringlengths 74 913k | token_count int32 31 349k | char_count int32 74 913k | metadata stringlengths 439 444 | score float64 3.5 5.09 | int_score int64 4 5 | crawl stringclasses 93
values | snapshot_type stringclasses 2
values | language stringclasses 1
value | language_score float64 0.06 1 | backtracking_raw stringlengths 0 12.3k | verification_raw stringlengths 0 17.4k | subgoal_setting_raw stringlengths 0 20.4k | backward_chaining_raw stringlengths 0 12.3k | backtrack_count int64 0 5 ⌀ | backchain_count int64 0 5 ⌀ | verification_count int64 0 10 ⌀ | subgoal_count int64 0 16 ⌀ |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
https://ex.burnettmediagroup.com/what-is-the-phraseexclamation-mark-in-x-y/ | 1,627,454,305,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046153531.10/warc/CC-MAIN-20210728060744-20210728090744-00632.warc.gz | 265,657,037 | 7,750 | # What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a va... | 509 | 1,930 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.53125 | 5 | CC-MAIN-2021-31 | longest | en | 0.901994 | user | SupportedContent | 5555555555555555555555555555555555555555555555555555555555555555 | assistant ## Thoughts
The provided text does not contain any instances of backward-chaining behavior. The text is explaining how to interpret and manipulate mathematical expressions using "exclamation marks" and other symbols, but it does not start from a goal and work backward to achieve it.
## Does the text exhibit ... | null | 0 | null | null |
https://esingaporemath.com/program-grade-3 | 1,638,473,770,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964362287.26/warc/CC-MAIN-20211202175510-20211202205510-00559.warc.gz | 305,205,293 | 13,865 | Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these ... | 1,234 | 6,132 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.09375 | 4 | CC-MAIN-2021-49 | latest | en | 0.914701 | assistant```markdown
## Thoughts
The provided text is a detailed description of the curriculum for Singapore Math Grade 3. It outlines the topics covered in the curriculum and does not contain any instances where the writer realizes a path won't work and explicitly goes back to try a different approach. There are no ph... | assistant
## Thoughts
The provided text is a detailed curriculum outline for Singapore Math Grade 3. It describes the topics covered in the curriculum and the learning objectives for each unit. However, the text does not contain any explicit steps where the writer checks their work or verifies the correctness of the co... | assistant ## Thoughts
The text describes the curriculum and scope of a 3rd-grade Singapore Math program. It outlines various units and what students will learn in each unit. However, it does not break down the learning process into smaller, intermediate goals within each unit. The text is more descriptive of the conten... | assistant ## Thoughts
The provided text describes the curriculum and scope of a Singapore Math Grade 3 program. It outlines the topics covered and the progression of learning. There is no indication of backward-chaining behavior in the text. The text does not start from a goal and work backward to achieve it. Instead, ... | 0 | 0 | 0 | 0 |
https://www.teacherspayteachers.com/Product/Fractions-Bundle-Twist-12-Worksheets-616486 | 1,537,662,858,000,000,000 | text/html | crawl-data/CC-MAIN-2018-39/segments/1537267158766.65/warc/CC-MAIN-20180923000827-20180923021227-00077.warc.gz | 874,532,398 | 19,691 | # Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
The "Twist"? - ... | 709 | 3,141 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.921875 | 4 | CC-MAIN-2018-39 | latest | en | 0.764651 | assistant ## Thoughts
The text provided is a product description for a set of fraction worksheets. It does not contain any instances of backtracking behavior, as it is a straightforward description of the contents and features of the product. There are no indications of the writer realizing a path won't work and explic... | assistant ## Thoughts
The text provided is a product description for a bundle of worksheets focused on fractions. It details the content and structure of the worksheets but does not include any explicit steps for verifying answers or solutions.
## Does verification?
no
## Number of answer verification steps
<count>0<... | assistant ## Thoughts
The text describes a bundle of worksheets focused on fractions and the four operations (addition, subtraction, multiplication, and division). It outlines the content of each worksheet, including the types of problems and the number of examples. However, the text does not break down the problem-sol... | assistant ## Thoughts
The provided text is a description of a set of worksheets focused on fractions and does not contain any reasoning or problem-solving process. It describes the content and structure of the worksheets but does not demonstrate any backward-chaining behavior in solving problems or proving statements.
... | 0 | 0 | 0 | 0 |
https://www.hackmath.net/en/math-problem/8311 | 1,611,170,840,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00634.warc.gz | 835,761,036 | 13,306 | # Height of the room
Given the floor area of a room as 24 feet by 48 feet and space diagonal of a room as 56 feet. Can you find the height of the room?
Correct result:
c = 16 ft
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank... | 641 | 2,490 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.1875 | 4 | CC-MAIN-2021-04 | longest | en | 0.920097 | user | assistant ## Thoughts
The provided text is a math problem and its solution, followed by some additional information. There is no explicit mention of any verification steps where the writer checks their work by substituting values, differentiating, or testing with simple cases.
## Does verification?
no
## Number of an... | assistant ## Thoughts
The text provided is a math problem and its solution, followed by some additional information. The solution itself does not break down the problem into smaller, intermediate goals or steps. It simply states the result and provides some tips and related knowledge without detailing the process.
## ... | user | null | null | 0 | 0 |
https://www.jiskha.com/questions/838764/solve-by-using-subsitution-4x-y-2-3y-2x-1 | 1,540,044,392,000,000,000 | text/html | crawl-data/CC-MAIN-2018-43/segments/1539583512750.15/warc/CC-MAIN-20181020121719-20181020143219-00092.warc.gz | 980,654,936 | 3,697 | math
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
Similar Questions
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
solve by using subsitutio... | 316 | 731 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.671875 | 4 | CC-MAIN-2018-43 | latest | en | 0.822756 | assistant ## Thoughts
The provided text does not contain any explicit statements indicating that the writer has realized a mistake or that a different approach is needed. There are no phrases like "Let me try again," "Wait," "I made a mistake," or "we need to try a different sequence of operations." The text simply lis... | assistant ## Thoughts
The provided text is a list of math problems and their solutions, but it does not contain any explicit verification steps. The text does not show any process where the writer checks their work by substituting values back into equations or confirming results.
## Does verification?
no
## Number of... | assistant ## Thoughts
The text provides a problem to solve a system of equations using substitution but does not explicitly break down the problem into smaller, intermediate goals. It simply states the equations and provides multiple similar questions without any step-by-step breakdown or subgoal setting.
## Does subg... | assistant ## Thoughts
The provided text is a series of math problems and solutions, but none of them explicitly demonstrate backward-chaining behavior. The problems are presented in a straightforward manner, asking to solve systems of equations using substitution, without any indication of starting from a goal and work... | 0 | 0 | 0 | 0 |
http://www.brainbashers.com/showpuzzles.asp?puzzle=zvyu&showanswer=Y | 1,501,160,053,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00229.warc.gz | 322,485,434 | 4,449 | [OK] Privacy Policy - Terms & Conditions - See DetailsWe use cookies to personalise content and ads, to provide social media features and to analyse our traffic. We also share information about your use of our site with our social media, advertising and analytics partners who may combine it with other information y... | 597 | 2,056 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.609375 | 4 | CC-MAIN-2017-30 | longest | en | 0.902451 | assistant ## Thoughts
The provided text is a puzzle and its solution. The solution process does not exhibit any backtracking behavior. The writer does not mention any mistakes or the need to try a different approach. The solution is presented in a straightforward manner, without any indication of reconsideration or cor... | assistant ## Thoughts
The text provided is a puzzle with a solution. The solution includes a final check to ensure the numbers of animals (cockroaches, mice, and birds) add up to the total number of heads and feet given in the problem. This check is a verification step.
## Does verification?
yes
## Number of answer v... | assistant ## Thoughts
The text provided is a puzzle with a solution. The solution breaks down the problem into smaller steps, such as defining the number of heads and feet in terms of the number of animals, and then solving the equations to find the number of each animal. This is a clear example of subgoal setting.
##... | user5 | 0 | null | 1 | null |
http://puzzle.queryhome.com/21240/out-shopping-with-find-item-whose-price-random-value-between | 1,498,701,825,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128323842.29/warc/CC-MAIN-20170629015021-20170629035021-00142.warc.gz | 325,637,480 | 31,507 | # You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
27 views
You are out shopping one day with \$N, and you find an item whose price has a random value between \$0 and \$N. You buy as many of these items as you can with your \$N. What is the expected value of the ... | 650 | 2,652 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.703125 | 4 | CC-MAIN-2017-26 | longest | en | 0.979107 | user | assistant ## Thoughts
The text provided is a mix of a mathematical problem and a puzzle, but it does not contain any explicit verification steps. The solution given for the mathematical problem does not include any steps to check the correctness of the answer. The puzzle part is a set of clues for a logic puzzle and do... | assistant ## Thoughts
The text provided does not contain any explicit subgoal setting. The text is a mix of a puzzle about expected value, a logic puzzle about butterflies, and a question about the probability of bugs not colliding. None of these sections break down the problem into smaller, intermediate goals in the w... | user
## Thoughts
The provided text does not contain any reasoning that starts from a goal and works backward. The text is a puzzle about butterflies and their prices, and another puzzle about the average age of a family. Neither of these puzzles involves backward-chaining as described in the examples.
## Does the text... | null | 0 | 0 | 0 |
https://www.clutchprep.com/chemistry/practice-problems/146918/the-rate-constant-of-a-reaction-at-32-c-is-0-055-s-if-the-frequency-factor-is-1- | 1,611,754,886,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610704824728.92/warc/CC-MAIN-20210127121330-20210127151330-00434.warc.gz | 727,163,612 | 37,827 | # Problem: The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier?
###### FREE Expert Solution
We’re being asked to determine the activation barrier (activation energy, Ea) of a reaction given the rate constant and frequency factor.
We can use the ... | 196 | 726 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.625 | 4 | CC-MAIN-2021-04 | latest | en | 0.745841 | user | user555555 | assistant
## Thoughts
The text describes the problem and mentions the use of the two-point form of the Arrhenius Equation to calculate the activation energy. However, it does not break down the problem into smaller, intermediate goals or steps.
## Does subgoal setting?
no
## Number of subgoal setting steps
<count>0</... | assistant ## Thoughts
The provided text describes a problem and the method to solve it using the Arrhenius equation. However, it does not start from the goal and work backward. Instead, it outlines the formula to be used and the known variables without indicating a backward-chaining approach.
## Does the text exhibit ... | null | 0 | null | 0 |
http://docplayer.net/20674638-How-much-will-i-spend-on-gas.html | 1,571,614,744,000,000,000 | text/html | crawl-data/CC-MAIN-2019-43/segments/1570987750110.78/warc/CC-MAIN-20191020233245-20191021020745-00260.warc.gz | 56,394,745 | 26,009 | # HOW MUCH WILL I SPEND ON GAS?
Save this PDF as:
Size: px
Start display at page:
## Transcription
1 HOW MUCH WILL I SPEND ON GAS? Outcome (lesson objective) The students will use the current and future price of gasoline to construct T-charts, write algebraic equations, and plot the equations on a graph. Student/Cl... | 7,447 | 33,334 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4 | 4 | CC-MAIN-2019-43 | latest | en | 0.872112 | assistant
## Thoughts
The provided text does not contain any instances of backtracking behavior. The text is a structured lesson plan for teaching mathematical concepts related to linear equations, graphing, and problem-solving. It does not include any statements where the writer realizes a mistake or needs to go back ... | assistant
## Thoughts
The provided text does not contain any explicit verification steps where the writer checks their own work, such as comparing results to known values or testing formulas with simple cases. The text is instructional in nature, providing steps for various activities and lessons, but does not include ... | user撖 | assistant
## Thoughts
The provided text does not contain any instances of backward-chaining behavior. The text is a lesson plan for teaching students how to solve problems related to gas consumption and cost. It involves creating T-charts, writing equations, and plotting graphs, but these activities are not described i... | 0 | 0 | 0 | null |
https://www.yaclass.in/p/mathematics-state-board/class-9/algebra-3105/slope-and-intercept-of-a-line-5203/re-3de6cc34-28be-4697-9e9b-9b3d54972002 | 1,611,467,959,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703547333.68/warc/CC-MAIN-20210124044618-20210124074618-00445.warc.gz | 1,072,465,743 | 7,677 | ### Theory:
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solutio... | 317 | 854 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mat... | 4.46875 | 4 | CC-MAIN-2021-04 | longest | en | 0.836454 | 555555555555555555555 | assistant
## Thoughts
The provided text describes the process of finding the x and y intercepts of a linear equation and plotting the graph using these points. However, there are no explicit steps taken to verify the correctness of the intercepts or the graph itself.
## Does verification?
no
## Number of answer verif... | assistant
## Thoughts
The text describes a process for drawing the graph of an equation using the x and y-intercepts. It breaks down the process into two main steps: finding the x-intercept and finding the y-intercept. After finding both intercepts, it instructs to plot the graph using these points. This breakdown into... | assistant
## Thoughts
The provided text describes a straightforward method for finding the x and y intercepts of a linear equation and then using these points to draw the graph of the equation. There is no indication of starting from a goal and working backward; instead, the process is forward-chaining, where the steps... | null | 0 | 0 | null |
https://socratic.org/questions/how-do-you-factor-4y-13y-12 | 1,579,567,269,000,000,000 | text/html | crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00049.warc.gz | 668,904,553 | 6,012 | # How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
Look for a pair of factors of $A C = 48$ whose difference is $B = 13$.
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
$4 {y}^{2} - 13 y - 12$
$= 4 {y}^{2} + 3 y - 16 y... | 217 | 483 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 12, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.34375 | 4 | CC-MAIN-2020-05 | latest | en | 0.470063 | assistant```markdown
## Thoughts
The provided text does not contain any instances where the writer realizes a path won't work and explicitly goes back to try a different approach. The writer proceeds with the AC Method without mentioning any errors or the need to backtrack to a previous computation.
## Does backtrack?... | user55555555555555555555555555555555555555555555 | assistant
## Thoughts
The text describes a method for factoring a quadratic equation, but it does not explicitly break down the process into smaller, intermediate goals. The steps are presented in a sequential manner, but there is no clear indication of setting subgoals such as "first do this, then do that."
## Does s... | assistant
## Thoughts
The provided text describes a method for factoring a quadratic equation but does not start from the goal and work backward. Instead, it uses a specific method (the AC Method) to find factors and then proceeds to factor the quadratic expression by grouping. There is no indication of starting with t... | 0 | 0 | null | 0 |
https://ambitiousbaba.com/sbi-clerk-pre-quantitative-aptitude-quiz-07/ | 1,695,802,832,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00635.warc.gz | 119,267,028 | 54,445 | # SBI Clerk Pre Quantitative Aptitude Quiz- 07
## SBI Clerk Pre Quantitative Aptitude Quiz
Quantitative aptitude measures a candidate’s numerical proficiency and problem-solving abilities. It is the most important section of almost all competitive exams. Candidates are often stymied by the complexity of Quantitative ... | 748 | 2,730 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.28125 | 4 | CC-MAIN-2023-40 | latest | en | 0.898199 | user
## Thoughts
The provided text is a set of quantitative aptitude questions for a competitive exam preparation quiz. There is no indication of any backtracking behavior in the text. The questions are presented straightforwardly without any corrections, retracing, or changes in approach.
## Does backtrack?
no
## Nu... | assistant ## Thoughts
The provided text is a set of quantitative aptitude questions for a quiz. It does not contain any explicit steps where the writer checks their work or verifies the answers. The text is purely a list of questions and options without any explanation or verification process.
## Does verification?
no... | assistant ## Thoughts
The provided text is a set of quantitative aptitude questions for a quiz. It does not contain any explicit subgoal setting where the writer breaks down the problem into smaller, intermediate goals. Each question is presented as a standalone problem without any guidance on how to approach or solve ... | assistant ## Thoughts
The provided text is a set of questions for a quantitative aptitude quiz. It does not contain any explicit reasoning or problem-solving process that would indicate backward-chaining behavior. The questions are presented without any explanation or working steps, and there is no indication of starti... | 0 | 0 | 0 | 0 |
http://www.wyzant.com/resources/answers/14273/find_the_composite_function | 1,405,215,910,000,000,000 | text/html | crawl-data/CC-MAIN-2014-23/segments/1404776435808.92/warc/CC-MAIN-20140707234035-00071-ip-10-180-212-248.ec2.internal.warc.gz | 613,072,381 | 9,697 | Search 75,714 tutors
0 0
## find the composite function
Given the f(x)= 4/x2 and g(x) = 3-2x, find the composite function (f º g) and simplify.
Given f(x) and g(x), (f º g)(x) = f(g(x))
with f(x) = 4/x2 and g(x) = 3-2x, First apply g, then apply f to that result as follows:
g(x) = 3x-2
f(g(x)) = 4/ (3 - 2x... | 225 | 453 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.03125 | 4 | CC-MAIN-2014-23 | latest | en | 0.465814 | user | user | 2 | assistant```markdown
## Thoughts
The provided text describes the process of finding a composite function (f º g)(x) given two functions f(x) and g(x). The text does not exhibit any backward-chaining behavior. It starts with the given functions and applies them in sequence to find the composite function, which is a forw... | null | 0 | null | null |
https://prezi.com/fodislucnnmb/maths-revision-ratios-and-rates/ | 1,542,429,211,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039743282.69/warc/CC-MAIN-20181117040838-20181117062838-00338.warc.gz | 714,564,074 | 22,633 | ### Present Remotely
Send the link below via email or IM
• Invited audience members will follow you as you navigate and present
• People invited to a presentation do not need a Prezi account
• This link expires 10 minutes after you close the presentation
Do you really want to delete this prezi?
Neither you, nor the... | 566 | 1,696 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.1875 | 4 | CC-MAIN-2018-47 | latest | en | 0.798472 | assistant ## Thoughts
The provided text is a presentation outline on ratios and rates. It does not contain any instances where the writer realizes a mistake or contradiction and explicitly goes back to try a different approach. The content is a straightforward explanation and does not show any backtracking behavior.
#... | assistant ## Thoughts
The text provided is a summary of a presentation on ratios and rates. It covers various aspects of ratios, such as their forms, simplification, unit ratios, and methods to solve for unknowns. However, there are no explicit steps where the writer checks their work or verifies the correctness of the... | assistant ## Thoughts
The text provided is a summary of a presentation on ratios and rates. It covers various aspects of ratios, such as their forms, simplification, unit ratios, and methods to solve for unknowns. However, the text does not break down any problem-solving process into smaller, intermediate goals. It pro... | assistant ## Thoughts
The text provided is a summary of a presentation on ratios and rates. It does not contain any backward-chaining behavior. The content is instructional and focuses on explaining concepts and methods related to ratios, such as equivalent ratios, unit ratios, and methods to solve for unknowns in rati... | 0 | 0 | 0 | null |
https://ambitiousbaba.com/quant-quiz-for-sbi-clerk-pre-2021-16-march-2021/ | 1,670,285,386,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711064.71/warc/CC-MAIN-20221205232822-20221206022822-00034.warc.gz | 120,586,845 | 50,958 | # Quant Quiz for SBI clerk pre 2021| 16 March 2021
## Quant Quiz for SBI clerk pre 2021
Quant Quiz to improve your Quantitative Aptitude for SBI Po & SBI clerk exam IBPS PO Reasoning , IBPS Clerk Reasoning , IBPS RRB Reasoning, LIC AAO ,LIC Assistant and other competitive exam.
Direction (1 -5): The Pie-chart given... | 931 | 2,511 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.65625 | 4 | CC-MAIN-2022-49 | latest | en | 0.586493 | assistant ## Thoughts
The text provided is a set of questions and answers for a quantitative aptitude quiz. There is no indication of any backtracking behavior where the writer realizes a path won't work and explicitly goes back to try a different approach. The text is straightforward, listing questions and their corre... | assistant ## Thoughts
The provided text is a set of questions and answers for a quantitative aptitude quiz. It does not contain any explicit steps where the writer checks their work or verifies the answers provided. The text simply lists questions followed by the correct answers without any explanation or verification ... | assistant ## Thoughts
The text provided is a set of questions and answers for a quantitative aptitude quiz. It does not contain any explicit breakdown of problems into smaller, intermediate goals. The questions are presented directly without any indication of subgoal setting.
## Does subgoal setting?
no
## Number of ... | assistant ## Thoughts
The provided text is a set of questions and answers for a quantitative aptitude quiz. The questions are focused on solving problems related to income distribution, number series, and other mathematical problems. The solutions provided do not explicitly demonstrate a backward-chaining approach. The... | 0 | 0 | 0 | 0 |
https://socratic.org/questions/is-0-4-undefined | 1,623,621,360,000,000,000 | text/html | crawl-data/CC-MAIN-2021-25/segments/1623487610841.7/warc/CC-MAIN-20210613192529-20210613222529-00138.warc.gz | 491,613,894 | 5,649 | # Is 0/4 undefined?
$\frac{0}{4} = 0$ is defined. $\frac{4}{0}$ is not.
If $\frac{4}{0} = k$ for some $k \in \mathbb{R}$, then we would have $0 \cdot k = 4$,
but $0 \cdot$anything$= 0 \ne 4$, so there is no such $k$. | 95 | 217 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 8, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mat... | 3.625 | 4 | CC-MAIN-2021-25 | latest | en | 0.854558 | user
## Thoughts
The text provided does not contain any instances where the writer realizes a path won't work and explicitly goes back to try a different approach. The writer simply explains why $\frac{4}{0}$ is undefined without any backtracking behavior.
## Does backtrack?
no
## Number of backtrack steps
<count>0</... | user2 | user2222 | user33333333333333333333333 | 0 | null | null | null |
https://leadingbittersweetchange.com/aircraft-operations/scheduling/shop-smart-for-aviation-software | 1,675,527,797,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764500140.36/warc/CC-MAIN-20230204142302-20230204172302-00381.warc.gz | 375,917,558 | 6,845 | # Equation solver with square root
This Equation solver with square root supplies step-by-step instructions for solving all math troubles. Our website will give you answers to homework.
## The Best Equation solver with square root
In this blog post, we will be discussing about Equation solver with square root. As an... | 1,041 | 5,301 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.59375 | 5 | CC-MAIN-2023-06 | latest | en | 0.942348 | userToSelector
## Thoughts
The provided text does not contain any instances of backtracking. The text is a description of an equation solver with square root and its benefits, without any indication of the writer realizing a mistake or needing to go back to a previous step in their thought process.
## Does backtrack?
... | ⚗ | userToSelector
## Thoughts
The text provided does not contain any explicit subgoal setting. It describes a tool for solving math problems and explains some features of the tool, but it does not break down any problem-solving process into smaller, intermediate goals.
## Does subgoal setting?
no
## Number of subgoal se... | user | 0 | null | null | 0 |
https://members.simplenursing.com/quiz_bank_question/med-math-metric-conversions-question-7/ | 1,620,297,067,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988753.91/warc/CC-MAIN-20210506083716-20210506113716-00031.warc.gz | 423,368,252 | 5,138 | ## Med Math: Metric Conversions Question #7
330 mL = _____ L
1. 330, 000
• Rationale:
2. 3, 300
• Rationale:
3. 0.33
• Rationale:
4. 0. 033
• Rationale:
### Explanation
DA solution = 1 L/1000mLx 330 mL/1 = 0.33 L
Ratio solution = 1000 mL/1 L = 330 mL/x L | 108 | 258 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.921875 | 4 | CC-MAIN-2021-21 | latest | en | 0.369755 | user提供的文本中没有显示出任何回溯行为。作者直接列出了问题和可能的答案选项，然后提供了两种解决方案（DA solution 和 Ratio solution），但没有表现出在解决问题过程中改变思路或纠正错误的行为。
## Thoughts
文本中没有显示出任何回溯行为。作者直接列出了问题和可能的答案选项，然后提供了两种解决方案，但没有表现出在解决问题过程中改变思路或纠正错误的行为。
## Does backtrack?
no
## Number of backtrack steps
<count>0</count> | user提供的用户问题中没有包含任何验证步骤。因此，验证步骤的数量为0。
## Thoughts
提供的文本是关于将毫升转换为升的数学问题及其解答。文本中没有提到任何验证步骤，如将答案代入原方程或通过其他方法确认答案的正确性。
## Does verification?
no
## Number of answer verification steps
<count>0</count> | user322 | user提供的文本中没有展示出反向链接的行为。给出的解释是关于如何将毫升转换为升的直接计算方法，而不是从目标结果开始反向推理的过程。
## Thoughts
提供的文本中没有展示出 | 0 | null | 0 | null |
https://www.studysmarter.us/textbooks/math/fundamentals-of-differential-equations-and-boundary-value-problems-9th/laplace-transforms/q8rp-in-problems-3-10-determine-the-laplace-transform-of-the/ | 1,680,141,714,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00527.warc.gz | 1,099,934,792 | 20,668 | ### Select your language
Suggested languages for you:
Americas
Europe
Q8RP
Expert-verified
Found in: Page 415
### Fundamentals Of Differential Equations And Boundary Value Problems
Book edition 9th
Author(s) R. Kent Nagle, Edward B. Saff, Arthur David Snider
Pages 616 pages
ISBN 9780321977069
# In Problems 3-10... | 1,251 | 2,924 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 13, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.25 | 4 | CC-MAIN-2023-14 | latest | en | 0.360391 | user
## Thoughts
The text provided is a step-by-step solution to a problem involving the Laplace transform of a given function. The solution proceeds in a straightforward manner without any indication of the writer realizing a mistake or needing to go back to a previous step to try a different approach. There are no ph... | user
## Thoughts
The text provided is a step-by-step solution to a problem involving the determination of the Laplace transform of a given function. The solution breaks down the function into simpler components and applies known Laplace transform properties to each component. However, there are no explicit steps taken ... | userHeaderCode generated by the user seems to be part of a solution to a math problem, specifically finding the Laplace transform of a given function. However, the text does not contain any explicit subgoal setting where the writer breaks down the problem into smaller, intermediate goals. The solution is presented in a... | assistant
## Thoughts
The provided text is a step-by-step solution to a problem involving the Laplace transform of a given function. The solution does not start from a goal and work backward; instead, it directly applies the Laplace transform properties to the given function. There is no evidence of backward-chaining b... | 0 | 0 | 0 | 0 |
https://divinewsmedia.com/8312/ | 1,638,541,360,000,000,000 | text/html | crawl-data/CC-MAIN-2021-49/segments/1637964362879.45/warc/CC-MAIN-20211203121459-20211203151459-00576.warc.gz | 294,291,715 | 13,221 | # Period Of Function
by -2 views
Period of sinusoidal functions from equation. You can figure this out without looking at a graph by dividing with the frequency which in this case is 2.
Graphing Trigonometric Functions Graphing Trigonometric Functions Neon Signs
### Periodic functions are used throughout science to... | 1,324 | 6,517 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.5 | 4 | CC-MAIN-2021-49 | latest | en | 0.922685 | userHeaderCodegentplease provide the text you want me to evaluate for backtracking behavior. | userHeaderCode Folding Error: The content you provided is not a valid code block with foldable sections. Please make sure the content is within a valid code block and has proper foldable markers. | userHeaderCode Folding/Error
It seems there was an unexpected request for a response regarding subgoal setting in a provided text, but the actual text to be analyzed was not included in your message. Could you please provide the specific text you would like me to evaluate for subgoal setting? | userValueHandling your request, I noticed that the provided text is about the period of a function, specifically sinusoidal functions, and does not contain any backward-chaining behavior as described in the task description. The text explains what a period is, how to find it, and provides some examples related to trigo... | null | 0 | null | null |
http://mathhelpforum.com/differential-geometry/177595-question-involving-continuous-function-closed-interval.html | 1,503,312,606,000,000,000 | text/html | crawl-data/CC-MAIN-2017-34/segments/1502886108264.79/warc/CC-MAIN-20170821095257-20170821115257-00231.warc.gz | 201,300,268 | 10,634 | # Thread: Question involving a continuous function on a closed interval
1. ## Question involving a continuous function on a closed interval
Intuitively this is obvious by graphing g(x) = x on [0,1] and seeing since f is continuous it has to intersect with g at some point. But I spent a long time and cannot figure out... | 410 | 1,315 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 24, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.875 | 4 | CC-MAIN-2017-34 | longest | en | 0.930542 | assistant```markdown
## Thoughts
The text provided does not contain any explicit instances of the writer realizing a path won't work and then going back to try a different approach. The text is more of a discussion and explanation of a mathematical theorem, without any indication of the writer backtracking or realizing... | PostalCodesPostalCodes | 55555555555555555555555555555555555555555555555555555555555555555 | user
## Thoughts
The provided text does not contain any instances where the writer starts from a goal and works backward to reach the initial conditions or premises. The text is more focused on proving a fixed point theorem using the intermediate value theorem and does not exhibit backward-chaining behavior.
## Does t... | 0 | 0 | null | null |
https://engcourses-uofa.ca/books/vibrations-and-sound/vibrations-of-continuous-systems/lateral-vibrations-of-beams/ | 1,721,404,460,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514908.1/warc/CC-MAIN-20240719135636-20240719165636-00652.warc.gz | 197,431,428 | 17,241 | ## Vibrations of Continuous Systems: Lateral Vibrations of Beams
### Equation of Motion
Consider a beam, shown in Figure 10.6(a) which has a length , density (mass per unit volume) and Young’s modulus which is acted upon by a distributed load (per unit length) acting laterally along the beam. Let measure the lateral ... | 929 | 4,048 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 3.640625 | 4 | CC-MAIN-2024-30 | latest | en | 0.922399 | 提供的文本中没有明确的验证步骤。文本主要描述了梁的横向振动方程的推导过程，但没有提到任何验证计算结果或公式正确性的步骤。
## Does verification?
no
## Number of answer verification steps
<count>0</count> | null | null | 0 | null | |||
https://fiveable.me/ap-stats/unit-6/justifying-claim-based-confidence-interval-difference-population-proportions/study-guide/m6d2wvAbSyMqmNwEyt43? | 1,632,461,363,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780057504.60/warc/CC-MAIN-20210924050055-20210924080055-00646.warc.gz | 320,253,745 | 43,280 | 📚
All Subjects
>
📊
AP Stats
>
⚖️
Unit 6
6.9 Justifying a Claim Based on a Confidence Interval for a Difference of Population Proportions
2 min readjune 5, 2020
Josh Argo
AP Statistics📊
Bookmarked 4.3k • 246 resources
See Units
Interpretation
When interpreting a confidence interval for the difference in... | 908 | 3,820 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.25 | 4 | CC-MAIN-2021-39 | latest | en | 0.921178 | assistant ## Thoughts
The text provided is a study guide for AP Statistics, specifically focusing on Unit 6, which deals with justifying a claim based on a confidence interval for a difference of population proportions. The text does not contain any instances where the writer realizes a path won't work and explicitly g... | assistant ## Thoughts
The text provided is a guide for AP Statistics, specifically focusing on justifying claims based on confidence intervals for the difference of population proportions. The text explains the interpretation of confidence intervals and how to test a claim using a confidence interval. It includes an ex... | assistant ## Thoughts
The text provided is an explanation of how to interpret a confidence interval for the difference in two population proportions and how to test a claim using a confidence interval. It does not break down the process into smaller, intermediate goals or steps that would be considered subgoal setting.... | user
## Thoughts
The text provided is about justifying a claim based on a confidence interval for a difference of population proportions in AP Statistics. It explains how to interpret a confidence interval and how to test a claim using a confidence interval. The text does not exhibit any backward-chaining behavior as i... | 0 | 0 | 0 | 0 |
https://math.libretexts.org/Bookshelves/Precalculus/Precalculus_1e_(OpenStax)/11%3A_Sequences_Probability_and_Counting_Theory/11.02%3A_Arithmetic_Sequences | 1,726,382,692,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651616.56/warc/CC-MAIN-20240915052902-20240915082902-00702.warc.gz | 360,016,350 | 37,261 | Skip to main content
# 11.2: Arithmetic Sequences
$$\newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} }$$
$$\newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}}$$
$$\newcommand{\id}{\mathrm{id}}$$ $$\newcommand{\Span}{\mathrm{span}}$$
( \newcommand{\kernel}{\ma... | 6,153 | 21,128 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mat... | 4.53125 | 5 | CC-MAIN-2024-38 | latest | en | 0.200616 | assistant
## Thoughts
The provided text is a section from a mathematics textbook discussing arithmetic sequences. It does not contain any instances where the writer realizes a path won't work and explicitly goes back to try a different approach. The text is a straightforward explanation and examples of arithmetic seque... | assistant ## Thoughts
The provided text is a section from a mathematics textbook discussing arithmetic sequences. It includes definitions, examples, and exercises. However, the text does not contain any explicit verification steps where the writer checks their work by comparing results to known values or by testing for... | assistant
## Thoughts
The provided text does not contain any explicit subgoal setting. The text is a mathematical exposition on arithmetic sequences, including definitions, examples, and exercises. It does not break down a problem into smaller, intermediate goals in the manner described in the task description.
## Doe... | assistant ## Thoughts
The provided text does not contain any backward-chaining behavior. The text is about arithmetic sequences and provides definitions, examples, and methods to find terms of arithmetic sequences. It does not start from a goal and work backward to reach a conclusion or solve a problem.
## Does the te... | 0 | 0 | 0 | 0 |
https://math.stackexchange.com/questions/1834472/approximate-greatest-common-divisor | 1,708,939,357,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947474653.81/warc/CC-MAIN-20240226062606-20240226092606-00250.warc.gz | 387,870,564 | 37,416 | # approximate greatest common divisor
I try, without success, to create an algorithm that can compute the average greatest common divisor of a series of integers.
For example, I have the following numbers:
399, 710, 105, 891, 402, 102, 397, ...
As you can see, the average gcd is approximately 100, but how to comp... | 1,424 | 4,823 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mat... | 3.734375 | 4 | CC-MAIN-2024-10 | latest | en | 0.89591 | assistantmarkdown
## Thoughts
The text does not contain any explicit instances where the writer realizes a path won't work and goes back to try a different approach. The writer discusses different methods and approaches to solving the problem but does not mention abandoning a thought or recalculating using a different ... | user
## Thoughts
The text discusses the problem of finding an approximate greatest common divisor (GCD) for a series of integers, particularly in the context of signal processing. It does not contain explicit verification steps where the writer checks their own work by comparing results to known values or rechecking ca... | assistant ## Thoughts
The text does not contain explicit subgoal setting where the writer breaks down the problem into smaller, intermediate goals. The text describes a problem and a method to solve it but does not outline a step-by-step process with clear intermediate goals.
## Does subgoal setting?
no
## Number of ... | assistant ## Thoughts
The text does not exhibit backward-chaining behavior. The writer is discussing the problem of finding an approximate greatest common divisor (GCD) for a series of integers and proposes a method to solve it. The discussion includes a description of the problem, an attempt to solve it, and a mention... | 0 | 0 | 0 | 0 |
https://www.gradesaver.com/textbooks/math/algebra/elementary-and-intermediate-algebra-concepts-and-applications-6th-edition/chapter-5-polynomials-and-factoring-5-5-factoring-sums-or-differences-of-cubes-5-5-exercise-set-page-338/46 | 1,539,673,425,000,000,000 | text/html | crawl-data/CC-MAIN-2018-43/segments/1539583510019.12/warc/CC-MAIN-20181016051435-20181016072935-00531.warc.gz | 956,458,403 | 14,195 | ## Elementary and Intermediate Algebra: Concepts & Applications (6th Edition)
$(a^3-b^4c^5)(a^6+a^3b^4c^5+b^8c^{10})$
Using $a^3+b^3=(a+b)(a^2-ab+b^2)$ or the factoring of 2 cubes, the factored form of the given expression, $a^{9}+b^{12}c^{15} ,$ is \begin{array}{l} (a^3-b^4c^5)[ (a^3)^2-(a^3)(-b^4c^5)+(-b^4c^5)^2] \\... | 186 | 374 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mat... | 4.0625 | 4 | CC-MAIN-2018-43 | longest | en | 0.602835 | assistant```markdown
## Thoughts
The provided text is a straightforward algebraic expression and its factored form. There is no indication of the writer realizing a mistake, encountering a contradiction, or needing to try a different approach. The text does not show any backtracking behavior.
## Does backtrack?
no
##... | assistant```markdown
## Thoughts
The provided text is a mathematical expression and its factored form. It shows the process of factoring the given expression using the formula for the sum of cubes. However, there is no explicit step where the writer checks their work or verifies the correctness of the factored form.
#... | assistant
## Thoughts
The text provided is a mathematical expression and its factored form. It does not explicitly break down the problem into smaller, intermediate goals or steps. The text simply presents the expression and its factored form without detailing the process or subgoals involved in the factoring.
## Does... | assistant```markdown
## Thoughts
The provided text describes the factoring of a given algebraic expression using the sum of cubes formula. The text does not start from a goal and work backward; instead, it directly applies a known formula to factor the expression. There is no indication of backward-chaining behavior in... | 0 | 0 | 0 | 0 |
https://discuss.codechef.com/t/swapsign-code-melange-editorial-unofficial/24315 | 1,601,089,577,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600400232211.54/warc/CC-MAIN-20200926004805-20200926034805-00583.warc.gz | 361,359,504 | 5,056 | # SWAPSIGN(Code Melange) - EDITORIAL (UNOFFICIAL)
Author: Vineet Shah
Editorialist: Vaibhav Jain
MEDIUM
### PROBLEM:
Find the number of ordered pairs (b,c) such that it satisfies the following equation:
a+(b×c)=a×b+a×c
### QUICK EXPLANATION:
We can rewrite equation as a(a-1)=(b-a)(c-a). Now the answer will be 2×f... | 721 | 2,474 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.46875 | 4 | CC-MAIN-2020-40 | latest | en | 0.812369 | user
## Thoughts
The text provided is an editorial for a coding problem. It explains the solution to a mathematical problem in a step-by-step manner. There is no indication of the writer realizing a mistake or needing to go back to a previous step to try a different approach. The explanation flows logically from one st... | user editorial | assistant
## Thoughts
The text provides a detailed explanation of how to solve a mathematical problem, but it does not explicitly break down the problem into smaller, intermediate goals using phrases like "first," "then," or "let's tackle this in parts." Instead, it directly explains the steps taken to solve the proble... | assistant ## Thoughts
The text provided is an editorial for a coding problem that involves mathematical reasoning. The explanation section of the editorial does not start from the goal and work backward. Instead, it starts with the given equation and manipulates it step by step to reach a conclusion. The process descri... | 0 | 0 | null | 0 |
http://www.studygeek.org/calculus/solving-differential-equations/ | 1,539,663,835,000,000,000 | text/html | crawl-data/CC-MAIN-2018-43/segments/1539583509996.54/warc/CC-MAIN-20181016030831-20181016052331-00216.warc.gz | 549,229,649 | 26,754 | # How to solve differential equations
Differential equations make use of mathematical operations with derivatives. Solving differential equations is a very important, but also hard concept in calculus. There exist more methods of solving this kind of exercises.
Firstly, we will have a look on how first order differen... | 586 | 2,838 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "ma... | 4.875 | 5 | CC-MAIN-2018-43 | longest | en | 0.953457 | assistant```markdown
## Thoughts
The provided text is an explanation of different methods to solve differential equations. It does not contain any explicit instances where the writer realizes a mistake or a dead-end and decides to backtrack to try a different approach. The text is a straightforward presentation of vari... | assistant```markdown
## Thoughts
The provided text is an explanation of various methods for solving differential equations. It does not contain any explicit steps where the writer checks their work or verifies the correctness of the solutions provided. The text is more focused on explaining the methods and types of dif... | assistant
## Thoughts
The text contains several instances where the writer breaks down the process of solving differential equations into smaller, intermediate goals. For example, the separation method of variables is described as a series of steps: separating the variables, integrating the expression, and solving the ... | user555555555555555555555555555555555555555555555555555555555555555 | 0 | null | 0 | null |
End of preview. Expand in Data Studio
README.md exists but content is empty.
- Downloads last month
- 3