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[
{
"is_revised": true,
"text": "Hm, not quite",
"user": "tutor"
},
{
"is_revised": true,
"text": "To get the area of a rectangle, we need to multiply the length and the width together. 4m is the length, could you tell me what the width is?",
"user": "tutor"
},
{
"is_revised": true,
"text": "3 m",
"user": "student"
},
{
"is_revised": true,
"text": "That's right! Please multiply them together and let me know what you get",
"user": "tutor"
},
{
"is_revised": true,
"text": "12",
"user": "student"
},
{
"is_revised": true,
"text": "Well done! The area of the patio is 12 square meters",
"user": "tutor"
}
] | [
{
"id": 23,
"text": "That's incorrect.",
"time": "17:51",
"user": "tutor"
},
{
"id": 24,
"text": "We have to multiply the 4 and 3.",
"time": "18:39",
"user": "tutor"
}
] | [
{
"id": 19,
"text": "Sounds great.",
"time": "16:19",
"user": "tutor"
},
{
"id": 20,
"text": "Use the area formula to find the area of the current patio.",
"time": "16:25",
"user": "tutor"
},
{
"id": 21,
"text": "What is the area of the pink rectangle?",
"time": "16:37",
"user": "tutor"
},
{
"id": 22,
"text": "4 m",
"time": "17:13",
"user": "student"
}
] | clarify_misunderstanding | 3.6D.Decomposing Figures | 4110653_19 | explain_concept | guess | [
{
"is_revised": true,
"text": "Hm, not quite",
"user": "tutor"
},
{
"is_revised": true,
"text": "To get the area of a rectangle, we need to multiply the length and the width together. 4m is the length, could you tell me what the width is?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Correct! How would we write 0.8 in standard form?",
"user": "tutor"
},
{
"is_revised": true,
"text": "eight tenths",
"user": "student"
},
{
"is_revised": true,
"text": "Good job!",
"user": "tutor"
}
] | [
{
"id": 122,
"text": "Please recheck your answer.",
"time": "39:28",
"user": "tutor"
},
{
"id": 123,
"text": "That's the correct answer.",
"time": "40:12",
"user": "tutor"
},
{
"id": 124,
"text": "Good job! Plus 1 point. Keep it up.",
"time": "40:18",
"user": "tutor"
},
{
"id": 125,
"text": "Here comes the practice question.",
"time": "40:43",
"user": "tutor"
},
{
"id": 126,
"text": "Way to go!",
"time": "40:48",
"user": "tutor"
},
{
"id": 127,
"text": "We are left with the last 3 minutes.",
"time": "41:36",
"user": "tutor"
}
] | [
{
"id": 118,
"text": "Excellent work! Plus 1 point.",
"time": "37:19",
"user": "tutor"
},
{
"id": 119,
"text": "Here comes the question.",
"time": "37:33",
"user": "tutor"
},
{
"id": 120,
"text": "Is that your final answer?",
"time": "38:44",
"user": "tutor"
},
{
"id": 121,
"text": "0.8",
"time": "39:18",
"user": "student"
}
] | elaborate_answer | 5.2A.Decimal Numbers | 2950057_118 | ask_question | diagnose | [
{
"is_revised": true,
"text": "Correct! How would we write 0.8 in standard form?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! When we convert fractions to decimals we want to think about it as part of a whole. So, 1/2 is 0.5 because 0.5 is half of 1!",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh ok. so 1/4 is...?",
"user": "student"
},
{
"is_revised": true,
"text": "One fourth of one, or 0.25!",
"user": "tutor"
}
] | [
{
"id": 26,
"text": "That was a good try.",
"time": "10:46",
"user": "tutor"
},
{
"id": 27,
"text": "Plus one point for your work.",
"time": "11:02",
"user": "tutor"
},
{
"id": 28,
"text": "Let me explain it to you.",
"time": "11:14",
"user": "tutor"
},
{
"id": 29,
"text": "We can use the place value chart.",
"time": "12:18",
"user": "tutor"
},
{
"id": 30,
"text": "Stop erasing the content on the whiteboard.",
"time": "13:02",
"user": "tutor"
}
] | [
{
"id": 22,
"text": "You are doing a good job.",
"time": "08:57",
"user": "tutor"
},
{
"id": 23,
"text": "So far so good. keep going.",
"time": "09:40",
"user": "tutor"
},
{
"id": 24,
"text": "Are you done with your answer?",
"time": "10:29",
"user": "tutor"
},
{
"id": 25,
"text": "yes",
"time": "10:34",
"user": "student"
}
] | understand_topic | 4.2G.Convert Fractions to Decimal Form | 2989485_22 | provide_strategy | guess | [
{
"is_revised": true,
"text": "Great try! When we convert fractions to decimals we want to think about it as part of a whole. So, 1/2 is 0.5 because 0.5 is half of 1!",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try - looks like you solved the problem 36 x 42.",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh I did. 36+42 is 78",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
}
] | [
{
"id": 69,
"text": "That was a very good try.",
"time": "34:02",
"user": "tutor"
},
{
"id": 70,
"text": "Plus 1 point for your try.",
"time": "34:11",
"user": "tutor"
}
] | [
{
"id": 65,
"text": "Finally, we need to add the areas of both rectangles.",
"time": "32:04",
"user": "tutor"
},
{
"id": 66,
"text": "Go ahead and try to find the answer.",
"time": "32:49",
"user": "tutor"
},
{
"id": 67,
"text": "What is the value of 36+42?",
"time": "33:30",
"user": "tutor"
},
{
"id": 68,
"text": "1,512",
"time": "33:51",
"user": "student"
}
] | hint_mistake | 6.8D.Areas by Decomposition | 2928616_65 | provide_correction | careless | [
{
"is_revised": true,
"text": "Great try - looks like you solved the problem 36 x 42.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let's try another problem. Let's say Marty is trying to save more than $40. If he saved $32.45, did he meet his goal?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no? because 3 is less than 4?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 72,
"text": "Do you mind explaining which part you are not quite understanding?",
"time": "36:07",
"user": "tutor"
},
{
"id": 73,
"text": "Please reply through the chatbox.",
"time": "37:05",
"user": "tutor"
}
] | [
{
"id": 68,
"text": "Since 16.50 and 12.95 have less than 2 tens, we know that they are both less than 20.",
"time": "33:58",
"user": "tutor"
},
{
"id": 69,
"text": "Hence Marty saved less than his goal in May and July.",
"time": "34:49",
"user": "tutor"
},
{
"id": 70,
"text": "Do you understand what I did?",
"time": "35:05",
"user": "tutor"
},
{
"id": 71,
"text": "a little bit",
"time": "35:18",
"user": "student"
}
] | support_thinking | 5.2A.Comparing Decimals | 4054798_68 | provide_similar_problem | guess | [
{
"is_revised": true,
"text": "Let's try another problem. Let's say Marty is trying to save more than $40. If he saved $32.45, did he meet his goal?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Sorry, I don't understand. Could you type it again?",
"user": "tutor"
},
{
"is_revised": true,
"text": "900",
"user": "student"
},
{
"is_revised": true,
"text": "Ah, not quite.",
"user": "tutor"
},
{
"is_revised": true,
"text": "When we multiply by 10, all we need to do is add a 0 to the right of the number we're multiplying",
"user": "tutor"
},
{
"is_revised": true,
"text": "So for example, 17 x 10 = 170",
"user": "tutor"
},
{
"is_revised": true,
"text": "Notice how we just added a 0 to the right end of 17 ",
"user": "tutor"
}
] | [
{
"id": 107,
"text": "That's incorrect.",
"time": "56:17",
"user": "tutor"
}
] | [
{
"id": 103,
"text": "Is that your final answer?",
"time": "55:30",
"user": "tutor"
},
{
"id": 104,
"text": "no\\\\",
"time": "55:37",
"user": "student"
},
{
"id": 105,
"text": "What is the final answer?",
"time": "55:55",
"user": "tutor"
},
{
"id": 106,
"text": "nhw",
"time": "55:58",
"user": "student"
}
] | understand_topic | 3.2B.Multiples of Ten | 4055603_103 | explain_concept | guess | [
{
"is_revised": true,
"text": "Sorry, I don't understand. Could you type it again?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ok, take your time",
"user": "tutor"
},
{
"is_revised": true,
"text": "Is it 5.2?",
"user": "student"
},
{
"is_revised": true,
"text": "You're close. Don't forget to carry over the 1 when adding",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh, it's 6.2",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, well done!",
"user": "tutor"
}
] | [
{
"id": 86,
"text": "Please recheck your answer.",
"time": "41:25",
"user": "tutor"
}
] | [
{
"id": 82,
"text": "Here is your next question.",
"time": "38:26",
"user": "tutor"
},
{
"id": 83,
"text": "Go ahead.",
"time": "38:30",
"user": "tutor"
},
{
"id": 84,
"text": "Is that your final answer?",
"time": "40:48",
"user": "tutor"
},
{
"id": 85,
"text": "no mam",
"time": "41:16",
"user": "student"
}
] | hint_mistake | 5.3K.Decimal Numbers | 2916421_82 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "Ok, take your time",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hmm, not quite. Could you let me know how you got 2 inches?",
"user": "tutor"
},
{
"is_revised": true,
"text": "I measured it",
"user": "student"
},
{
"is_revised": true,
"text": "Oh I see! The picture is just used as a reference. It is not drawn to scale. If you take a look at the second line in the problem, it will say how long the wood is",
"user": "tutor"
},
{
"is_revised": true,
"text": "4 feet",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 21,
"text": "That was a good try.",
"time": "10:46",
"user": "tutor"
},
{
"id": 22,
"text": "Your scoreboard opens with a point for your participation.",
"time": "10:58",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "I'm not able to hear you.",
"time": "08:35",
"user": "tutor"
},
{
"id": 18,
"text": "okay",
"time": "08:45",
"user": "student"
},
{
"id": 19,
"text": "How long is the wood the carpenter wants to break into pieces?",
"time": "10:04",
"user": "tutor"
},
{
"id": 20,
"text": "2 inches",
"time": "10:17",
"user": "student"
}
] | understand_topic | 3.1G.Shapes and Area (Review) - 2 | 2963055_17 | provide_hint | guess | [
{
"is_revised": true,
"text": "Hmm, not quite. Could you let me know how you got 2 inches?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try, but that is incorrect. We want to know how many times 4 can go into 27.",
"user": "tutor"
},
{
"is_revised": true,
"text": "It can't",
"user": "student"
},
{
"is_revised": true,
"text": "You are correct in that it will not be a whole number, but it can go in (with a remainder).",
"user": "tutor"
}
] | [
{
"id": 34,
"text": "That was a very good try.",
"time": "10:38",
"user": "tutor"
},
{
"id": 35,
"text": "The value of 4 times 4 is equal to 16.",
"time": "10:48",
"user": "tutor"
},
{
"id": 36,
"text": "We can check the 4th fact the value of 6 times 4 is equal to 24.",
"time": "11:20",
"user": "tutor"
}
] | [
{
"id": 30,
"text": "You are the best",
"time": "09:25",
"user": "student"
},
{
"id": 31,
"text": "Read the question carefully.",
"time": "09:48",
"user": "tutor"
},
{
"id": 32,
"text": "How many times 27 can go into the 4th fact?",
"time": "09:54",
"user": "tutor"
},
{
"id": 33,
"text": "4 times in",
"time": "10:23",
"user": "student"
}
] | clarify_misunderstanding | 4.4G.Dividing with Remainders | 6172033_30 | ask_question | misinterpret | [
{
"is_revised": true,
"text": "Great try, but that is incorrect. We want to know how many times 4 can go into 27.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! A rhombus has 4 congruent sides.",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh yeah",
"user": "student"
},
{
"is_revised": true,
"text": "a rectangle is a quadrilateral with a greater length than width",
"user": "tutor"
}
] | [
{
"id": 137,
"text": "Good try! recheck the answer.",
"time": "37:29",
"user": "tutor"
}
] | [
{
"id": 133,
"text": "Sorry for the delays.",
"time": "36:31",
"user": "tutor"
},
{
"id": 134,
"text": "its ok",
"time": "36:39",
"user": "student"
},
{
"id": 135,
"text": "What is the name of quadrilateral having the length bigger than width?",
"time": "37:05",
"user": "tutor"
},
{
"id": 136,
"text": "rhombus",
"time": "37:16",
"user": "student"
}
] | understand_topic | 3.6B.Quadrilaterals (Review) - 2 | 6165953_133 | explain_concept | guess | [
{
"is_revised": true,
"text": "Great try! A rhombus has 4 congruent sides.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. What is the length and the width of the top rectangle?",
"user": "tutor"
},
{
"is_revised": true,
"text": "2 and 5",
"user": "student"
},
{
"is_revised": true,
"text": "Yes. Do you remember how to get the area of a rectangle?",
"user": "tutor"
},
{
"is_revised": true,
"text": "we multiply",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, please multiply 2 x 5",
"user": "tutor"
},
{
"is_revised": true,
"text": "10",
"user": "student"
}
] | [
{
"id": 60,
"text": "You got it incorrect answer.",
"time": "36:38",
"user": "tutor"
},
{
"id": 61,
"text": "Let me show you.",
"time": "36:46",
"user": "tutor"
},
{
"id": 62,
"text": "The area of top rectangle is 10.",
"time": "38:20",
"user": "tutor"
},
{
"id": 63,
"text": "Add the areas of the two sections together.",
"time": "38:26",
"user": "tutor"
},
{
"id": 64,
"text": "The final answer is 45 square feet.",
"time": "38:44",
"user": "tutor"
},
{
"id": 65,
"text": "Did you understand?",
"time": "38:54",
"user": "tutor"
}
] | [
{
"id": 56,
"text": "What is the area of the bottom rectangle?",
"time": "32:05",
"user": "tutor"
},
{
"id": 57,
"text": "That's correct.",
"time": "34:46",
"user": "tutor"
},
{
"id": 58,
"text": "What is the area of the top rectangle?",
"time": "35:14",
"user": "tutor"
},
{
"id": 59,
"text": "es 50",
"time": "36:08",
"user": "student"
}
] | support_thinking | 3.6D.Decomposing Figures | 4110653_56 | provide_correction | right-idea | [
{
"is_revised": true,
"text": "Ah, not quite. What is the length and the width of the top rectangle?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. Could you let me know why you think this shape is a pentagon?",
"user": "tutor"
},
{
"is_revised": true,
"text": "It has 6 sides",
"user": "student"
},
{
"is_revised": true,
"text": "Oh I see. A pentagon actually has 5 sides. Here, take a look at this chart: https://numberdyslexia.com/wp-content/uploads/2020/05/polygon-chart-templ.jpg",
"user": "tutor"
},
{
"is_revised": true,
"text": "Could you use the chart and give the question another try please?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh it is a hexagon",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 67,
"text": "That's a good try.",
"time": "23:06",
"user": "tutor"
},
{
"id": 68,
"text": "Plus 1 point for your effort.",
"time": "23:17",
"user": "tutor"
}
] | [
{
"id": 63,
"text": "Here is your first Exit Ticket question.",
"time": "21:42",
"user": "tutor"
},
{
"id": 64,
"text": "Please go ahead and give it a good try.",
"time": "21:55",
"user": "tutor"
},
{
"id": 65,
"text": "Is that your final answer?",
"time": "22:32",
"user": "tutor"
},
{
"id": 66,
"text": "yes",
"time": "22:49",
"user": "student"
}
] | support_thinking | 4.6D.Classifying 2D Figures | 2979589_63 | Provided a visual aid | guess | [
{
"is_revised": true,
"text": "Ah, not quite. Could you let me know why you think this shape is a pentagon?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hmm, not quite. If I had some apples and some bananas, and I showed you this:",
"user": "tutor"
},
{
"is_revised": true,
"text": "number of apples < number of bananas",
"user": "tutor"
},
{
"is_revised": true,
"text": "Which do I have more of?",
"user": "tutor"
},
{
"is_revised": true,
"text": "apples?",
"user": "student"
},
{
"is_revised": true,
"text": "No, in the example above, I have more bananas. Whichever side the < opens towards indicates the bigger number",
"user": "tutor"
},
{
"is_revised": true,
"text": "You can think of < as a crocodile's mouth. The crocodile always eats the bigger number",
"user": "tutor"
}
] | [
{
"id": 120,
"text": "I'm sorry, your answer is incorrect.",
"time": "32:54",
"user": "tutor"
},
{
"id": 121,
"text": "That was a good try.",
"time": "32:58",
"user": "tutor"
},
{
"id": 122,
"text": "You have earned a point for your good try.",
"time": "33:09",
"user": "tutor"
},
{
"id": 123,
"text": "Look at the equation once, w < 16.",
"time": "33:25",
"user": "tutor"
}
] | [
{
"id": 116,
"text": "Is that picture visible to you?",
"time": "31:42",
"user": "tutor"
},
{
"id": 117,
"text": "16.00",
"time": "32:05",
"user": "student"
},
{
"id": 118,
"text": "Is that your final answer,16.00?",
"time": "32:32",
"user": "tutor"
},
{
"id": 119,
"text": "uhh yes",
"time": "32:43",
"user": "student"
}
] | understand_topic | 4.2A.Comparing Decimals | 2989417_116 | explain_concept | guess | [
{
"is_revised": true,
"text": "Hmm, not quite. If I had some apples and some bananas, and I showed you this:",
"user": "tutor"
},
{
"is_revised": true,
"text": "number of apples < number of bananas",
"user": "tutor"
},
{
"is_revised": true,
"text": "Which do I have more of?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Yeah, that's it. More precisely, they want us to write the expanded notation for 928",
"user": "tutor"
},
{
"is_revised": true,
"text": "Do you know what expanded notation is?",
"user": "tutor"
},
{
"is_revised": true,
"text": "yes",
"user": "student"
},
{
"is_revised": true,
"text": "Ok, please give it a go",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "Plus 1 point for your good try.",
"time": "17:31",
"user": "tutor"
},
{
"id": 18,
"text": "In that given question, we want to find the expanded notation for 928.",
"time": "18:11",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "Go ahead and read the question carefully.",
"time": "15:42",
"user": "tutor"
},
{
"id": 14,
"text": "ok",
"time": "15:46",
"user": "student"
},
{
"id": 15,
"text": "What are we asked to find in this question?",
"time": "16:00",
"user": "tutor"
},
{
"id": 16,
"text": "928",
"time": "17:15",
"user": "student"
}
] | support_thinking | 2.2B.Expanded Notation (Review) - 1 | 4015974_13 | encourage_student | imprecise | [
{
"is_revised": true,
"text": "Yeah, that's it. More precisely, they want us to write the expanded notation for 928",
"user": "tutor"
},
{
"is_revised": true,
"text": "Do you know what expanded notation is?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try. What are the units for speed?",
"user": "tutor"
},
{
"is_revised": true,
"text": "miles/hour",
"user": "student"
},
{
"is_revised": true,
"text": "Great! That means we need to divide.",
"user": "tutor"
}
] | [
{
"id": 87,
"text": "Great effort! Plus 1 point.",
"time": "50:09",
"user": "tutor"
},
{
"id": 88,
"text": "The formula to find the speed of the train is miles per hour.",
"time": "50:41",
"user": "tutor"
},
{
"id": 89,
"text": "What is 300 divided by 2?",
"time": "51:40",
"user": "tutor"
}
] | [
{
"id": 83,
"text": "ok",
"time": "45:59",
"user": "student"
},
{
"id": 84,
"text": "We have to use the coordinates of the point (2, 300) and substitute them into the formula of speed.",
"time": "47:22",
"user": "tutor"
},
{
"id": 85,
"text": "How can we find the speed of the train?",
"time": "48:54",
"user": "tutor"
},
{
"id": 86,
"text": "by multyplying",
"time": "49:30",
"user": "student"
}
] | support_thinking | 7.4B.Identify Unit Rate | 2928581_83 | ask_question | guess | [
{
"is_revised": true,
"text": "Great try. What are the units for speed?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Oh, you're pretty close. We want the 8th multiple of 10. Could you type the multiples of 10 up to 100?",
"user": "tutor"
},
{
"is_revised": true,
"text": "ok",
"user": "student"
},
{
"is_revised": true,
"text": "10 20 30 40 50 60 70 80 90 100",
"user": "student"
},
{
"is_revised": true,
"text": "That's right. And what's the 8th number you types?",
"user": "tutor"
},
{
"is_revised": true,
"text": "80",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 35,
"text": "That's incorrect.",
"time": "21:10",
"user": "tutor"
}
] | [
{
"id": 31,
"text": "ok",
"time": "18:24",
"user": "student"
},
{
"id": 32,
"text": "Try to figure it out, and I can help you along the way.",
"time": "18:31",
"user": "tutor"
},
{
"id": 33,
"text": "What is the final answer?",
"time": "20:20",
"user": "tutor"
},
{
"id": 34,
"text": "90",
"time": "20:32",
"user": "student"
}
] | clarify_misunderstanding | 3.2B.Multiples of Ten | 4055603_31 | provide_strategy | right-idea | [
{
"is_revised": true,
"text": "Oh, you're pretty close. We want the 8th multiple of 10. Could you type the multiples of 10 up to 100?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah not quite. You're very close though. The number you write is four-thousand and nine. If it has 4 digits before the decimals, then it would be a number in the thousands. How can we modify your answer so it's four hundred nine?",
"user": "tutor"
},
{
"is_revised": true,
"text": "409",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 53,
"text": "That was a good try.",
"time": "21:50",
"user": "tutor"
},
{
"id": 54,
"text": "We can write the whole number four hundred nine is 409.",
"time": "22:13",
"user": "tutor"
},
{
"id": 55,
"text": "Here, there are 0 tenths in the number.",
"time": "22:48",
"user": "tutor"
},
{
"id": 56,
"text": "And, there are 3 thousandths in the number.",
"time": "23:01",
"user": "tutor"
},
{
"id": 57,
"text": "Here, 3 thousandths can be written as 0.003 or 3/1000.",
"time": "23:33",
"user": "tutor"
},
{
"id": 58,
"text": "Is that step make sense?",
"time": "23:52",
"user": "tutor"
}
] | [
{
"id": 49,
"text": "There are 0 tens in the number.",
"time": "20:51",
"user": "tutor"
},
{
"id": 50,
"text": "There are 9 ones in the number.",
"time": "20:58",
"user": "tutor"
},
{
"id": 51,
"text": "How would you write the whole number four hundred nine?",
"time": "21:09",
"user": "tutor"
},
{
"id": 52,
"text": "is it right",
"time": "21:16",
"user": "student"
}
] | correct_mistake | 5.2A.Decimal Numbers (Review) - 1 | 2949390_49 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "Ah not quite. You're very close though. The number you write is four-thousand and nine. If it has 4 digits before the decimals, then it would be a number in the thousands. How can we modify your answer so it's four hundred nine?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, that number is the x1. Remember the y value is how far up/down the coordinate is",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh, is it -3 then?",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, well done! ",
"user": "tutor"
}
] | [
{
"id": 75,
"text": "Your answer is incorrect.",
"time": "25:22",
"user": "tutor"
},
{
"id": 76,
"text": "Read the question carefully and recheck your answer once again.",
"time": "25:27",
"user": "tutor"
}
] | [
{
"id": 71,
"text": "Yes, that's the correct answer!",
"time": "24:17",
"user": "tutor"
},
{
"id": 72,
"text": "+1 point for your great answer.",
"time": "24:22",
"user": "tutor"
},
{
"id": 73,
"text": "What is the value of y1?",
"time": "24:51",
"user": "tutor"
},
{
"id": 74,
"text": "5?",
"time": "25:08",
"user": "student"
}
] | clarify_misunderstanding | 8.4A.What is Slope? | 4273168_71 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "Ah, that number is the x1. Remember the y value is how far up/down the coordinate is",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! It looks like you are close - can you check your work?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh A",
"user": "student"
},
{
"is_revised": true,
"text": "Great!",
"user": "tutor"
}
] | [
{
"id": 48,
"text": "Please recheck your answer.",
"time": "30:21",
"user": "tutor"
},
{
"id": 49,
"text": "That's correct!",
"time": "31:07",
"user": "tutor"
},
{
"id": 50,
"text": "Option A is the answer.",
"time": "31:12",
"user": "tutor"
},
{
"id": 51,
"text": "Do you want me to show the steps for you?",
"time": "31:25",
"user": "tutor"
}
] | [
{
"id": 44,
"text": "Try to figure it out.",
"time": "27:38",
"user": "tutor"
},
{
"id": 45,
"text": "Are you working on that question",
"time": "29:27",
"user": "tutor"
},
{
"id": 46,
"text": "?",
"time": "29:29",
"user": "tutor"
},
{
"id": 47,
"text": "yes",
"time": "29:59",
"user": "student"
}
] | hint_mistake | 5.3B.Word Problems with Standard Measurement | 2950026_44 | ask_question | careless | [
{
"is_revised": true,
"text": "Great try! It looks like you are close - can you check your work?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! What does it mean if two people split evenly?",
"user": "tutor"
},
{
"is_revised": true,
"text": "They get the same.",
"user": "student"
},
{
"is_revised": true,
"text": "Great! So we will divide by 2",
"user": "tutor"
}
] | [
{
"id": 40,
"text": "Your answer is incorrect.",
"time": "18:16",
"user": "tutor"
},
{
"id": 41,
"text": "Not to worry.",
"time": "18:21",
"user": "tutor"
},
{
"id": 42,
"text": "Let me explain it to you.",
"time": "18:36",
"user": "tutor"
},
{
"id": 43,
"text": "Mia and Daquan have a lemonade stand. At the end of the day, they make $18.",
"time": "19:10",
"user": "tutor"
},
{
"id": 44,
"text": "They decide to split the $18 evenly. How much money do they each receive?",
"time": "19:17",
"user": "tutor"
},
{
"id": 45,
"text": "$18 money do Mia and Daquan need to split.",
"time": "19:58",
"user": "tutor"
}
] | [
{
"id": 36,
"text": "That is a very good start.",
"time": "16:56",
"user": "tutor"
},
{
"id": 37,
"text": "Nice going.",
"time": "17:39",
"user": "tutor"
},
{
"id": 38,
"text": "Is that your final answer?",
"time": "17:53",
"user": "tutor"
},
{
"id": 39,
"text": "yes",
"time": "18:04",
"user": "student"
}
] | understand_topic | 3.4H.Understanding Division | 2963511_36 | ask_question | guess | [
{
"is_revised": true,
"text": "Great try! What does it mean if two people split evenly?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Remember there are two ways to read the protractor, are you sure you used the right set of numbers?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh it's 95",
"user": "student"
},
{
"is_revised": true,
"text": "Yes great job finding your mistake!",
"user": "tutor"
}
] | [
{
"id": 87,
"text": "Please recheck your answer.",
"time": "36:04",
"user": "tutor"
},
{
"id": 88,
"text": "Is this your final answer?",
"time": "37:04",
"user": "tutor"
}
] | [
{
"id": 83,
"text": "Keep going.",
"time": "33:30",
"user": "tutor"
},
{
"id": 84,
"text": "Keep up the good work.",
"time": "34:08",
"user": "tutor"
},
{
"id": 85,
"text": "What is your final answer?",
"time": "34:40",
"user": "tutor"
},
{
"id": 86,
"text": "85",
"time": "35:30",
"user": "student"
}
] | hint_mistake | 4.7A.Measuring Angles | 4293213_83 | provide_hint | diagnose | [
{
"is_revised": true,
"text": "Remember there are two ways to read the protractor, are you sure you used the right set of numbers?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "No, not quite. Timothy's rule is that the polygon needs to have a right angle",
"user": "tutor"
},
{
"is_revised": true,
"text": "But different polygons can have right angles. For example, but a square and a triangle can have a right angle",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh I see",
"user": "student"
},
{
"is_revised": true,
"text": "So the answer to this one is no",
"user": "tutor"
}
] | [
{
"id": 71,
"text": "That was a good try.",
"time": "23:42",
"user": "tutor"
}
] | [
{
"id": 67,
"text": "sory it tiped that",
"time": "23:07",
"user": "student"
},
{
"id": 68,
"text": "It's okay.",
"time": "23:13",
"user": "tutor"
},
{
"id": 69,
"text": "Are all the shapes that follow Timothy's rule the same type of polygon?",
"time": "23:19",
"user": "tutor"
},
{
"id": 70,
"text": "yes",
"time": "23:29",
"user": "student"
}
] | understand_topic | 4.6D.Classifying 2D Figures | 6349228_67 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "No, not quite. Timothy's rule is that the polygon needs to have a right angle",
"user": "tutor"
},
{
"is_revised": true,
"text": "But different polygons can have right angles. For example, but a square and a triangle can have a right angle",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "That is incorrect. What operation would you use to solve this problem?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Subtraction ",
"user": "student"
},
{
"is_revised": true,
"text": "Good! So what is 4 - 3?",
"user": "tutor"
},
{
"is_revised": true,
"text": "1",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 24,
"text": "Well, That was a good try. Plus one point for your responces.",
"time": "21:45",
"user": "tutor"
}
] | [
{
"id": 20,
"text": "Any questions so far [STUDENT]?",
"time": "18:23",
"user": "tutor"
},
{
"id": 21,
"text": "no",
"time": "18:40",
"user": "student"
},
{
"id": 22,
"text": "Alright. Mike has 4 cookies and he eats 3 cookies. So Mike has ______ cookie left?",
"time": "19:47",
"user": "tutor"
},
{
"id": 23,
"text": "He has 10 cookies left.",
"time": "21:04",
"user": "student"
}
] | clarify_misunderstanding | 3.4A.Two-Step Word Problems | 4251976_20 | ask_question | guess | [
{
"is_revised": true,
"text": "That is incorrect. What operation would you use to solve this problem?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Very close! an hour is 60 minutes",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh ok",
"user": "student"
},
{
"is_revised": true,
"text": "What's the next step?",
"user": "tutor"
}
] | [
{
"id": 12,
"text": "That is a good try! 1 point.",
"time": "13:07",
"user": "tutor"
},
{
"id": 13,
"text": "And your answer is very close.",
"time": "13:15",
"user": "tutor"
},
{
"id": 14,
"text": "Just not quite correct.",
"time": "13:20",
"user": "tutor"
},
{
"id": 15,
"text": "There are 60 minutes in one hour.",
"time": "13:36",
"user": "tutor"
},
{
"id": 16,
"text": "Next, we need to add 36 minutes and 60 minutes.",
"time": "14:53",
"user": "tutor"
},
{
"id": 17,
"text": "What is the value of 60 + 36?",
"time": "15:34",
"user": "tutor"
}
] | [
{
"id": 8,
"text": "Here is the first question.",
"time": "10:40",
"user": "tutor"
},
{
"id": 9,
"text": "In this question, we are asked to find the total minutes of the game.",
"time": "11:27",
"user": "tutor"
},
{
"id": 10,
"text": "How many minutes is 1 hour?",
"time": "12:10",
"user": "tutor"
},
{
"id": 11,
"text": "59 minutes",
"time": "12:42",
"user": "student"
}
] | correct_mistake | 5.7A.Standard Conversions | 2928098_8 | explain_concept | careless | [
{
"is_revised": true,
"text": "Very close! an hour is 60 minutes",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "We understand emergencies happen. I'll see you at your next session.",
"user": "tutor"
},
{
"is_revised": true,
"text": "Thank you",
"user": "student"
},
{
"is_revised": true,
"text": "Work on your word problems if you can later on!",
"user": "tutor"
}
] | [
{
"id": 67,
"text": "Thank you for your efforts today! Please fill in the feedback form as you leave. See you next time ",
"time": "56:21",
"user": "tutor"
}
] | [
{
"id": 63,
"text": "Please show your work on the whiteboard using the Pencil Tool",
"time": "51:06",
"user": "tutor"
},
{
"id": 64,
"text": "i well be right back",
"time": "52:01",
"user": "student"
},
{
"id": 65,
"text": "Okay, Let me know when you are back?",
"time": "52:44",
"user": "tutor"
},
{
"id": 66,
"text": "i have to leeve",
"time": "56:05",
"user": "student"
}
] | motivate_student | 5.6B.Volume of Rectangular Prisms | 6136357_63 | encourage_student | diagnose | [
{
"is_revised": true,
"text": "We understand emergencies happen. I'll see you at your next session.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. There are 24 hours in a day",
"user": "tutor"
},
{
"is_revised": true,
"text": "Ok",
"user": "student"
},
{
"is_revised": true,
"text": "Please make sure to remember that, because there will always be 24 hours in a day. Could you tell me how many hours are in 2 days?",
"user": "tutor"
}
] | [
{
"id": 69,
"text": "Very good try!",
"time": "38:13",
"user": "tutor"
},
{
"id": 70,
"text": "1 day = ___ hours.",
"time": "38:31",
"user": "tutor"
}
] | [
{
"id": 65,
"text": "can i you see my answer",
"time": "36:40",
"user": "student"
},
{
"id": 66,
"text": "Yes, your answer is 180hours.",
"time": "37:15",
"user": "tutor"
},
{
"id": 67,
"text": "Is that your answer?",
"time": "37:41",
"user": "tutor"
},
{
"id": 68,
"text": "yes",
"time": "38:01",
"user": "student"
}
] | correct_mistake | 5.7A.Standard Conversions | 4294482_65 | Told the student the answer. I don't think it's too important to derive how there are 24 hours in a day. It seems like something you just need to know. | guess | [
{
"is_revised": true,
"text": "Ah, not quite. There are 24 hours in a day",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great start! Can you explain how you got 260?",
"user": "tutor"
},
{
"is_revised": true,
"text": "I did 13x20",
"user": "student"
},
{
"is_revised": true,
"text": "Great! Remember to multiply by the height as well!",
"user": "tutor"
}
] | [
{
"id": 61,
"text": "Please recheck your work.",
"time": "25:57",
"user": "tutor"
},
{
"id": 62,
"text": "You have got it correct now.",
"time": "27:15",
"user": "tutor"
},
{
"id": 63,
"text": "That was an impressive work on the whiteboard. Plus 1 point.",
"time": "27:33",
"user": "tutor"
},
{
"id": 64,
"text": "Try to solve this question.",
"time": "28:17",
"user": "tutor"
}
] | [
{
"id": 57,
"text": "ok",
"time": "23:21",
"user": "student"
},
{
"id": 58,
"text": "Keep going.",
"time": "25:03",
"user": "tutor"
},
{
"id": 59,
"text": "What is your final answer?",
"time": "25:34",
"user": "tutor"
},
{
"id": 60,
"text": "260",
"time": "25:44",
"user": "student"
}
] | diagnose_mistake | 5.4G.Volume of Rectangular Prisms | 6136394_57 | ask_question | diagnose | [
{
"is_revised": true,
"text": "Great start! Can you explain how you got 260?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Let's look between 2 and 3. How high do you notice the function is?",
"user": "tutor"
},
{
"is_revised": true,
"text": "800?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 70,
"text": "Please recheck your answer once again.",
"time": "22:13",
"user": "tutor"
},
{
"id": 71,
"text": "About 800 is the output for this graph when the input is 2.5.",
"time": "23:01",
"user": "tutor"
}
] | [
{
"id": 66,
"text": "Half way between 2 and 3 on the x axis.",
"time": "21:00",
"user": "tutor"
},
{
"id": 67,
"text": "yes",
"time": "21:29",
"user": "student"
},
{
"id": 68,
"text": "What is the output for this graph when the input is 2.5?",
"time": "21:33",
"user": "tutor"
},
{
"id": 69,
"text": "5,000",
"time": "21:57",
"user": "student"
}
] | understand_topic | 8.4C.Relationships of Functions (Review) - 1 | 2980217_66 | provide_strategy | guess | [
{
"is_revised": true,
"text": "Great try! Let's look between 2 and 3. How high do you notice the function is?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! She would have 1,200, but where is the tens place?",
"user": "tutor"
},
{
"is_revised": true,
"text": "0",
"user": "student"
},
{
"is_revised": true,
"text": "Great job",
"user": "tutor"
}
] | [
{
"id": 76,
"text": "That was a good try.",
"time": "33:36",
"user": "tutor"
},
{
"id": 77,
"text": "We have to add tens after 200.",
"time": "33:52",
"user": "tutor"
}
] | [
{
"id": 72,
"text": "Try to figure it out, and I can help you along the way.",
"time": "30:30",
"user": "tutor"
},
{
"id": 73,
"text": "ok",
"time": "30:49",
"user": "student"
},
{
"id": 74,
"text": "Where is the tens place?",
"time": "32:42",
"user": "tutor"
},
{
"id": 75,
"text": "she would have 1,200",
"time": "33:08",
"user": "student"
}
] | signal_goal | 4.2A.Place Value | 2898683_72 | ask_question | misinterpret | [
{
"is_revised": true,
"text": "Great try! She would have 1,200, but where is the tens place?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! When we are calculating 6 - 4 we can start with 6 on the number line and move to the left 4.",
"user": "tutor"
},
{
"is_revised": true,
"text": "ok",
"user": "student"
},
{
"is_revised": true,
"text": "What is our answer if we do that?",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "That was a good try.",
"time": "19:25",
"user": "tutor"
},
{
"id": 18,
"text": "Let me help you with that.",
"time": "19:49",
"user": "tutor"
},
{
"id": 19,
"text": "The value of 6 - 4 is 2.",
"time": "20:21",
"user": "tutor"
},
{
"id": 20,
"text": "Here, the bottom number is larger than the upper number.",
"time": "21:10",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "Good start!!",
"time": "18:30",
"user": "tutor"
},
{
"id": 14,
"text": "21372",
"time": "18:42",
"user": "student"
},
{
"id": 15,
"text": "Is this your final answer?",
"time": "18:55",
"user": "tutor"
},
{
"id": 16,
"text": "yes",
"time": "19:06",
"user": "student"
}
] | understand_topic | 4.4A.Subtracting Multi-Digit Numbers | 2894376_13 | provide_strategy | guess | [
{
"is_revised": true,
"text": "Great try! When we are calculating 6 - 4 we can start with 6 on the number line and move to the left 4.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. The question is asking for the area of the rectangle. Do you remember what we need to do to get the area of the rectangle?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no",
"user": "student"
},
{
"is_revised": true,
"text": "We need to multiply the length and the width",
"user": "tutor"
}
] | [
{
"id": 72,
"text": "+1 point for your effort.",
"time": "29:12",
"user": "tutor"
}
] | [
{
"id": 68,
"text": "1/2",
"time": "28:41",
"user": "student"
},
{
"id": 69,
"text": "2/2",
"time": "28:46",
"user": "student"
},
{
"id": 70,
"text": "Is that your final answer?",
"time": "28:55",
"user": "tutor"
},
{
"id": 71,
"text": "2/2",
"time": "29:03",
"user": "student"
}
] | understand_topic | 3.1G.Shapes and Area (Review) - 2 | 2963055_68 | explain_concept | guess | [
{
"is_revised": true,
"text": "Ah, not quite. The question is asking for the area of the rectangle. Do you remember what we need to do to get the area of the rectangle?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! You actually found the number of envelopes, not how many photographs",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh times 5",
"user": "student"
},
{
"is_revised": true,
"text": "Correct - 35!",
"user": "tutor"
}
] | [
{
"id": 63,
"text": "Good effort.",
"time": "24:43",
"user": "tutor"
},
{
"id": 64,
"text": "A photographer needs to mail 35 photographs.",
"time": "24:45",
"user": "tutor"
},
{
"id": 65,
"text": "The photographer needs to use 7 envelopes.",
"time": "25:16",
"user": "tutor"
},
{
"id": 66,
"text": "+2 points well earned.",
"time": "25:31",
"user": "tutor"
},
{
"id": 67,
"text": "Go ahead and show your work for the given long division.",
"time": "26:18",
"user": "tutor"
}
] | [
{
"id": 59,
"text": "Go ahead and give it a shot.",
"time": "22:46",
"user": "tutor"
},
{
"id": 60,
"text": "7",
"time": "23:00",
"user": "student"
},
{
"id": 61,
"text": "Good. How much mail does a photographer need?",
"time": "23:49",
"user": "tutor"
},
{
"id": 62,
"text": "7",
"time": "24:33",
"user": "student"
}
] | hint_mistake | 3.5B.Word Problems with Division | 4236544_59 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "Great try! You actually found the number of envelopes, not how many photographs",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Remember the hundreds place is the third one over. So for 6791, 7 is the hundreds place",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh then it's 5",
"user": "student"
},
{
"is_revised": true,
"text": "Very good! Great job fixing your error.",
"user": "tutor"
}
] | [
{
"id": 48,
"text": "That was a good try.",
"time": "24:08",
"user": "tutor"
}
] | [
{
"id": 44,
"text": "There comes our first I Do Question.",
"time": "23:00",
"user": "tutor"
},
{
"id": 45,
"text": "Read the question carefully.",
"time": "23:12",
"user": "tutor"
},
{
"id": 46,
"text": "What number is in the hundreds place?",
"time": "23:36",
"user": "tutor"
},
{
"id": 47,
"text": "the 8",
"time": "23:51",
"user": "student"
}
] | hint_mistake | 3.4B.Rounding Whole Numbers | 2928128_44 | explain_concept | guess | [
{
"is_revised": true,
"text": "Remember the hundreds place is the third one over. So for 6791, 7 is the hundreds place",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hm, well this question is asking us to draw a quadrilateral with 4 equal side lengths",
"user": "tutor"
},
{
"is_revised": true,
"text": "We drew a square because a square has 4 equal side lengths",
"user": "tutor"
},
{
"is_revised": true,
"text": "Is there any other quadrilaterals we learned about that also has 4 equal side lengths?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no?",
"user": "student"
},
{
"is_revised": true,
"text": "There is! Take a look at this quadrilaterals diagram and see if you can pick it out: https://upload.wikimedia.org/wikipedia/commons/thumb/6/68/Quadrilaterals.svg/661px-Quadrilaterals.svg.png",
"user": "tutor"
},
{
"is_revised": true,
"text": "rhombus?",
"user": "student"
},
{
"is_revised": true,
"text": "Yup, a rhombus also has 4 sides of equal length",
"user": "tutor"
}
] | [
{
"id": 29,
"text": "I appreciate your effort.",
"time": "23:13",
"user": "tutor"
},
{
"id": 30,
"text": "Let me explain it to you.",
"time": "23:21",
"user": "tutor"
},
{
"id": 31,
"text": "Yes, I could have drawn a quadrilateral of any size.",
"time": "23:24",
"user": "tutor"
},
{
"id": 32,
"text": "Therefore, the final answer is different because this one has all sides of equal lengths.",
"time": "24:16",
"user": "tutor"
},
{
"id": 33,
"text": "Does this step make sense?",
"time": "25:56",
"user": "tutor"
}
] | [
{
"id": 25,
"text": "Great answer.",
"time": "21:37",
"user": "tutor"
},
{
"id": 26,
"text": "+1 point for your answer.",
"time": "21:41",
"user": "tutor"
},
{
"id": 27,
"text": "Are there other quadrilaterals that I could have drawn in this example?",
"time": "21:48",
"user": "tutor"
},
{
"id": 28,
"text": "no?",
"time": "22:22",
"user": "student"
}
] | understand_topic | 4.6D.Classifying 2D Figures | 6207151_25 | Provided a visual aid | right-idea | [
{
"is_revised": true,
"text": "Hm, well this question is asking us to draw a quadrilateral with 4 equal side lengths",
"user": "tutor"
},
{
"is_revised": true,
"text": "We drew a square because a square has 4 equal side lengths",
"user": "tutor"
},
{
"is_revised": true,
"text": "Is there any other quadrilaterals we learned about that also has 4 equal side lengths?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ok, here is the next question. Please let me know if you have any questions",
"user": "tutor"
},
{
"is_revised": true,
"text": "Ok",
"user": "student"
},
{
"is_revised": true,
"text": "So far so good, keep it up!",
"user": "tutor"
}
] | [
{
"id": 46,
"text": "Plus 2 points for your effort.",
"time": "17:03",
"user": "tutor"
},
{
"id": 47,
"text": "Do you have any questions so far?",
"time": "17:06",
"user": "tutor"
},
{
"id": 48,
"text": "Here is your next question.",
"time": "18:36",
"user": "tutor"
},
{
"id": 49,
"text": "Go ahead and show your work on the whiteboard.",
"time": "18:43",
"user": "tutor"
},
{
"id": 50,
"text": "Great effort so far! Keep going.",
"time": "18:54",
"user": "tutor"
},
{
"id": 51,
"text": "Please go through the question carefully.",
"time": "19:40",
"user": "tutor"
}
] | [
{
"id": 42,
"text": "The value of 10+4 is 14.",
"time": "16:28",
"user": "tutor"
},
{
"id": 43,
"text": "Therefore, the final answer is 14.",
"time": "16:38",
"user": "tutor"
},
{
"id": 44,
"text": "Do you understand what I did?",
"time": "16:42",
"user": "tutor"
},
{
"id": 45,
"text": "yes",
"time": "16:51",
"user": "student"
}
] | support_thinking | 5.4B.Solving with Order of Operations | 2570448_42 | encourage_student | It doesn't seem like the student made a mistake. | [
{
"is_revised": true,
"text": "Ok, here is the next question. Please let me know if you have any questions",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Can you explain how you got your answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Well i thought it was bigger because the 2 is bigger than 1",
"user": "student"
},
{
"is_revised": true,
"text": "Ok great start! We want to look at the place value. Since the 1 is to the left of the decimal, it is larger.",
"user": "tutor"
}
] | [
{
"id": 47,
"text": "Try to recheck your answer, [STUDENT].",
"time": "19:48",
"user": "tutor"
}
] | [
{
"id": 43,
"text": "Sounds good.",
"time": "18:40",
"user": "tutor"
},
{
"id": 44,
"text": "This is our next question.",
"time": "18:57",
"user": "tutor"
},
{
"id": 45,
"text": "Would you like to give it a try?",
"time": "19:19",
"user": "tutor"
},
{
"id": 46,
"text": "0.231",
"time": "19:33",
"user": "student"
}
] | diagnose_mistake | 5.2B.Comparing Decimal Numbers (Review) - 1 | 2927839_43 | ask_question | diagnose | [
{
"is_revised": true,
"text": "Great try! Can you explain how you got your answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Good job determining the place value. Now, let's line up the numbers vertically.",
"user": "tutor"
},
{
"is_revised": true,
"text": "We do this so we can subtract and find the final answer.",
"user": "tutor"
},
{
"is_revised": true,
"text": "We can subtract 7 - 0 without regrouping. What else can we subtract without regrouping?",
"user": "tutor"
},
{
"is_revised": true,
"text": "6-4?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 14,
"text": "That was a good try.",
"time": "24:48",
"user": "tutor"
},
{
"id": 15,
"text": "Plus 1 point for your active participation.",
"time": "25:00",
"user": "tutor"
},
{
"id": 16,
"text": "The minuend is 26,076.",
"time": "25:06",
"user": "tutor"
},
{
"id": 17,
"text": "We line up the number vertically so that we can clearly see which numbers we will subtract.",
"time": "25:39",
"user": "tutor"
},
{
"id": 18,
"text": "Since we can subtract 6 -4 = 2 and 7 - 0 = 7 without regrouping.",
"time": "26:32",
"user": "tutor"
},
{
"id": 19,
"text": "That was a good try.",
"time": "26:54",
"user": "tutor"
}
] | [
{
"id": 10,
"text": "Here is the first question.",
"time": "23:04",
"user": "tutor"
},
{
"id": 11,
"text": "Read the question carefully.",
"time": "23:18",
"user": "tutor"
},
{
"id": 12,
"text": "What is the minuend of this problem?",
"time": "23:31",
"user": "tutor"
},
{
"id": 13,
"text": "one is in the thousad place the other one is in the ten thousand place",
"time": "24:26",
"user": "student"
}
] | correct_mistake | 4.4A.Subtracting Multi-Digit Numbers | 4055585_10 | explain_concept | diagnose | [
{
"is_revised": true,
"text": "Good job determining the place value. Now, let's line up the numbers vertically.",
"user": "tutor"
},
{
"is_revised": true,
"text": "We do this so we can subtract and find the final answer.",
"user": "tutor"
},
{
"is_revised": true,
"text": "We can subtract 7 - 0 without regrouping. What else can we subtract without regrouping?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, you're on the right track. A trapezoid could have 2 equal angles, but doesn't have to ",
"user": "tutor"
},
{
"is_revised": true,
"text": "A trapezoid is any quadrilateral that has exactly 1 pair of parallel sides",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh, so the answer is C",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 176,
"text": "Your answer is incorrect.",
"time": "44:57",
"user": "tutor"
},
{
"id": 177,
"text": "Recheck your work.",
"time": "45:02",
"user": "tutor"
}
] | [
{
"id": 172,
"text": "Go ahead and give it a shot.",
"time": "43:18",
"user": "tutor"
},
{
"id": 173,
"text": "done",
"time": "43:40",
"user": "student"
},
{
"id": 174,
"text": "How could you check that your answer is correct?",
"time": "44:03",
"user": "tutor"
},
{
"id": 175,
"text": "2 equal angles",
"time": "44:36",
"user": "student"
}
] | clarify_misunderstanding | 3.6B.Quadrilaterals (Review) - 1 | 2900622_172 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "Ah, you're on the right track. A trapezoid could have 2 equal angles, but doesn't have to ",
"user": "tutor"
},
{
"is_revised": true,
"text": "A trapezoid is any quadrilateral that has exactly 1 pair of parallel sides",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ok, take your time",
"user": "tutor"
},
{
"is_revised": true,
"text": "Is the answer 900?",
"user": "student"
},
{
"is_revised": true,
"text": "Ah, not quite. We want to have 90 hundred, not 9 hundred",
"user": "tutor"
},
{
"is_revised": true,
"text": "So if you try to fit 90 (two digits) into one place value, you keep the remaining two 0s on the right",
"user": "tutor"
},
{
"is_revised": true,
"text": "So it would be 9000",
"user": "tutor"
}
] | [
{
"id": 31,
"text": "It looks like your answer is incorrect.",
"time": "15:48",
"user": "tutor"
},
{
"id": 32,
"text": "Not to worry, I'm here to help you.",
"time": "15:58",
"user": "tutor"
},
{
"id": 33,
"text": "Each place value can only have a value from 0-9.",
"time": "16:18",
"user": "tutor"
},
{
"id": 34,
"text": "If there is a number greater than that, the value is carried to the next place value.",
"time": "16:24",
"user": "tutor"
},
{
"id": 35,
"text": "Where do we put commas in large numbers?",
"time": "16:47",
"user": "tutor"
},
{
"id": 36,
"text": "Are you working on this question?",
"time": "18:02",
"user": "tutor"
}
] | [
{
"id": 27,
"text": "Since Marc had 90 hundreds blocks, we will write a number with 90 in the hundreds place.",
"time": "13:16",
"user": "tutor"
},
{
"id": 28,
"text": "Why can't we have a two-digit number in one place value?",
"time": "13:57",
"user": "tutor"
},
{
"id": 29,
"text": "Do you need any help to answer this question?",
"time": "15:11",
"user": "tutor"
},
{
"id": 30,
"text": "no",
"time": "15:28",
"user": "student"
}
] | correct_mistake | 4.2A.Place Value | 2898670_27 | explain_concept | guess | [
{
"is_revised": true,
"text": "Ok, take your time",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hmm, not quite",
"user": "tutor"
},
{
"is_revised": true,
"text": "Take a look at this place value chart here: https://www.mathkidsandchaos.com/wp-content/uploads/2020/06/PLACE-VALUE-CHART-7-1024x659.png",
"user": "tutor"
},
{
"is_revised": true,
"text": "Notice how the tenths place value is directly to the right of the decimal point",
"user": "tutor"
},
{
"is_revised": true,
"text": "Could you tell me which number is directly to the right of the decimal point?",
"user": "tutor"
},
{
"is_revised": true,
"text": "5",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, so 5 would be in the tenths position",
"user": "tutor"
}
] | [
{
"id": 21,
"text": "Your answer is just not quite correct.",
"time": "12:34",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "Here is the place value chart.",
"time": "09:48",
"user": "tutor"
},
{
"id": 18,
"text": "By using this chart, we can find the number in a place.",
"time": "11:00",
"user": "tutor"
},
{
"id": 19,
"text": "Which number is in the place value of tenths?",
"time": "11:33",
"user": "tutor"
},
{
"id": 20,
"text": "Done",
"time": "12:14",
"user": "student"
}
] | clarify_misunderstanding | 5.2A.Place Value (Review) - 1 | 2949308_17 | Provided a visual aid | right-idea | [
{
"is_revised": true,
"text": "Hmm, not quite",
"user": "tutor"
},
{
"is_revised": true,
"text": "Take a look at this place value chart here: https://www.mathkidsandchaos.com/wp-content/uploads/2020/06/PLACE-VALUE-CHART-7-1024x659.png",
"user": "tutor"
},
{
"is_revised": true,
"text": "Notice how the tenths place value is directly to the right of the decimal point",
"user": "tutor"
},
{
"is_revised": true,
"text": "Could you tell me which number is directly to the right of the decimal point?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hmm, not quite. It looks like we may have forgotten to carry the 1 when we multiplied the 2 and 6",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh yeah. So the answer is C",
"user": "student"
},
{
"is_revised": true,
"text": "That's right!",
"user": "tutor"
}
] | [
{
"id": 57,
"text": "Your answer is incorrect.",
"time": "26:23",
"user": "tutor"
}
] | [
{
"id": 53,
"text": "ok",
"time": "25:13",
"user": "student"
},
{
"id": 54,
"text": "B|",
"time": "25:34",
"user": "student"
},
{
"id": 55,
"text": "Is this your final answer?",
"time": "25:56",
"user": "tutor"
},
{
"id": 56,
"text": "A",
"time": "26:09",
"user": "student"
}
] | hint_mistake | 3.4G.Properties of Multiplication | 4071501_53 | provide_hint | guess | [
{
"is_revised": true,
"text": "Hmm, not quite. It looks like we may have forgotten to carry the 1 when we multiplied the 2 and 6",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Not quite, but can you find the repeating pattern?",
"user": "tutor"
},
{
"is_revised": true,
"text": "No, how do I do that?",
"user": "student"
},
{
"is_revised": true,
"text": "What is the difference between the the first value and the second value?",
"user": "tutor"
},
{
"is_revised": true,
"text": "I'm not sure",
"user": "student"
},
{
"is_revised": true,
"text": "We need to find the difference to solve this problem.",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "Your answer is incorrect.",
"time": "06:43",
"user": "tutor"
},
{
"id": 14,
"text": "Plus two points for your active participation.",
"time": "06:58",
"user": "tutor"
},
{
"id": 15,
"text": "Kindly have a look at the whiteboard.",
"time": "07:11",
"user": "tutor"
},
{
"id": 16,
"text": "Patterns are a set of numbers arranged in a sequence such that they are related to each other in a specific rule.",
"time": "07:57",
"user": "tutor"
}
] | [
{
"id": 9,
"text": "Look for a pattern on this part of the chart only to help us with this question.",
"time": "05:25",
"user": "tutor"
},
{
"id": 10,
"text": "Looking at only the top part of the chart, do you notice a pattern in your values?",
"time": "05:35",
"user": "tutor"
},
{
"id": 11,
"text": "Are you able to follow the steps?",
"time": "05:47",
"user": "tutor"
},
{
"id": 12,
"text": "26",
"time": "05:50",
"user": "student"
}
] | understand_topic | 8.5G.Intro to Functions | 2928732_9 | ask_question | diagnose | [
{
"is_revised": true,
"text": "Not quite, but can you find the repeating pattern?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "You're close! That is the distance around the 2 sides. We want to find the distance around all 4.",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh so again?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct - we should have 7 + 5 + 7 + 5",
"user": "tutor"
}
] | [
{
"id": 28,
"text": "That was a good try.",
"time": "10:38",
"user": "tutor"
},
{
"id": 29,
"text": "You have earned 2 points for your good efforts.",
"time": "10:46",
"user": "tutor"
},
{
"id": 30,
"text": "Let me help you to solve this question.",
"time": "10:57",
"user": "tutor"
},
{
"id": 31,
"text": "First, we start by finding all the sides of the garden.",
"time": "11:33",
"user": "tutor"
},
{
"id": 32,
"text": "Because it is a rectangle, the opposite sides are congruent.",
"time": "12:01",
"user": "tutor"
},
{
"id": 33,
"text": "That means same length.",
"time": "12:15",
"user": "tutor"
}
] | [
{
"id": 24,
"text": "Perimeter refers to the boundary of a closed plane figure.",
"time": "09:27",
"user": "tutor"
},
{
"id": 25,
"text": "Or the perimeter is the distance around the object.",
"time": "09:52",
"user": "tutor"
},
{
"id": 26,
"text": "What is the question asking us to do?",
"time": "10:09",
"user": "tutor"
},
{
"id": 27,
"text": "so it would be 7 + 5",
"time": "10:11",
"user": "student"
}
] | hint_mistake | 4.5C.Perimeter | 2895049_24 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "You're close! That is the distance around the 2 sides. We want to find the distance around all 4.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let me draw on the whiteboard what 11:01 would look like",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh",
"user": "student"
},
{
"is_revised": true,
"text": "Do you see how the problem is different than 11:01?",
"user": "tutor"
}
] | [
{
"id": 59,
"text": "That was a very goo deffort.",
"time": "30:01",
"user": "tutor"
},
{
"id": 60,
"text": "The clock show 12:55.",
"time": "30:34",
"user": "tutor"
},
{
"id": 61,
"text": "Is that make sense to you?",
"time": "30:39",
"user": "tutor"
}
] | [
{
"id": 55,
"text": "Okay.",
"time": "28:11",
"user": "tutor"
},
{
"id": 56,
"text": "At 1255, the hour hand is very close to the 1 because it's almost 1'0 clock.",
"time": "28:47",
"user": "tutor"
},
{
"id": 57,
"text": "What time is it on the clock?",
"time": "28:55",
"user": "tutor"
},
{
"id": 58,
"text": "11:01",
"time": "29:09",
"user": "student"
}
] | clarify_misunderstanding | 3.7C.Using Time | 2916359_55 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "Let me draw on the whiteboard what 11:01 would look like",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great! The time is 1:55, but what is the number the minute hand is on?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh, 11",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh 11",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
}
] | [
{
"id": 20,
"text": "Please recheck the answer once again.",
"time": "10:03",
"user": "tutor"
}
] | [
{
"id": 16,
"text": "Let me explain the steps on the board.",
"time": "07:09",
"user": "tutor"
},
{
"id": 17,
"text": "We should remember each section of the clock is worth 5 minutes.",
"time": "07:45",
"user": "tutor"
},
{
"id": 18,
"text": "Which number is the minute hand of the clock on?",
"time": "09:07",
"user": "tutor"
},
{
"id": 19,
"text": "1:55",
"time": "09:46",
"user": "student"
}
] | clarify_misunderstanding | 3.7C.Using Time | 6165932_16 | ask_question | misinterpret | [
{
"is_revised": true,
"text": "Great! The time is 1:55, but what is the number the minute hand is on?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh, 11",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! If the train is moving 300 miles over 2 hours, how far each hour?",
"user": "tutor"
},
{
"is_revised": true,
"text": "divide by 2?",
"user": "student"
},
{
"is_revised": true,
"text": "Yes!",
"user": "tutor"
}
] | [
{
"id": 102,
"text": "Sorry, incorrect answer.",
"time": "47:51",
"user": "tutor"
},
{
"id": 103,
"text": "Not to worry. Let me help you.",
"time": "48:08",
"user": "tutor"
},
{
"id": 104,
"text": "Mark the point at the intersection of the coordinate grid and the straight line.",
"time": "48:27",
"user": "tutor"
},
{
"id": 105,
"text": "Next, write the coordinate point.",
"time": "48:56",
"user": "tutor"
},
{
"id": 106,
"text": "So, the train moving 2 hours for 300 miles.",
"time": "49:45",
"user": "tutor"
},
{
"id": 107,
"text": "We have to find per hour.",
"time": "50:00",
"user": "tutor"
}
] | [
{
"id": 98,
"text": "Good try.",
"time": "46:36",
"user": "tutor"
},
{
"id": 99,
"text": "300?",
"time": "46:52",
"user": "student"
},
{
"id": 100,
"text": "Is that your answer?",
"time": "47:29",
"user": "tutor"
},
{
"id": 101,
"text": "ye",
"time": "47:33",
"user": "student"
}
] | understand_topic | 7.4B.Identify Unit Rate | 2928611_98 | simplify_question | guess | [
{
"is_revised": true,
"text": "Great try! If the train is moving 300 miles over 2 hours, how far each hour?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Oh, the - sign is actually subtraction. Addition is +",
"user": "tutor"
},
{
"is_revised": true,
"text": "It means combining two numbers. For example, you have 5 fingers on your left hand and 5 fingers on your right hand. In total, you have 10 fingers. This can be represented by 5 + 5 = 10",
"user": "tutor"
},
{
"is_revised": true,
"text": "Ok",
"user": "student"
},
{
"is_revised": true,
"text": "Could you tell me what is 2 + 4?",
"user": "tutor"
}
] | [
{
"id": 26,
"text": "Very good! 1 point for your effort.",
"time": "21:16",
"user": "tutor"
}
] | [
{
"id": 22,
"text": "now i can",
"time": "20:19",
"user": "student"
},
{
"id": 23,
"text": "Good!",
"time": "20:29",
"user": "tutor"
},
{
"id": 24,
"text": "what is addition?",
"time": "20:34",
"user": "tutor"
},
{
"id": 25,
"text": "-",
"time": "20:44",
"user": "student"
}
] | understand_topic | 3.4A.Adding Whole Numbers | 4289415_22 | explain_concept | guess | [
{
"is_revised": true,
"text": "Oh, the - sign is actually subtraction. Addition is +",
"user": "tutor"
},
{
"is_revised": true,
"text": "It means combining two numbers. For example, you have 5 fingers on your left hand and 5 fingers on your right hand. In total, you have 10 fingers. This can be represented by 5 + 5 = 10",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great! Let's try to answer the question. What is the measurement of the red angle?",
"user": "tutor"
},
{
"is_revised": true,
"text": "80?",
"user": "student"
},
{
"is_revised": true,
"text": "Close! Make sure you look at the obtuse angle measurements on the protractor",
"user": "tutor"
}
] | [
{
"id": 82,
"text": "Go ahead and give it your good try.",
"time": "32:14",
"user": "tutor"
}
] | [
{
"id": 78,
"text": "Read the given question carefully.",
"time": "30:38",
"user": "tutor"
},
{
"id": 79,
"text": "Are you working on the given question?",
"time": "31:10",
"user": "tutor"
},
{
"id": 80,
"text": "Are you there with me in the session?",
"time": "31:52",
"user": "tutor"
},
{
"id": 81,
"text": "yes",
"time": "32:03",
"user": "student"
}
] | signal_goal | 4.7A.Measuring Angles | 4297343_78 | ask_question | Student unresponsive | [
{
"is_revised": true,
"text": "Great! Let's try to answer the question. What is the measurement of the red angle?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! To subtract 45 from 95 you'll need to first subtract the ones place.",
"user": "tutor"
},
{
"is_revised": true,
"text": "0",
"user": "student"
},
{
"is_revised": true,
"text": "Then the tens",
"user": "tutor"
},
{
"is_revised": true,
"text": "5",
"user": "student"
}
] | [
{
"id": 69,
"text": "Your answer is incorrect.",
"time": "23:07",
"user": "tutor"
}
] | [
{
"id": 65,
"text": "Keep up the good work.",
"time": "22:31",
"user": "tutor"
},
{
"id": 66,
"text": "is right",
"time": "22:33",
"user": "student"
},
{
"id": 67,
"text": "Is this your final answer?",
"time": "22:53",
"user": "tutor"
},
{
"id": 68,
"text": "yes",
"time": "22:58",
"user": "student"
}
] | understand_topic | 4.4A.Subtracting Multi-Digit Numbers | 6206815_65 | simplify_question | guess | [
{
"is_revised": true,
"text": "Great try! To subtract 45 from 95 you'll need to first subtract the ones place.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hmm, not quite. We're asked to determine whether the lines are parallel, perpendicular, or neither.",
"user": "tutor"
},
{
"is_revised": true,
"text": "Does it look like these lines will touch?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no",
"user": "student"
},
{
"is_revised": true,
"text": "They don't currently touch, but if we extend them forever, they will eventually touch. Therefore they are not parallel",
"user": "tutor"
}
] | [
{
"id": 88,
"text": "Your answer is incorrect.",
"time": "34:36",
"user": "tutor"
},
{
"id": 89,
"text": "Please try again.",
"time": "34:46",
"user": "tutor"
},
{
"id": 90,
"text": "Let me know when you find the correct answer.",
"time": "35:27",
"user": "tutor"
}
] | [
{
"id": 84,
"text": "Plus one more point for your justification.",
"time": "32:25",
"user": "tutor"
},
{
"id": 85,
"text": "Go ahead and try to solve this next question.",
"time": "32:48",
"user": "tutor"
},
{
"id": 86,
"text": "Is that your final answer?",
"time": "34:16",
"user": "tutor"
},
{
"id": 87,
"text": "yes",
"time": "34:21",
"user": "student"
}
] | correct_mistake | 4.5A.Geometric Lines | 6136458_84 | explain_concept | guess | [
{
"is_revised": true,
"text": "Hmm, not quite. We're asked to determine whether the lines are parallel, perpendicular, or neither.",
"user": "tutor"
},
{
"is_revised": true,
"text": "Does it look like these lines will touch?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Negative numbers can be more difficult on the number line. -3 1/2 shoudl be between -3 and -4, not -2 and -3",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh",
"user": "student"
},
{
"is_revised": true,
"text": "So what point represents the number -3 1/2?",
"user": "tutor"
}
] | [
{
"id": 37,
"text": "Nice effort. Plus one point for your effort.",
"time": "15:13",
"user": "tutor"
},
{
"id": 38,
"text": "Point B is between points -2 and -3.",
"time": "15:53",
"user": "tutor"
},
{
"id": 39,
"text": "So, we can represent point B as -2 1/2.",
"time": "16:16",
"user": "tutor"
},
{
"id": 40,
"text": "Point A is located between -3 and -4.",
"time": "17:03",
"user": "tutor"
},
{
"id": 41,
"text": "So, we can represent point A as -3 1/2.",
"time": "17:23",
"user": "tutor"
},
{
"id": 42,
"text": "Is that step make sense to you?",
"time": "17:44",
"user": "tutor"
}
] | [
{
"id": 33,
"text": "Let's get back on track.",
"time": "13:42",
"user": "tutor"
},
{
"id": 34,
"text": "ok",
"time": "13:48",
"user": "student"
},
{
"id": 35,
"text": "Which point on the number line is located at -3 1/2?",
"time": "14:11",
"user": "tutor"
},
{
"id": 36,
"text": "b",
"time": "14:32",
"user": "student"
}
] | correct_mistake | 7.1C.Additive Inverses | 2963906_33 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "Great try! Negative numbers can be more difficult on the number line. -3 1/2 shoudl be between -3 and -4, not -2 and -3",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Oh good job showing your work! However, we're looking for a factor of 20 for this question",
"user": "tutor"
},
{
"is_revised": true,
"text": "So it would be 10 + 10 in this case",
"user": "tutor"
},
{
"is_revised": true,
"text": "5+5+5+5=20, so 5 would also work?",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, 5 is also a factor of 20",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "That was a good try.",
"time": "12:05",
"user": "tutor"
},
{
"id": 18,
"text": "10 is the correct answer.",
"time": "12:52",
"user": "tutor"
},
{
"id": 19,
"text": "Does the step makes sense?",
"time": "13:29",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "Recheck your answer.",
"time": "07:22",
"user": "tutor"
},
{
"id": 14,
"text": "What are the factors in this problem?",
"time": "08:20",
"user": "tutor"
},
{
"id": 15,
"text": "How did you get 15?",
"time": "10:41",
"user": "tutor"
},
{
"id": 16,
"text": "by 5+5+5=15 or 5x3=15",
"time": "11:40",
"user": "student"
}
] | clarify_misunderstanding | 4.2C.Multiplicative Comparisons | 4053713_13 | provide_correction | right-idea | [
{
"is_revised": true,
"text": "Oh good job showing your work! However, we're looking for a factor of 20 for this question",
"user": "tutor"
},
{
"is_revised": true,
"text": "So it would be 10 + 10 in this case",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! When we add two numbers, think about starting at the larger number and moving the smaller amount on a number line",
"user": "tutor"
},
{
"is_revised": true,
"text": "For example, 10 + 4 we can start at 10 and move 4 spaces to the right, giving us 14.",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh ok",
"user": "student"
},
{
"is_revised": true,
"text": "Let's try this problem again",
"user": "tutor"
}
] | [
{
"id": 90,
"text": "I am sorry the answer is not correct.",
"time": "53:53",
"user": "tutor"
},
{
"id": 91,
"text": "Please show me how you got your answer.",
"time": "54:20",
"user": "tutor"
},
{
"id": 92,
"text": "That's great! Please share your work.",
"time": "55:53",
"user": "tutor"
},
{
"id": 93,
"text": "We are left with four more minutes.",
"time": "56:20",
"user": "tutor"
},
{
"id": 94,
"text": "We can master the topic together. [STUDENT]!",
"time": "56:50",
"user": "tutor"
},
{
"id": 95,
"text": "Please go ahead!",
"time": "57:08",
"user": "tutor"
}
] | [
{
"id": 86,
"text": "You can earn more points.",
"time": "52:20",
"user": "tutor"
},
{
"id": 87,
"text": "",
"time": "52:27",
"user": "tutor"
},
{
"id": 88,
"text": "What is your final answer?",
"time": "53:25",
"user": "tutor"
},
{
"id": 89,
"text": "Done",
"time": "53:25",
"user": "student"
}
] | understand_topic | 3.4A.Adding Whole Numbers | 6348248_86 | provide_strategy | diagnose | [
{
"is_revised": true,
"text": "Great try! When we add two numbers, think about starting at the larger number and moving the smaller amount on a number line",
"user": "tutor"
},
{
"is_revised": true,
"text": "For example, 10 + 4 we can start at 10 and move 4 spaces to the right, giving us 14.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great job - you seem to be a little ahead of where we are! What is the definition of area?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Space",
"user": "student"
},
{
"is_revised": true,
"text": "Great - can you elaborate a little more?",
"user": "tutor"
}
] | [
{
"id": 36,
"text": "That was a very good try.",
"time": "20:10",
"user": "tutor"
},
{
"id": 37,
"text": "Plus 1 point for your try.",
"time": "20:23",
"user": "tutor"
},
{
"id": 38,
"text": "In this first section, I will model how to solve problems related to the topic.",
"time": "21:05",
"user": "tutor"
},
{
"id": 39,
"text": "Please ask questions about any of the steps along the way.",
"time": "21:12",
"user": "tutor"
}
] | [
{
"id": 32,
"text": "Let's continue with the chat widow.",
"time": "19:05",
"user": "tutor"
},
{
"id": 33,
"text": "Here is our first question.",
"time": "19:15",
"user": "tutor"
},
{
"id": 34,
"text": "What is meant by \"area\"?",
"time": "19:44",
"user": "tutor"
},
{
"id": 35,
"text": "30ft",
"time": "19:57",
"user": "student"
}
] | signal_goal | 6.8D.Areas by Decomposition | 2928616_32 | ask_question | imprecise | [
{
"is_revised": true,
"text": "Great job - you seem to be a little ahead of where we are! What is the definition of area?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Let's not forget the hundreds place. When we round 894 to the tens we get..",
"user": "tutor"
},
{
"is_revised": true,
"text": "oops 890",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
}
] | [
{
"id": 28,
"text": "That was a good try.",
"time": "14:08",
"user": "tutor"
},
{
"id": 29,
"text": "One point for your participation.",
"time": "14:15",
"user": "tutor"
},
{
"id": 30,
"text": "Let me explain it to you.",
"time": "14:22",
"user": "tutor"
},
{
"id": 31,
"text": "We need to rounded to the nearest ten.",
"time": "14:30",
"user": "tutor"
},
{
"id": 32,
"text": "First, we need to take the ten place value in 884.",
"time": "14:48",
"user": "tutor"
},
{
"id": 33,
"text": "What is the tens place value in 884?",
"time": "14:58",
"user": "tutor"
}
] | [
{
"id": 24,
"text": "the ten",
"time": "13:16",
"user": "student"
},
{
"id": 25,
"text": "Go ahead and show your work on the whiteboard.",
"time": "13:22",
"user": "tutor"
},
{
"id": 26,
"text": "What is the final answer?",
"time": "13:52",
"user": "tutor"
},
{
"id": 27,
"text": "90.....",
"time": "14:05",
"user": "student"
}
] | understand_topic | 3.4B.Rounding Whole Numbers | 2979259_24 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "Great try! Let's not forget the hundreds place. When we round 894 to the tens we get..",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "What's your final answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "30",
"user": "student"
},
{
"is_revised": true,
"text": "Great effort! That is correct.",
"user": "tutor"
}
] | [
{
"id": 129,
"text": "Plus 1 point for your good try.",
"time": "44:37",
"user": "tutor"
},
{
"id": 130,
"text": "Let me review the answer for you.",
"time": "44:47",
"user": "tutor"
},
{
"id": 131,
"text": "In the given question, Gregg filled a box with 6 cubes that each had a side length of 1 foot.",
"time": "46:09",
"user": "tutor"
}
] | [
{
"id": 125,
"text": "Here we need to find the volume of each cube.",
"time": "43:43",
"user": "tutor"
},
{
"id": 126,
"text": "ok",
"time": "43:53",
"user": "student"
},
{
"id": 127,
"text": "What is the unit for the volume?",
"time": "43:55",
"user": "tutor"
},
{
"id": 128,
"text": "i did it",
"time": "44:34",
"user": "student"
}
] | elaborate_answer | 5.4G.Understanding Volume | 2980322_125 | ask_question | imprecise | [
{
"is_revised": true,
"text": "What's your final answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hm, not quite. We want to compare which is bigger between 5.7 and 5.10",
"user": "tutor"
},
{
"is_revised": true,
"text": "Keep in mind that for numbers after the decimal, any trailing 0s don't change the value of the number and can be removed",
"user": "tutor"
},
{
"is_revised": true,
"text": "For example, 3.060 is the same as 3.06, and 2.50 is the same as 2.5",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh yeah, I forgot. So then 5.7 is bigger",
"user": "student"
},
{
"is_revised": true,
"text": "That's right!",
"user": "tutor"
}
] | [
{
"id": 72,
"text": "Your answer is incorrect! +1 point for your good try.",
"time": "34:12",
"user": "tutor"
},
{
"id": 73,
"text": "I will review the answer at the end of the session.",
"time": "34:41",
"user": "tutor"
},
{
"id": 74,
"text": "Let's move on to the next question.",
"time": "35:01",
"user": "tutor"
},
{
"id": 75,
"text": "You got it correct.",
"time": "35:54",
"user": "tutor"
}
] | [
{
"id": 68,
"text": "Now it's time for you to prove you've mastered this topic! You will work on 3 problems in the Exit Ticket section and be able to earn 3 points for every question.",
"time": "32:35",
"user": "tutor"
},
{
"id": 69,
"text": "Give your best with this question.",
"time": "32:52",
"user": "tutor"
},
{
"id": 70,
"text": "Is that your final answer?",
"time": "33:25",
"user": "tutor"
},
{
"id": 71,
"text": "yes",
"time": "33:33",
"user": "student"
}
] | clarify_misunderstanding | 4.2F.Comparing Decimals | 2949261_68 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "Hm, not quite. We want to compare which is bigger between 5.7 and 5.10",
"user": "tutor"
},
{
"is_revised": true,
"text": "Keep in mind that for numbers after the decimal, any trailing 0s don't change the value of the number and can be removed",
"user": "tutor"
},
{
"is_revised": true,
"text": "For example, 3.060 is the same as 3.06, and 2.50 is the same as 2.5",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "If we're multiplying 26 by 6, the result is going to have to be much bigger than 4. ",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh",
"user": "student"
},
{
"is_revised": true,
"text": "Can you try again? What's 26 times 6?",
"user": "tutor"
}
] | [
{
"id": 68,
"text": "+1 point for your good try.",
"time": "37:06",
"user": "tutor"
},
{
"id": 69,
"text": "We need to write 156 below 163.",
"time": "37:38",
"user": "tutor"
},
{
"id": 70,
"text": "What would be the next step?",
"time": "38:32",
"user": "tutor"
},
{
"id": 71,
"text": "We need to subtract.",
"time": "41:45",
"user": "tutor"
}
] | [
{
"id": 64,
"text": "Do you understand that step?",
"time": "35:13",
"user": "tutor"
},
{
"id": 65,
"text": "Next, we have to multiply 6 and 26.",
"time": "35:59",
"user": "tutor"
},
{
"id": 66,
"text": "What is the product of 26 and 6?",
"time": "36:25",
"user": "tutor"
},
{
"id": 67,
"text": "4",
"time": "36:42",
"user": "student"
}
] | explain_mistake | 5.3A.Multi-Digit Division with Two-Digit Divisors (Review) - 1 | 4134665_64 | explain_concept | guess | [
{
"is_revised": true,
"text": "If we're multiplying 26 by 6, the result is going to have to be much bigger than 4. ",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great! Please give this a try. Which of the following fractions are equivalent to 3/6?",
"user": "tutor"
},
{
"is_revised": true,
"text": "A) 1/2 B) 4/7 C) 6/3 D) 2/8",
"user": "tutor"
},
{
"is_revised": true,
"text": "A",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 62,
"text": "+1 point for your effort!",
"time": "39:40",
"user": "tutor"
}
] | [
{
"id": 58,
"text": "ohhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh now i get it",
"time": "38:39",
"user": "student"
},
{
"id": 59,
"text": "Based on these models, 1/4 = 2/8.",
"time": "38:57",
"user": "tutor"
},
{
"id": 60,
"text": "Do you understand what I did?",
"time": "39:01",
"user": "tutor"
},
{
"id": 61,
"text": "seeeeee",
"time": "39:11",
"user": "student"
}
] | Verify that the student has indeed understood the concept as he claims. | 3.3F.Understanding Equivalent Fractions | 2949283_58 | ask_question | The student did not make a mistake. Rather, he was telling the tutor that he now understands. | [
{
"is_revised": true,
"text": "Great! Please give this a try. Which of the following fractions are equivalent to 3/6?",
"user": "tutor"
},
{
"is_revised": true,
"text": "A) 1/2 B) 4/7 C) 6/3 D) 2/8",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Oh you're close. This question is asking us how many sandwiches each kid gets. Did you use division to get your answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Yes",
"user": "student"
},
{
"is_revised": true,
"text": "I think you might've made a minor mistake. Could you double check your work?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh it's 16, not 14",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, well done!",
"user": "tutor"
}
] | [
{
"id": 23,
"text": "That was a good try.",
"time": "20:21",
"user": "tutor"
},
{
"id": 24,
"text": "Plus 1 point for your try.",
"time": "20:29",
"user": "tutor"
},
{
"id": 25,
"text": "In this question, we have to find how many sandwiches will each kid get.",
"time": "20:57",
"user": "tutor"
},
{
"id": 26,
"text": "Jason's dad makes 32 peanut butter sandwiches for 8 kids.",
"time": "21:11",
"user": "tutor"
},
{
"id": 27,
"text": "Which arithmetic operation should we use to solve this question?",
"time": "21:28",
"user": "tutor"
}
] | [
{
"id": 19,
"text": "What are we asked to find in this question?",
"time": "18:09",
"user": "tutor"
},
{
"id": 20,
"text": "Very good!",
"time": "18:37",
"user": "tutor"
},
{
"id": 21,
"text": "What is your answer?",
"time": "19:48",
"user": "tutor"
},
{
"id": 22,
"text": "14",
"time": "19:59",
"user": "student"
}
] | hint_mistake | 3.4D.Understanding Division | 4138548_19 | encourage_student | careless | [
{
"is_revised": true,
"text": "Oh you're close. This question is asking us how many sandwiches each kid gets. Did you use division to get your answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hm, not quite. What I mean to say is, how many times can 1000 go into 2000?",
"user": "tutor"
},
{
"is_revised": true,
"text": "2",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 84,
"text": "Good effort!",
"time": "35:36",
"user": "tutor"
}
] | [
{
"id": 80,
"text": "Now, write the place values on the whiteboard.",
"time": "34:17",
"user": "tutor"
},
{
"id": 81,
"text": "Good job! Plus 1 point.",
"time": "34:47",
"user": "tutor"
},
{
"id": 82,
"text": "How many thousands are there in 2000?",
"time": "35:02",
"user": "tutor"
},
{
"id": 83,
"text": "1",
"time": "35:26",
"user": "student"
}
] | clarify_misunderstanding | 4.2A.Place Value | 2898719_80 | simplify_question | misinterpret | [
{
"is_revised": true,
"text": "Hm, not quite. What I mean to say is, how many times can 1000 go into 2000?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Prime numbers are only divisible by itself and 1. Is 3 divisible by 39?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Yes",
"user": "student"
},
{
"is_revised": true,
"text": "How many times does 3 go into 39?",
"user": "tutor"
},
{
"is_revised": true,
"text": "13",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! Therefore, 39 is a composite number.",
"user": "tutor"
}
] | [
{
"id": 44,
"text": "That was an incorrect answer.",
"time": "34:03",
"user": "tutor"
}
] | [
{
"id": 40,
"text": "okay",
"time": "25:02",
"user": "student"
},
{
"id": 41,
"text": "34",
"time": "25:27",
"user": "student"
},
{
"id": 42,
"text": "39 is a prime number or composite number?",
"time": "33:20",
"user": "tutor"
},
{
"id": 43,
"text": "prime",
"time": "33:35",
"user": "student"
}
] | hint_mistake | 4.1G.Prime and Composite Numbers (Review) - 1 | 6166533_40 | ask_question | guess | [
{
"is_revised": true,
"text": "Prime numbers are only divisible by itself and 1. Is 3 divisible by 39?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Remember that a ratio should be written as a fraction. In this case we want to write it as men/women",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh ok",
"user": "student"
},
{
"is_revised": true,
"text": "Can you try to write the answer as a fraction ratio?",
"user": "tutor"
}
] | [
{
"id": 39,
"text": "That was a really good try.",
"time": "16:40",
"user": "tutor"
},
{
"id": 40,
"text": "Plus 1 point your effort on this question.",
"time": "16:47",
"user": "tutor"
},
{
"id": 41,
"text": "Let me explain it to you!",
"time": "16:56",
"user": "tutor"
},
{
"id": 42,
"text": "We have written the different ways to write a ratio.",
"time": "17:25",
"user": "tutor"
},
{
"id": 43,
"text": "Next, we need to write the ratio as a fraction with the number of men compared to the number of women.",
"time": "17:51",
"user": "tutor"
},
{
"id": 44,
"text": "We would write the ratio as a fraction in order to find the GCF and simplify, if possible.",
"time": "18:23",
"user": "tutor"
}
] | [
{
"id": 35,
"text": "yes",
"time": "15:51",
"user": "student"
},
{
"id": 36,
"text": "Sounds great!",
"time": "15:59",
"user": "tutor"
},
{
"id": 37,
"text": "Is that your final answer is 6?",
"time": "16:13",
"user": "tutor"
},
{
"id": 38,
"text": "yes",
"time": "16:21",
"user": "student"
}
] | understand_topic | 6.4E.Concept of Ratios | 2950391_35 | explain_concept | guess | [
{
"is_revised": true,
"text": "Great try! Remember that a ratio should be written as a fraction. In this case we want to write it as men/women",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hmm, you're on the right track. It's in the thousands place. We can just say thousands, but it would be wrong to say 2,000",
"user": "tutor"
},
{
"is_revised": true,
"text": "Ok",
"user": "student"
},
{
"is_revised": true,
"text": "Please refer to the place value chart here: https://www.splashlearn.com/math-vocabulary/wp-content/uploads/2022/06/Place-Value-5.png",
"user": "tutor"
},
{
"is_revised": true,
"text": "The words on the bottom indicate the place values",
"user": "tutor"
}
] | [
{
"id": 46,
"text": "That was a good try.",
"time": "25:36",
"user": "tutor"
},
{
"id": 47,
"text": "7 is in the thousands place.",
"time": "25:45",
"user": "tutor"
},
{
"id": 48,
"text": "I have received your notification.",
"time": "26:00",
"user": "tutor"
},
{
"id": 49,
"text": "Let me know your question.",
"time": "26:07",
"user": "tutor"
}
] | [
{
"id": 42,
"text": "Let's move on to the next question.",
"time": "22:27",
"user": "tutor"
},
{
"id": 43,
"text": "In this question, we need to find out the value of seven in 37,984",
"time": "23:11",
"user": "tutor"
},
{
"id": 44,
"text": "What is the value of 7?",
"time": "24:54",
"user": "tutor"
},
{
"id": 45,
"text": "2,000?",
"time": "25:24",
"user": "student"
}
] | correct_mistake | 4.2A.Place Value | 2916342_42 | provide_correction | right-idea | [
{
"is_revised": true,
"text": "Hmm, you're on the right track. It's in the thousands place. We can just say thousands, but it would be wrong to say 2,000",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Perimeter would measure the amount of fence he needs to fence in the garden. We want to measure the amount of space inside the garden.",
"user": "tutor"
},
{
"is_revised": true,
"text": "the area?",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
}
] | [
{
"id": 31,
"text": "That was a good try.",
"time": "19:18",
"user": "tutor"
},
{
"id": 32,
"text": "Plus 1 point for your amazing effort.",
"time": "19:25",
"user": "tutor"
}
] | [
{
"id": 27,
"text": "It does not have depth.",
"time": "16:35",
"user": "tutor"
},
{
"id": 28,
"text": "right",
"time": "16:44",
"user": "student"
},
{
"id": 29,
"text": "If Pablo wants to know how big the surface of his garden is, what should he measure?",
"time": "17:20",
"user": "tutor"
},
{
"id": 30,
"text": "the perimiter",
"time": "17:42",
"user": "student"
}
] | correct_mistake | 3.6C.Concept of Area | 2895004_27 | provide_hint | guess | [
{
"is_revised": true,
"text": "Great try! Perimeter would measure the amount of fence he needs to fence in the garden. We want to measure the amount of space inside the garden.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "That would be correct if we were trying to find 5 + 4",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh. it's 20",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, 5 times 4 is 20! Way to stick with it",
"user": "tutor"
}
] | [
{
"id": 62,
"text": "That was a good try.",
"time": "32:18",
"user": "tutor"
},
{
"id": 63,
"text": "To add 5+4, we get 9.",
"time": "32:40",
"user": "tutor"
},
{
"id": 64,
"text": "In this question, we are giong to multiply 5 times 4.",
"time": "33:07",
"user": "tutor"
}
] | [
{
"id": 58,
"text": "Yes.",
"time": "30:30",
"user": "tutor"
},
{
"id": 59,
"text": "I have added a point for your answer.",
"time": "30:38",
"user": "tutor"
},
{
"id": 60,
"text": "What would be the value of 5 times 4?",
"time": "31:22",
"user": "tutor"
},
{
"id": 61,
"text": "9?",
"time": "32:10",
"user": "student"
}
] | hint_mistake | 3.4D.Understanding Multiplication | 2928821_58 | explain_concept | guess | [
{
"is_revised": true,
"text": "That would be correct if we were trying to find 5 + 4",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! When 15 goes into 45 you want to see how many groups of 15 you can make from 45",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh 3",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
}
] | [
{
"id": 84,
"text": "That's incorrect.",
"time": "43:00",
"user": "tutor"
}
] | [
{
"id": 80,
"text": "Have a look at the whiteboard.",
"time": "41:25",
"user": "tutor"
},
{
"id": 81,
"text": "alright",
"time": "41:57",
"user": "student"
},
{
"id": 82,
"text": "How many times does 15 go into 45?",
"time": "42:13",
"user": "tutor"
},
{
"id": 83,
"text": "1",
"time": "42:37",
"user": "student"
}
] | understand_topic | 5.3A.Multi-Digit Division with Two-Digit Divisors | 4104703_80 | provide_strategy | guess | [
{
"is_revised": true,
"text": "Great try! When 15 goes into 45 you want to see how many groups of 15 you can make from 45",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Can you show on the whiteboard your first step to get that answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "sure",
"user": "student"
},
{
"is_revised": true,
"text": "That looks good, can you show your second step now?",
"user": "tutor"
}
] | [
{
"id": 53,
"text": "That was a good try.",
"time": "24:56",
"user": "tutor"
},
{
"id": 54,
"text": "Please recheck with that answer.",
"time": "25:05",
"user": "tutor"
}
] | [
{
"id": 49,
"text": "Here comes the next question.",
"time": "23:01",
"user": "tutor"
},
{
"id": 50,
"text": "Give your best with this question.",
"time": "23:12",
"user": "tutor"
},
{
"id": 51,
"text": "Is that number is visible now?",
"time": "23:58",
"user": "tutor"
},
{
"id": 52,
"text": "eight thousand",
"time": "24:34",
"user": "student"
}
] | elaborate_answer | 4.2A.Place Value (Review) - 1 | 2949335_49 | ask_question | diagnose | [
{
"is_revised": true,
"text": "Can you show on the whiteboard your first step to get that answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ok, see you next time!",
"user": "tutor"
},
{
"is_revised": true,
"text": "Bye",
"user": "student"
},
{
"is_revised": true,
"text": "Bye",
"user": "tutor"
}
] | [
{
"id": 96,
"text": "Thank you for your efforts today! Please fill in the feedback form as you leave. See you next time ",
"time": "59:41",
"user": "tutor"
}
] | [
{
"id": 92,
"text": "Plus 3 for this.",
"time": "58:25",
"user": "tutor"
},
{
"id": 93,
"text": "You have completed and mastered the lesson \"Prime and Composite Numbers\" and earned 22 points.",
"time": "58:52",
"user": "tutor"
},
{
"id": 94,
"text": "Before we end the session, is there anything else I can help you with?",
"time": "59:04",
"user": "tutor"
},
{
"id": 95,
"text": "no",
"time": "59:19",
"user": "student"
}
] | End of lesson | 4.1G.Prime and Composite Numbers | 6163970_92 | Said goodbye to the student | The student did not make a mistake. | [
{
"is_revised": true,
"text": "Ok, see you next time!",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let's look at a similar problem. Is 10 between 15 and 18? ",
"user": "tutor"
},
{
"is_revised": true,
"text": "yes",
"user": "student"
},
{
"is_revised": true,
"text": "Let's draw a number line on the whiteboard",
"user": "tutor"
}
] | [
{
"id": 99,
"text": "Please recheck your answer once.",
"time": "40:27",
"user": "tutor"
}
] | [
{
"id": 95,
"text": "Which answer choice is between 9 and 15?",
"time": "38:49",
"user": "tutor"
},
{
"id": 96,
"text": "7",
"time": "39:42",
"user": "student"
},
{
"id": 97,
"text": "Is that your final answer?",
"time": "40:09",
"user": "tutor"
},
{
"id": 98,
"text": "yes",
"time": "40:18",
"user": "student"
}
] | understand_topic | 3.5B.Two-Step Word Problems (Review) - 1 | 6165902_95 | provide_example | guess | [
{
"is_revised": true,
"text": "Let's look at a similar problem. Is 10 between 15 and 18? ",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, you're very close!",
"user": "tutor"
},
{
"is_revised": true,
"text": "To get the area of a triangle, we need to do base x height x 1/2",
"user": "tutor"
},
{
"is_revised": true,
"text": "Don't forget the x 1/2 at the end!",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oh yeah, so it would be 9x5x1/2",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, well done!",
"user": "tutor"
}
] | [
{
"id": 29,
"text": "That was a good try.",
"time": "17:17",
"user": "tutor"
},
{
"id": 30,
"text": "Plus one point for your effort.",
"time": "17:23",
"user": "tutor"
},
{
"id": 31,
"text": "Let me explain it to you.",
"time": "18:05",
"user": "tutor"
},
{
"id": 32,
"text": "The formula to find the are of a triangle is 1/2 * base * height.",
"time": "18:29",
"user": "tutor"
},
{
"id": 33,
"text": "Sorry for the typo.",
"time": "18:49",
"user": "tutor"
},
{
"id": 34,
"text": "*The formula to find the area of a triangle is 1/2 * base * height.",
"time": "18:56",
"user": "tutor"
}
] | [
{
"id": 25,
"text": "A triangular bookend has a base of 5 inches and a height of 9 inches.",
"time": "15:21",
"user": "tutor"
},
{
"id": 26,
"text": "We need to find the area of the bookend.",
"time": "16:23",
"user": "tutor"
},
{
"id": 27,
"text": "What is the formula to find the area of a triangle?",
"time": "16:42",
"user": "tutor"
},
{
"id": 28,
"text": "9x5 I think",
"time": "17:08",
"user": "student"
}
] | correct_mistake | 6.8B.Areas of Triangles | 2963999_25 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "Ah, you're very close!",
"user": "tutor"
},
{
"is_revised": true,
"text": "To get the area of a triangle, we need to do base x height x 1/2",
"user": "tutor"
},
{
"is_revised": true,
"text": "Don't forget the x 1/2 at the end!",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! 5 times 1 is 5. What about 5 times 2?",
"user": "tutor"
},
{
"is_revised": true,
"text": "twice. so 10",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 10,
"text": "That was a great try.",
"time": "12:25",
"user": "tutor"
},
{
"id": 11,
"text": "You have earned one point for your great try.",
"time": "12:35",
"user": "tutor"
}
] | [
{
"id": 6,
"text": "Try to answer my question.",
"time": "10:48",
"user": "tutor"
},
{
"id": 7,
"text": "Okay, let me explain it to you.",
"time": "11:10",
"user": "tutor"
},
{
"id": 8,
"text": "What is the value of 5 times 2?",
"time": "11:58",
"user": "tutor"
},
{
"id": 9,
"text": "5",
"time": "12:09",
"user": "student"
}
] | understand_topic | 4.3E.Dividing Using Equations | 4014411_6 | provide_similar_problem | guess | [
{
"is_revised": true,
"text": "Great try! 5 times 1 is 5. What about 5 times 2?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let's recheck that answer using our calculator. I would like for you to put this problem in your calculator. What is your answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "100000",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! We can use a shortcut as well. There are 5 0's so your answer is 1 with 5 zeros behind. 100000. ",
"user": "tutor"
}
] | [
{
"id": 64,
"text": "That was a good try!",
"time": "22:53",
"user": "tutor"
},
{
"id": 65,
"text": "Therefore, the value of 10 x 10 x 10 x 10 x 10 is 100,000.",
"time": "23:10",
"user": "tutor"
}
] | [
{
"id": 60,
"text": "Notice that the exponent is 5 and there are 5 tens being multiplied.",
"time": "19:52",
"user": "tutor"
},
{
"id": 61,
"text": "So, we need to evaluate the value of the number.",
"time": "20:57",
"user": "tutor"
},
{
"id": 62,
"text": "What is the value of 10 x 10 x 10 x 10 x 10?",
"time": "21:51",
"user": "tutor"
},
{
"id": 63,
"text": "210",
"time": "22:03",
"user": "student"
}
] | correct_mistake | 5.2A.Place Value | 2898666_60 | provide_strategy | guess | [
{
"is_revised": true,
"text": "Let's recheck that answer using our calculator. I would like for you to put this problem in your calculator. What is your answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "So close! 4x3 is 12. So what would 4x4 be?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh oops my b it's 16",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! Make sure you don't go so fast and make mistakes. Think of this error as a \"slow-down\" opportunity.",
"user": "tutor"
}
] | [
{
"id": 45,
"text": "That was a good try.",
"time": "24:27",
"user": "tutor"
},
{
"id": 46,
"text": "Plus 1 point for your effort!",
"time": "24:39",
"user": "tutor"
}
] | [
{
"id": 41,
"text": "Please have a look at the steps on the board.",
"time": "23:24",
"user": "tutor"
},
{
"id": 42,
"text": "okay",
"time": "23:37",
"user": "student"
},
{
"id": 43,
"text": "What is the value of 4 times 4?",
"time": "24:09",
"user": "tutor"
},
{
"id": 44,
"text": "12",
"time": "24:19",
"user": "student"
}
] | hint_mistake | 3.1G.Shapes and Area | 2963623_41 | provide_similar_problem | careless | [
{
"is_revised": true,
"text": "So close! 4x3 is 12. So what would 4x4 be?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. Here, take a look at this chart : https://www.onlinemathlearning.com/image-files/lines-line-segments.png",
"user": "tutor"
},
{
"is_revised": true,
"text": "Let me know if you see something there that fits the definition",
"user": "tutor"
},
{
"is_revised": true,
"text": "ray",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, a ray!",
"user": "tutor"
}
] | [
{
"id": 57,
"text": "Your answer is incorrect.",
"time": "19:02",
"user": "tutor"
},
{
"id": 58,
"text": "That would be called a ray because rays have one endpoint and then go on into space forever.",
"time": "19:44",
"user": "tutor"
}
] | [
{
"id": 53,
"text": "path",
"time": "16:47",
"user": "student"
},
{
"id": 54,
"text": "It would be described as a curve.",
"time": "17:17",
"user": "tutor"
},
{
"id": 55,
"text": "What would we call the path if it started at one end, but then continued on into space forever?",
"time": "17:52",
"user": "tutor"
},
{
"id": 56,
"text": "curve",
"time": "18:32",
"user": "student"
}
] | support_thinking | 4.5A.Geometric Lines | 6136458_53 | Provided a visual aid. | guess | [
{
"is_revised": true,
"text": "Ah, not quite. Here, take a look at this chart : https://www.onlinemathlearning.com/image-files/lines-line-segments.png",
"user": "tutor"
},
{
"is_revised": true,
"text": "Let me know if you see something there that fits the definition",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Can you double check your work? Count up 6 from 9",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh it's 15",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! Let's try the next step",
"user": "tutor"
}
] | [
{
"id": 28,
"text": "Sorry, your answer is incorrect.",
"time": "09:21",
"user": "tutor"
},
{
"id": 29,
"text": "Please recheck your answer.",
"time": "09:34",
"user": "tutor"
}
] | [
{
"id": 24,
"text": "We will start in the one's place and add 6 and 9.",
"time": "08:27",
"user": "tutor"
},
{
"id": 25,
"text": "kk",
"time": "08:34",
"user": "student"
},
{
"id": 26,
"text": "What is the value of 6+9?",
"time": "08:41",
"user": "tutor"
},
{
"id": 27,
"text": "13",
"time": "09:02",
"user": "student"
}
] | hint_mistake | 4.4A.Adding Multi-Digit Numbers | 4056213_24 | ask_question | right-idea | [
{
"is_revised": true,
"text": "Can you double check your work? Count up 6 from 9",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Correct! Do you remember how to do that?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no",
"user": "student"
},
{
"is_revised": true,
"text": "You multiply the length by the width",
"user": "tutor"
}
] | [
{
"id": 39,
"text": "That was a good try.",
"time": "21:44",
"user": "tutor"
},
{
"id": 40,
"text": "Plus 1 point for you.",
"time": "21:51",
"user": "tutor"
},
{
"id": 41,
"text": "So, he will measure the area of his garden.",
"time": "22:21",
"user": "tutor"
},
{
"id": 42,
"text": "Therefore, the final answer is the area.",
"time": "22:30",
"user": "tutor"
},
{
"id": 43,
"text": "Do you understand what I did on the board?",
"time": "22:36",
"user": "tutor"
}
] | [
{
"id": 35,
"text": "yes",
"time": "19:46",
"user": "student"
},
{
"id": 36,
"text": "Okay!",
"time": "19:55",
"user": "tutor"
},
{
"id": 37,
"text": "What should he measure?",
"time": "20:22",
"user": "tutor"
},
{
"id": 38,
"text": "the dimensional area",
"time": "21:36",
"user": "student"
}
] | understand_topic | 3.6C.Concept of Area | 2850525_35 | ask_question | imprecise | [
{
"is_revised": true,
"text": "Correct! Do you remember how to do that?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "great try!",
"user": "tutor"
},
{
"is_revised": true,
"text": "there are 60 seconds in a minute",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh yeah",
"user": "student"
},
{
"is_revised": true,
"text": "Great",
"user": "tutor"
}
] | [
{
"id": 62,
"text": "You have earned a point for your effort!",
"time": "26:23",
"user": "tutor"
}
] | [
{
"id": 58,
"text": "no thank you",
"time": "24:29",
"user": "student"
},
{
"id": 59,
"text": "Okay, [STUDENT].",
"time": "24:42",
"user": "tutor"
},
{
"id": 60,
"text": "How many seconds are in one minute?",
"time": "24:48",
"user": "tutor"
},
{
"id": 61,
"text": "50 seconds",
"time": "25:43",
"user": "student"
}
] | correct_mistake | 4.9A.Converting Units of Measure | 4233340_58 | explain_concept | guess | [
{
"is_revised": true,
"text": "great try!",
"user": "tutor"
},
{
"is_revised": true,
"text": "there are 60 seconds in a minute",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Hm, not quite. Could you tell me how you got 14?",
"user": "tutor"
},
{
"is_revised": true,
"text": "I multiplied the length and width",
"user": "student"
},
{
"is_revised": true,
"text": "You're close! We also need to multiply the height to find volume",
"user": "tutor"
}
] | [
{
"id": 49,
"text": "Your answer is incorrect.",
"time": "17:05",
"user": "tutor"
},
{
"id": 50,
"text": "The volume is 70 cubic units.",
"time": "18:10",
"user": "tutor"
},
{
"id": 51,
"text": "Does the step make sense?",
"time": "18:27",
"user": "tutor"
}
] | [
{
"id": 45,
"text": "ok",
"time": "15:46",
"user": "student"
},
{
"id": 46,
"text": "The length is 7 units.",
"time": "15:50",
"user": "tutor"
},
{
"id": 47,
"text": "What is the volume formula?",
"time": "16:11",
"user": "tutor"
},
{
"id": 48,
"text": "the volume is 14",
"time": "16:48",
"user": "student"
}
] | diagnose_mistake | 5.6B.Using the Volume Formula | 6166030_45 | ask_question | right-idea | [
{
"is_revised": true,
"text": "Hm, not quite. Could you tell me how you got 14?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "If w < 16, what number could w be? There are several answers, you only need to provide one example.",
"user": "tutor"
},
{
"is_revised": true,
"text": "15?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! Any number less than 16 is your answer. Let's use the number line to draw our answer.",
"user": "tutor"
}
] | [
{
"id": 120,
"text": "I'm sorry, your answer is incorrect.",
"time": "32:54",
"user": "tutor"
},
{
"id": 121,
"text": "That was a good try.",
"time": "32:58",
"user": "tutor"
},
{
"id": 122,
"text": "You have earned a point for your good try.",
"time": "33:09",
"user": "tutor"
},
{
"id": 123,
"text": "Look at the equation once, w < 16.",
"time": "33:25",
"user": "tutor"
}
] | [
{
"id": 116,
"text": "Is that picture visible to you?",
"time": "31:42",
"user": "tutor"
},
{
"id": 117,
"text": "16.00",
"time": "32:05",
"user": "student"
},
{
"id": 118,
"text": "Is that your final answer,16.00?",
"time": "32:32",
"user": "tutor"
},
{
"id": 119,
"text": "uhh yes",
"time": "32:43",
"user": "student"
}
] | understand_topic | 4.2A.Comparing Decimals | 2989417_116 | provide_similar_problem | diagnose | [
{
"is_revised": true,
"text": "If w < 16, what number could w be? There are several answers, you only need to provide one example.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Can you show your first step on the whiteboard?",
"user": "tutor"
},
{
"is_revised": true,
"text": "ok done",
"user": "student"
},
{
"is_revised": true,
"text": "Looks great, what's the next step/",
"user": "tutor"
}
] | [
{
"id": 48,
"text": "Please recheck your answer.",
"time": "30:21",
"user": "tutor"
},
{
"id": 49,
"text": "That's correct!",
"time": "31:07",
"user": "tutor"
},
{
"id": 50,
"text": "Option A is the answer.",
"time": "31:12",
"user": "tutor"
},
{
"id": 51,
"text": "Do you want me to show the steps for you?",
"time": "31:25",
"user": "tutor"
}
] | [
{
"id": 44,
"text": "Try to figure it out.",
"time": "27:38",
"user": "tutor"
},
{
"id": 45,
"text": "Are you working on that question",
"time": "29:27",
"user": "tutor"
},
{
"id": 46,
"text": "?",
"time": "29:29",
"user": "tutor"
},
{
"id": 47,
"text": "yes",
"time": "29:59",
"user": "student"
}
] | elaborate_answer | 5.3B.Word Problems with Standard Measurement | 2950026_44 | ask_question | student stopped responding | [
{
"is_revised": true,
"text": "Can you show your first step on the whiteboard?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "You're on the right track! A square has all four congruent sides. Are all the sides of this shape congruent?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no",
"user": "tutor"
},
{
"is_revised": true,
"text": "no",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! What type of shape has 2 sets of congruent sides?",
"user": "tutor"
}
] | [
{
"id": 35,
"text": "That was a good try.",
"time": "09:06",
"user": "tutor"
},
{
"id": 36,
"text": "Go through the question once.",
"time": "09:23",
"user": "tutor"
},
{
"id": 37,
"text": "In this question, given by the information is the rectangular garden.",
"time": "09:57",
"user": "tutor"
}
] | [
{
"id": 31,
"text": "First, we need to identify the given figure shape.",
"time": "07:51",
"user": "tutor"
},
{
"id": 32,
"text": "ok",
"time": "08:03",
"user": "student"
},
{
"id": 33,
"text": "Which shape is given in this question?",
"time": "08:06",
"user": "tutor"
},
{
"id": 34,
"text": "squre",
"time": "08:50",
"user": "student"
}
] | clarify_misunderstanding | 4.5C.Perimeter | 2927490_31 | ask_question | right-idea | [
{
"is_revised": true,
"text": "You're on the right track! A square has all four congruent sides. Are all the sides of this shape congruent?",
"user": "tutor"
},
{
"is_revised": true,
"text": "no",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Let's start with the lowest place value. What number is in the ones place?",
"user": "tutor"
},
{
"is_revised": true,
"text": "1",
"user": "student"
},
{
"is_revised": true,
"text": "Great! What about tens place?",
"user": "tutor"
},
{
"is_revised": true,
"text": "7",
"user": "student"
}
] | [
{
"id": 77,
"text": "That was a good try.",
"time": "25:19",
"user": "tutor"
},
{
"id": 78,
"text": "You have to rounding to the nearest hundred.",
"time": "25:29",
"user": "tutor"
},
{
"id": 79,
"text": "Which number is in the hundreds place?",
"time": "25:56",
"user": "tutor"
},
{
"id": 80,
"text": "5 is in the hundred place.",
"time": "26:08",
"user": "tutor"
},
{
"id": 81,
"text": "That's correct.",
"time": "26:11",
"user": "tutor"
},
{
"id": 82,
"text": "Which number is in the tens place?",
"time": "26:16",
"user": "tutor"
}
] | [
{
"id": 73,
"text": "Read the question carefully once.",
"time": "24:12",
"user": "tutor"
},
{
"id": 74,
"text": "You have to rounding the number to the nearest hundred.",
"time": "24:41",
"user": "tutor"
},
{
"id": 75,
"text": "Which number is in the hundreds place?",
"time": "24:49",
"user": "tutor"
},
{
"id": 76,
"text": "2671",
"time": "25:06",
"user": "student"
}
] | support_thinking | 3.4B.Rounding Whole Numbers (Review) - 1 | 2979598_73 | simplify_question | guess | [
{
"is_revised": true,
"text": "Great try! Let's start with the lowest place value. What number is in the ones place?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let me help you out a bit. We have 16 apples and 4 kids. We need to figure out how many apples each kid gets if we were to divide the apples evenly",
"user": "tutor"
},
{
"is_revised": true,
"text": "Does that help a bit?",
"user": "tutor"
},
{
"is_revised": true,
"text": "yes",
"user": "student"
},
{
"is_revised": true,
"text": "Ok, what should we do first?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Divide 16 by 4",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, well done!",
"user": "tutor"
}
] | [
{
"id": 67,
"text": "Which equation can be used to show that Jason's answer is incorrect?",
"time": "39:54",
"user": "tutor"
},
{
"id": 68,
"text": "It seems we are running out of time.",
"time": "41:07",
"user": "tutor"
},
{
"id": 69,
"text": "Please be active in this session.",
"time": "42:19",
"user": "tutor"
},
{
"id": 70,
"text": "Hope you had a good session today, and I thoroughly enjoyed working with you. Please fill in the whole feedback form before you leave. Thank you!",
"time": "44:10",
"user": "tutor"
}
] | [
{
"id": 63,
"text": "Go ahead and solve the question.",
"time": "36:28",
"user": "tutor"
},
{
"id": 64,
"text": "What is the answer?",
"time": "37:45",
"user": "tutor"
},
{
"id": 65,
"text": "Are you there?",
"time": "38:47",
"user": "tutor"
},
{
"id": 66,
"text": "yes",
"time": "38:57",
"user": "student"
}
] | support_thinking | 4.3E.Dividing Using Equations | 4054193_63 | simplify_question | Student did not make a mistake, but also does not seem to be answering | [
{
"is_revised": true,
"text": "Let me help you out a bit. We have 16 apples and 4 kids. We need to figure out how many apples each kid gets if we were to divide the apples evenly",
"user": "tutor"
},
{
"is_revised": true,
"text": "Does that help a bit?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Can you explain your steps that got you that answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "I guessed",
"user": "student"
},
{
"is_revised": true,
"text": "This topic might be tough, but if you try, I can help figure out where you are misunderstanding. If you guess, it's tough for me to help you understand",
"user": "tutor"
}
] | [
{
"id": 49,
"text": "Very good try.",
"time": "11:04",
"user": "tutor"
},
{
"id": 50,
"text": "Try to recheck your answer once again.",
"time": "11:12",
"user": "tutor"
}
] | [
{
"id": 45,
"text": "yay",
"time": "09:55",
"user": "student"
},
{
"id": 46,
"text": "Next, we have to find the value of 6 times 9 + 2.",
"time": "10:11",
"user": "tutor"
},
{
"id": 47,
"text": "What is the value of 6 times 9 + 2?",
"time": "10:21",
"user": "tutor"
},
{
"id": 48,
"text": "99",
"time": "10:50",
"user": "student"
}
] | motivate_student | 5.1A.Multiplying Whole Numbers | 6142712_45 | ask_question | guess | [
{
"is_revised": true,
"text": "Can you explain your steps that got you that answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let's try again.",
"user": "tutor"
},
{
"is_revised": true,
"text": "okay. i'm not sure.",
"user": "student"
},
{
"is_revised": true,
"text": "Let's review this problem again.",
"user": "tutor"
}
] | [
{
"id": 67,
"text": "Plus one point for your effort, but the answer is a bit off.",
"time": "25:43",
"user": "tutor"
}
] | [
{
"id": 63,
"text": "yes",
"time": "23:58",
"user": "student"
},
{
"id": 64,
"text": "Good job!",
"time": "24:14",
"user": "tutor"
},
{
"id": 65,
"text": "What is the answer?",
"time": "24:31",
"user": "tutor"
},
{
"id": 66,
"text": "the right i faster the the left",
"time": "24:47",
"user": "student"
}
] | motivate_student | 4.6A.Geometric Lines | 6137290_63 | encourage_student | diagnose | [
{
"is_revised": true,
"text": "Let's try again.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great, so what is the correct answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "13,120",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 19,
"text": "Good. You have got +1 point for your effort.",
"time": "11:44",
"user": "tutor"
},
{
"id": 20,
"text": "Start doing the next problem.",
"time": "12:15",
"user": "tutor"
}
] | [
{
"id": 15,
"text": "13,116",
"time": "09:42",
"user": "student"
},
{
"id": 16,
"text": "Well tried but there is a mistake there.",
"time": "10:20",
"user": "tutor"
},
{
"id": 17,
"text": "Do you understand your mistake now?",
"time": "11:13",
"user": "tutor"
},
{
"id": 18,
"text": "yes",
"time": "11:26",
"user": "student"
}
] | signal_goal | 3.4A.Adding Multi-Digit Numbers | 6383399_15 | encourage_student | careless | [
{
"is_revised": true,
"text": "Great, so what is the correct answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Remember that for it to be a square, it must have 4 sides of equal length and 4 right angles",
"user": "tutor"
},
{
"is_revised": true,
"text": "It has 4 sides, but not all the angles are the same so it's not a square?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct!",
"user": "tutor"
}
] | [
{
"id": 31,
"text": "That was a great effort.",
"time": "12:50",
"user": "tutor"
},
{
"id": 32,
"text": "The shape of the playground is not a square.",
"time": "13:07",
"user": "tutor"
},
{
"id": 33,
"text": "A square has 4 sides, but all the angles inside a square are right angles.",
"time": "13:37",
"user": "tutor"
}
] | [
{
"id": 27,
"text": "Let me explain it to you.",
"time": "11:13",
"user": "tutor"
},
{
"id": 28,
"text": "Is the shape of the playground a square?",
"time": "11:52",
"user": "tutor"
},
{
"id": 29,
"text": "Are you there working on that question?",
"time": "12:33",
"user": "tutor"
},
{
"id": 30,
"text": "it could",
"time": "12:36",
"user": "student"
}
] | hint_mistake | 3.6B.Quadrilaterals | 2951077_27 | explain_concept | right-idea | [
{
"is_revised": true,
"text": "Remember that for it to be a square, it must have 4 sides of equal length and 4 right angles",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Good try! When you divide whole numbers, the number should get smaller because you are dividing it into groups. For example, 10 divided by 5 is 2 because you can make two groups of 5.",
"user": "tutor"
},
{
"is_revised": true,
"text": "Ok, so the answer should be smaller than 3?",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, that is correct!",
"user": "tutor"
}
] | [
{
"id": 19,
"text": "Your answer is incorrect.",
"time": "22:38",
"user": "tutor"
},
{
"id": 20,
"text": "The value of 3 divided by 4 is 0.75.",
"time": "22:57",
"user": "tutor"
},
{
"id": 21,
"text": "What is the value of 5 divided by 6?",
"time": "25:02",
"user": "tutor"
}
] | [
{
"id": 15,
"text": "3.4",
"time": "15:54",
"user": "student"
},
{
"id": 16,
"text": "Give me a minute.",
"time": "17:20",
"user": "tutor"
},
{
"id": 17,
"text": "What is the value of 3 divided by 4?",
"time": "21:18",
"user": "tutor"
},
{
"id": 18,
"text": "10",
"time": "22:09",
"user": "student"
}
] | understand_topic | 6.2D.Ordering Rational Numbers (Review) - 2 | 4109111_15 | explain_concept | guess | [
{
"is_revised": true,
"text": "Good try! When you divide whole numbers, the number should get smaller because you are dividing it into groups. For example, 10 divided by 5 is 2 because you can make two groups of 5.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, no not quite. This question is asking us to select the greatest decimal number out of all the options. ",
"user": "tutor"
},
{
"is_revised": true,
"text": "Could you tell me why you picked 19.80 over 19.9?",
"user": "tutor"
},
{
"is_revised": true,
"text": "80 is greater than 9",
"user": "student"
},
{
"is_revised": true,
"text": "That's true, but remember we need to compare place values left to right. Notice how the value of 9 in the tenths place is greater than the value of 8 in the tenths place. Therefore 19.9 is greater than 19.80",
"user": "tutor"
}
] | [
{
"id": 102,
"text": "But it looks like your answer is incorrect.",
"time": "51:14",
"user": "tutor"
},
{
"id": 103,
"text": "Plus 1 point for your great try.",
"time": "51:26",
"user": "tutor"
}
] | [
{
"id": 98,
"text": "Did you know the answer?",
"time": "50:11",
"user": "tutor"
},
{
"id": 99,
"text": "yes",
"time": "50:17",
"user": "student"
},
{
"id": 100,
"text": "What is your final answer?",
"time": "50:48",
"user": "tutor"
},
{
"id": 101,
"text": "19.80",
"time": "50:55",
"user": "student"
}
] | diagnose_mistake | 5.2B.Comparing Decimal Numbers | 4136413_98 | ask_question | guess | [
{
"is_revised": true,
"text": "Ah, no not quite. This question is asking us to select the greatest decimal number out of all the options. ",
"user": "tutor"
},
{
"is_revised": true,
"text": "Could you tell me why you picked 19.80 over 19.9?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try - let's talk about how we can convert from kilograms to grams.",
"user": "tutor"
},
{
"is_revised": true,
"text": "x100",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
},
{
"is_revised": true,
"text": "You are very close. Kilo is the prefix for thousand. So we would multiply by 1000",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "That was a great effort.",
"time": "15:48",
"user": "tutor"
},
{
"id": 18,
"text": "Please read the question carefully.",
"time": "16:02",
"user": "tutor"
},
{
"id": 19,
"text": "We have to find the difference in the birth weights of the two tiger cups in grams.",
"time": "16:51",
"user": "tutor"
},
{
"id": 20,
"text": "We have to convert the weight from kilogram to gram.",
"time": "17:35",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "ok",
"time": "12:19",
"user": "student"
},
{
"id": 14,
"text": "Let's get started.",
"time": "13:16",
"user": "tutor"
},
{
"id": 15,
"text": "What do you know about Metric Conversions?",
"time": "14:17",
"user": "tutor"
},
{
"id": 16,
"text": "0.3",
"time": "15:17",
"user": "student"
}
] | elaborate_answer | 5.7A.Metric Conversions and Word Problems (Review) - 1 | 2980373_13 | simplify_question | misinterpret | [
{
"is_revised": true,
"text": "Great try - let's talk about how we can convert from kilograms to grams.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Are you sure? Can you double-check your addition?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh it's 4. But I thought this problem was about angles",
"user": "student"
},
{
"is_revised": true,
"text": "Yes but if we look at the angles there's 2 in the T, 0 in the A, 1 in the L, and 1 in the L. So 2+0+1+1",
"user": "tutor"
}
] | [
{
"id": 38,
"text": "That is a good try.",
"time": "12:04",
"user": "tutor"
},
{
"id": 39,
"text": "You have earned 1 point for your effort.",
"time": "12:17",
"user": "tutor"
},
{
"id": 40,
"text": "The Sum of 2+0+1+1 is equal to 4.",
"time": "12:38",
"user": "tutor"
},
{
"id": 41,
"text": "There are 4 right angles in the word \"TALL.\"",
"time": "13:17",
"user": "tutor"
},
{
"id": 42,
"text": "Do you have any questions so far?",
"time": "13:26",
"user": "tutor"
}
] | [
{
"id": 34,
"text": "Now we need to find the total number of right angles.",
"time": "11:09",
"user": "tutor"
},
{
"id": 35,
"text": "ok",
"time": "11:19",
"user": "student"
},
{
"id": 36,
"text": "What is the sum of 2+0+1+1?",
"time": "11:41",
"user": "tutor"
},
{
"id": 37,
"text": "3",
"time": "11:54",
"user": "student"
}
] | hint_mistake | 4.5A.Geometric Lines | 2856156_34 | ask_question | careless | [
{
"is_revised": true,
"text": "Are you sure? Can you double-check your addition?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let's look at another example. A number that has 5 in the hundreds place and a 2 in the tens place could be 526.",
"user": "tutor"
},
{
"is_revised": true,
"text": "Do you want to change anything about your answer?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh I switched hundreds and tens",
"user": "student"
},
{
"is_revised": true,
"text": "yes, a minor mistake! Great work overall",
"user": "tutor"
}
] | [
{
"id": 69,
"text": "Great effort!",
"time": "29:47",
"user": "tutor"
},
{
"id": 70,
"text": "But, your answer has some mistakes.",
"time": "30:03",
"user": "tutor"
},
{
"id": 71,
"text": "Not to worry.",
"time": "30:16",
"user": "tutor"
},
{
"id": 72,
"text": "Let me help you.",
"time": "30:20",
"user": "tutor"
},
{
"id": 73,
"text": "First, multiply 10 * 10.",
"time": "30:39",
"user": "tutor"
},
{
"id": 74,
"text": "The value of 10 * 10 = 100.",
"time": "30:50",
"user": "tutor"
}
] | [
{
"id": 65,
"text": "210",
"time": "29:00",
"user": "student"
},
{
"id": 66,
"text": "thats the answer",
"time": "29:10",
"user": "student"
},
{
"id": 67,
"text": "Is that your final answer?",
"time": "29:22",
"user": "tutor"
},
{
"id": 68,
"text": "yes sir",
"time": "29:32",
"user": "student"
}
] | hint_mistake | 5.2A.Place Value | 4106180_65 | provide_example | right-idea | [
{
"is_revised": true,
"text": "Let's look at another example. A number that has 5 in the hundreds place and a 2 in the tens place could be 526.",
"user": "tutor"
},
{
"is_revised": true,
"text": "Do you want to change anything about your answer?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. We want to focus on how many pieces the brick is cut into, not how long a side of the brick is",
"user": "tutor"
},
{
"is_revised": true,
"text": "Take another look at the brick. How many sections is it divided into?",
"user": "tutor"
},
{
"is_revised": true,
"text": "2?",
"user": "student"
},
{
"is_revised": true,
"text": "That's right!",
"user": "tutor"
}
] | [
{
"id": 41,
"text": "It was a good try.",
"time": "24:05",
"user": "tutor"
},
{
"id": 42,
"text": "Plus 1 point for your active participation.",
"time": "24:15",
"user": "tutor"
},
{
"id": 43,
"text": "The bricks is split into 2 parts.",
"time": "24:59",
"user": "tutor"
},
{
"id": 44,
"text": "Since there are two equal pieces of brick and one of the two pieces is painted yellow, we can say that half of the brick is painted yellow.",
"time": "26:26",
"user": "tutor"
}
] | [
{
"id": 37,
"text": "The width of the line is 4 inches.",
"time": "22:33",
"user": "tutor"
},
{
"id": 38,
"text": "",
"time": "22:58",
"user": "student"
},
{
"id": 39,
"text": "How many equal pieces is the brick split into?",
"time": "23:38",
"user": "tutor"
},
{
"id": 40,
"text": "4",
"time": "23:53",
"user": "student"
}
] | hint_mistake | 3.1G.Shapes and Area | 3978685_37 | provide_correction | careless | [
{
"is_revised": true,
"text": "Ah, not quite. We want to focus on how many pieces the brick is cut into, not how long a side of the brick is",
"user": "tutor"
},
{
"is_revised": true,
"text": "Take another look at the brick. How many sections is it divided into?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Let's try another multiplication problem. What is 23 times 2?",
"user": "tutor"
},
{
"is_revised": true,
"text": "46?",
"user": "student"
},
{
"is_revised": true,
"text": "Correct! Good job",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "Incorrect answer [STUDENT], but good try.",
"time": "05:44",
"user": "tutor"
}
] | [
{
"id": 9,
"text": "there is two",
"time": "04:05",
"user": "student"
},
{
"id": 10,
"text": "i know all of the answers",
"time": "04:20",
"user": "student"
},
{
"id": 11,
"text": "Is this your final answer?",
"time": "04:42",
"user": "tutor"
},
{
"id": 12,
"text": "yes",
"time": "05:10",
"user": "student"
}
] | understand_topic | 4.4D.Multiplying Multi-Digit by One-Digit Numbers | 6136439_9 | provide_similar_problem | diagnose | [
{
"is_revised": true,
"text": "Let's try another multiplication problem. What is 23 times 2?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Ah, not quite. + means addition, you multiplied them instead. For example, 2 + 3 = 5. Could you give 36 + 42 another try?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Oops. It's 78",
"user": "student"
},
{
"is_revised": true,
"text": "Well done!",
"user": "tutor"
}
] | [
{
"id": 69,
"text": "That was a very good try.",
"time": "34:02",
"user": "tutor"
},
{
"id": 70,
"text": "Plus 1 point for your try.",
"time": "34:11",
"user": "tutor"
}
] | [
{
"id": 65,
"text": "Finally, we need to add the areas of both rectangles.",
"time": "32:04",
"user": "tutor"
},
{
"id": 66,
"text": "Go ahead and try to find the answer.",
"time": "32:49",
"user": "tutor"
},
{
"id": 67,
"text": "What is the value of 36+42?",
"time": "33:30",
"user": "tutor"
},
{
"id": 68,
"text": "1,512",
"time": "33:51",
"user": "student"
}
] | hint_mistake | 6.8D.Areas by Decomposition | 2928616_65 | provide_example | careless | [
{
"is_revised": true,
"text": "Ah, not quite. + means addition, you multiplied them instead. For example, 2 + 3 = 5. Could you give 36 + 42 another try?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Remember 0 cm represents no distance so if you have a length of 4 cm and take away 0 from it, what's left?",
"user": "tutor"
},
{
"is_revised": true,
"text": "oh. 4",
"user": "student"
},
{
"is_revised": true,
"text": "Yes, anything added or subtracted with zero is just the original number",
"user": "tutor"
}
] | [
{
"id": 37,
"text": "That was a good try. Please recheck your work",
"time": "32:09",
"user": "tutor"
}
] | [
{
"id": 33,
"text": "Yes correct .",
"time": "29:22",
"user": "tutor"
},
{
"id": 34,
"text": "The other end of the crayon is at 4, which means the other end of the crayon is at 4 centimeters.",
"time": "29:41",
"user": "tutor"
},
{
"id": 35,
"text": "What is the value of 4 centimeters - 0 centimeters ?",
"time": "30:40",
"user": "tutor"
},
{
"id": 36,
"text": "40",
"time": "31:24",
"user": "student"
}
] | correct_mistake | 2.9A.Measuring Length | 2928067_33 | explain_concept | guess | [
{
"is_revised": true,
"text": "Remember 0 cm represents no distance so if you have a length of 4 cm and take away 0 from it, what's left?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! What would place value mean in the number 3,271?",
"user": "tutor"
},
{
"is_revised": true,
"text": "Where each digit is?",
"user": "student"
},
{
"is_revised": true,
"text": "Yes!",
"user": "tutor"
}
] | [
{
"id": 29,
"text": "That's a good try.",
"time": "11:02",
"user": "tutor"
},
{
"id": 30,
"text": "Let me explain it to you.",
"time": "11:07",
"user": "tutor"
},
{
"id": 31,
"text": "Place value is the value of each digit in a number.",
"time": "11:14",
"user": "tutor"
},
{
"id": 32,
"text": "Here comes our first question.",
"time": "11:22",
"user": "tutor"
},
{
"id": 33,
"text": "Here we have to find the value of 7 in the give number.",
"time": "11:36",
"user": "tutor"
},
{
"id": 34,
"text": "Please have a look at the whiteboard.",
"time": "11:47",
"user": "tutor"
}
] | [
{
"id": 25,
"text": "In our previous session, we were working on \"Place Value\", we can continue working together on this lesson to help you master the topic!",
"time": "09:52",
"user": "tutor"
},
{
"id": 26,
"text": "Okay!",
"time": "10:11",
"user": "student"
},
{
"id": 27,
"text": "What is place value?",
"time": "10:27",
"user": "tutor"
},
{
"id": 28,
"text": "The regard that something is held to",
"time": "10:52",
"user": "student"
}
] | understand_topic | 5.2A.Place Value (Review) - 1 | 2949400_25 | provide_similar_problem | guess | [
{
"is_revised": true,
"text": "Great try! What would place value mean in the number 3,271?",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! Let's think about place value.",
"user": "tutor"
},
{
"is_revised": true,
"text": "thousand?",
"user": "student"
},
{
"is_revised": true,
"text": "Great job!",
"user": "tutor"
}
] | [
{
"id": 17,
"text": "That was a good try.",
"time": "13:11",
"user": "tutor"
},
{
"id": 18,
"text": "Let me explain it to you.",
"time": "13:18",
"user": "tutor"
},
{
"id": 19,
"text": "We have to find the place of the 2 in 2,453 and 204,530.",
"time": "13:40",
"user": "tutor"
},
{
"id": 20,
"text": "I have shown the place value chart on the whiteboard.",
"time": "13:57",
"user": "tutor"
}
] | [
{
"id": 13,
"text": "In this question, we have to find the two in 2,453 different from the two in 204,530.",
"time": "11:19",
"user": "tutor"
},
{
"id": 14,
"text": "yes",
"time": "11:40",
"user": "student"
},
{
"id": 15,
"text": "What is the value of 2 in 2,453?",
"time": "11:57",
"user": "tutor"
},
{
"id": 16,
"text": "223",
"time": "12:54",
"user": "student"
}
] | understand_topic | 3.4A.Subtracting Whole Numbers | 2850057_13 | provide_hint | guess | [
{
"is_revised": true,
"text": "Great try! Let's think about place value.",
"user": "tutor"
}
] |
[
{
"is_revised": true,
"text": "Great try! It looks like you divided 6 by 2. When we say \"product\" we mean to multiply.",
"user": "tutor"
},
{
"is_revised": true,
"text": "12",
"user": "student"
},
{
"is_revised": true,
"text": "Great!",
"user": "tutor"
}
] | [
{
"id": 89,
"text": "Okay, that's a good try!",
"time": "24:32",
"user": "tutor"
},
{
"id": 90,
"text": "The product of 6 and 2 is 12.",
"time": "24:42",
"user": "tutor"
}
] | [
{
"id": 85,
"text": "is that right?",
"time": "23:54",
"user": "student"
},
{
"id": 86,
"text": "im not sure",
"time": "23:58",
"user": "student"
},
{
"id": 87,
"text": "What is the product of 6 and 2?",
"time": "24:06",
"user": "tutor"
},
{
"id": 88,
"text": "3",
"time": "24:14",
"user": "student"
}
] | clarify_misunderstanding | 6.2E.Dividing Fractions | 2990115_85 | provide_hint | right-idea | [
{
"is_revised": true,
"text": "Great try! It looks like you divided 6 by 2. When we say \"product\" we mean to multiply.",
"user": "tutor"
}
] |
End of preview. Expand
in Dataset Viewer.
TLDR: This dataset is a real-world math tutoring dataset from the NAACL 2024 paper ``Bridging the Novice-Expert Gap via Models of Decision-Making: A Case Study on Remediating Math Mistakes''. The dataset targets scenarios where the student makes a math mistake.
c_his the conversation historyc_ris the original tutor's responsec_r_is the experienced teacher's response
Optionally, there is other interesting metadata from our Bridge method:
eis the student error type that the experienced teacher identifiedz_whatis the strategy that the experienced teacher wants to use in their responsez_whyis the intention that the experienced teacher wants to achieve in their response
🌁 Bridging the Novice-Expert Gap via Models of Decision-Making
NAACL 2024
Title: Bridging the Novice-Expert Gap via Models of Decision-Making: A Case Study on Remediating Math Mistakes
Authors: Rose E. Wang, Qingyang Zhang, Carly Robinson, Susanna Loeb, Dorottya Demszky
Main Idea: We contribute Bridge 🌁, a method that uses cognitive task analysis to translate an expert's implicit thought process into an explicit decision-making model.
Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. Bridge 🌁 leverages cognitive task analysis to model an expert's internal decision-making in remediation: Experts internally identify (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., ``simplify the problem'') are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps.
For more information about how the dataset is curated, please check out our codebase: https://github.com/rosewang2008/bridge/, and paper: https://arxiv.org/pdf/2310.10648
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