stanford-nlpxed/classroom_management_data huggingface dataset:
Multiple Students: Yes. Multiple Students: No. Teacher: So once you finish - everybody [inaudible].  [TARGET]Teacher: Can you face forward please?[/TARGET] Teacher: Now I want to do it on this side. Teacher: The second one to your left, I want you to write the fraction that represents - what is a fraction that represents the second one to the right? Teacher: How many parts is it broken into?
Multiple Students: Yes. Multiple Students: [Crosstalk]. Teacher: Excuse me.  [TARGET]Teacher: Where are the things that were put on - Student C.  Please be quiet.[/TARGET] Teacher: Did you put any on this table? Student: I thought you were [inaudible]. Teacher: I said - stop that, okay?
Multiple Students: Yes. Multiple Students: [Students working exit tickets]. Teacher: Read it out loud to me.  [TARGET]Teacher: There shouldn't be any talking.[/TARGET] Student: [Inaudible]. Student: What? Teacher: [Inaudible] in the product of fifteen is X.
Multiple Students: Yes. Teacher: All right, go ahead and switch your paper. Teacher: [Crosstalk]   [TARGET]Teacher: Okay, we're not talking.[/TARGET] Teacher: All right, number one. Teacher: Forty-four and seven tenths, 44, decimal, seven. Teacher: Boys and girls, you'll see your paper in just a second.
Multiple Students: Yes. Teacher: Are there any questions? Teacher: Question?  [TARGET]Teacher: Shh please listen to the question it might be yours.[/TARGET] Student: So we don't get to do this on our papers? Teacher: You do everybody tries to solve this paper first. Teacher: When you're done solving then you're gonna share your answers, come up with what the best answer okay?
Multiple Students: Yes. Teacher: Are you allowed not to try? Multiple Students: No.  [TARGET]Teacher: No, you're not allowed not to try.[/TARGET] Teacher: Where are your manipulatives? Teacher: There? Student: Mm-hmm.
Multiple Students: Yes. Teacher: Come on Student J, hurry back. Teacher: You two work together.  [TARGET]Teacher: Student N, you're by yourself.[/TARGET] Teacher: Take this and sit down. Teacher: I'll give you more if you need them. Teacher: Shh.
Multiple Students: Yes. Teacher: Do you understand? Multiple Students: Yes.  [TARGET]Teacher: Begin.[/TARGET] Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible].
Multiple Students: Yes. Teacher: Excellent. Teacher: Did you find it, Student T?  [TARGET]Teacher: Let me see how you found it.[/TARGET] Teacher: Let me come over there. Teacher: Let me see. Teacher: Yep.
Multiple Students: Yes. Teacher: Excellent. Teacher: Student M, can you just get rid of that paper that's on your desk?  [TARGET]Teacher: I don't want that to be in your way.[/TARGET] Teacher: So, we're going to actually find three-fifths of ten. Teacher: So I want to show you that's what we're gonna find, three-fifths of ten. Teacher: So we have the ten counters.
Multiple Students: Yes. Teacher: Here we go. Teacher: [Crosstalk]  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: I need to change my color. Teacher: [Crosstalk] Teacher: I'll wait.
Multiple Students: Yes. Teacher: I need you to put your fraction and percent cards in the bag. Teacher: Directions go back up there.  [TARGET]Teacher: Excuse me, large group.[/TARGET] Teacher: I need you to move your chair back. Teacher: I need the rest of you to meet me on the rug. Teacher: Student J, cool it.
Multiple Students: Yes. Teacher: Okay. Teacher: What are we gonna do with this one?  [TARGET]Teacher: I'm over here.[/TARGET] Teacher: How many times? Multiple Students: Two times. Teacher: Two times, two times.
Multiple Students: Yes. Teacher: Okay. Teacher: Who can tell us what part four is?  [TARGET]Teacher: Nice and loud.[/TARGET] Teacher: Student R? Student: [Inaudible]. Teacher: Very good.
Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. Teacher: One person does the graph.  [TARGET]Teacher: One person.[/TARGET] Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, "I did it.
Multiple Students: Yes. Teacher: So you know how much everybody chose. Teacher: Okay.  [TARGET]Teacher: One person - you will all decide what type of graph.[/TARGET] Teacher: The one person will draw the graph. Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, "What does [inaudible]?
Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question.  [TARGET]Teacher: Here's our question that we are all going to work on today.[/TARGET] Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago.
Multiple Students: Yes. Teacher: Somebody said no. Teacher: Wait.  [TARGET]Teacher: Student I, can you sit still?[/TARGET] Teacher: Move all the way back over there. Teacher: Can you move all the way back, please? Teacher: Take your book with you.
Multiple Students: Yes. Teacher: Student J? Student: Remember when you said about the cheating part, the cheat sheet-  [TARGET]Teacher: Don't put words into his mouth.[/TARGET] Teacher: The algorithm? Student: No. Student: Remember when you said [inaudible].
Multiple Students: Yes. Teacher: Student S, can you see? Teacher: All right.  [TARGET]Teacher: Student D, sit for me, please.[/TARGET] Teacher: Find the difference. Multiple Students: Seven twelfths. Teacher: Because they realize the LCD is twelve.
Multiple Students: Yes. Teacher: What can I do? Teacher: Student R, you're not paying attention.  [TARGET]Teacher: Put the marker down.[/TARGET] Teacher: Student T? Student: Three-thirds. Student: No.
Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that.  [TARGET]Teacher: So let's look.[/TARGET] Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses.
Multiple Students: Zero. Teacher: Good. Student: Oh, my gosh -  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Student J.
Multiple Students: Zero. Teacher: Zero. Teacher: Sit up, please.  [TARGET]Teacher: Do you need a nap?[/TARGET] Teacher: How many times can three go into zero, Student O? Student: Zero. Teacher: Zero times.
Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:36:00 to 0:39:03] Teacher: We're not gonna spend much more time on this because I have another activity to do.  [TARGET]Teacher: Student T, you're wasting time.[/TARGET] Teacher: Write your middle name. Multiple Students: [Crosstalk]. Teacher: Yeah, but you could've been done already writing your last name if you hadn't [inaudible] middle name.
Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:47:22 to 0:48:08] Teacher: To close this out you're going to get something to work on.  [TARGET]Teacher: Are you listening?[/TARGET] Student: Yes. Teacher: [Inaudible]. Teacher: It's identifying place of the underlined digit for one through ten, and then 11 through 15 they give you a decimal inwards and you have to write the decimal.
Multiple Students: [Crosstalk] Teacher: Are you following the steps here? Teacher: Is A reading the steps?  [TARGET]Teacher: Are you reading the steps and making sure that everybody follows?[/TARGET] Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question?
Multiple Students: [Crosstalk] Teacher: Okay, eyes up here. Teacher: No one should have a pencil in their hand.  [TARGET]Teacher: Nobody should be writing anything because your eyes are up here.[/TARGET] Teacher: You were just discussing. Teacher: You don't need a pencil to discuss. Teacher: You have solved equivalent problems in which the numbers were doubled and halved.
Multiple Students: [Crosstalk] Teacher: Shh. Teacher: I'll wait.  [TARGET]Teacher: Shh.[/TARGET] Student: No one's even talking. Teacher: You know what, guys? Teacher: I will let you know whether you can talk or not or if somebody is talking and isn't supposed to, I'll take care of that.
Multiple Students: [Crosstalk] Teacher: Show me you're ready by closing your mouths and opening your ears. Student: What did she just say?  [TARGET]Teacher: Show me you're ready.[/TARGET] Teacher: Number one, how many 2s are there in 10? Teacher: How many 2s are there in 10? Teacher: Number one, how many 2s are there in 10?
Multiple Students: [Crosstalk] Teacher: Why are you talking, though? Teacher: [Crosstalk]  [TARGET]Teacher: All right, I've got two separate sheets.[/TARGET] Teacher: [Crosstalk] Teacher: I have two separate sheets. Teacher: [Crosstalk]
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]  [Students playing game]. Teacher: We got here at ten, and it's five minutes to eleven.  [TARGET]Teacher: She's - there's her stuff, I just don't know where she is to turn ... to turn my stuff off.[/TARGET] Teacher: But I want to be finished. Multiple Students: [Crosstalk]. Multiple Students: [Students playing game].
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Student: If you sit at the first table.  [TARGET]Teacher: Student J, Student L, please follow directions.[/TARGET] Teacher: Follow directions. Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table.
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right, I want you to have - shh.  [TARGET]Teacher: If you sit at this first table, [inaudible], if you sit at the first table.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Student: If you sit at the first table.
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right, focus.  [TARGET]Teacher: Eyes back up here.[/TARGET] Teacher: Student C, shh. Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have?
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right.  [TARGET]Teacher: Listen up.[/TARGET] Teacher: Quiet. Teacher: Stop working. Teacher: Stop working.
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Quiet. Teacher: [Inaudible]. Teacher: [Inaudible] before.
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: So let's see it.  [TARGET]Teacher: Let's try to quiet down, and focus.[/TARGET] Teacher: Remember, you need to be paying attention, because you're going to be playing this game with a partner. Teacher: Zero. Student: What the [inaudible].
Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: [Inaudible] chart [inaudible].  [TARGET]Teacher: After you finish the chart, do the problems.[/TARGET] Student: Okay. Teacher: Write down the title. Teacher: [Inaudible].
Multiple Students: [Crosstalk]. Multiple Students: [Students cleaning]. Teacher: Student H, what are you doing?  [TARGET]Teacher: Why are you out of your seat?[/TARGET] Student: [Inaudible] markers [inaudible]. Teacher: On top of the boards. Teacher: Where are the markers?
Multiple Students: [Crosstalk]. Student: But wait. Student: [Inaudible].  [TARGET]Teacher: I didn't say - I haven't said anything.[/TARGET] Teacher: I haven't said anything yet, so just relax. Student: [Inaudible]. Teacher: I'm asking.
Multiple Students: [Crosstalk]. Student: Where is my - Teacher: Guys, I'm ask - I'm asking for a brief moment of time.  [TARGET]Teacher: You hear my voice, stop what you're doing and look.[/TARGET] Teacher: We talked about the grid, yesterday. Teacher: When I give you the grid paper for the S-O-L, you can write your multiplication facts, right? Teacher: But look, you can make a fraction bar on that.
Multiple Students: [Crosstalk]. Student: [Inaudible]. Student: How do you do [inaudible] again?  [TARGET]Teacher: Please stand up, push in your seats, and line up quietly.[/TARGET] Teacher: How are these related? Student: I don't have my jacket. Student: [Inaudible] eight divided by ten?
Multiple Students: [Crosstalk]. Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Student M, can you please not say that kind of stuff?[/TARGET] Student: Yeah, Student M. Teacher: Ah, and Student I, I don't need your help. Teacher: So it's unfortunate that right now, some of you are showing really inappropriate behavior when you normally don't do that.
Multiple Students: [Crosstalk]. Student: [Inaudible]. Teacher: Where's your chair?  [TARGET]Teacher: Sit in it.[/TARGET] Multiple Students: [Inaudible]. Multiple Students: [Students preparing to play game]. Teacher: [Inaudible], why don't you come, sit around here.
Multiple Students: [Crosstalk]. Teacher: - Student A, do you know where those big pieces of white paper are back there? Teacher: Can you get - shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: Teacher A? Teacher: Yes.
Multiple Students: [Crosstalk]. Teacher: All right.  [TARGET]Teacher: I need you to focus.[/TARGET] Teacher: Student W, and Student D.   Student: Yes? Teacher: I need you to focus.
Multiple Students: [Crosstalk]. Teacher: All right. Teacher: I need you to focus.  [TARGET]Teacher: Student W, and Student D.  [/TARGET] Student: Yes? Teacher: I need you to focus. Teacher: I need it quiet, now.
Multiple Students: [Crosstalk]. Teacher: Excuse me. Teacher: Where are the things that were put on - Student C.  Please be quiet.  [TARGET]Teacher: Did you put any on this table?[/TARGET] Student: I thought you were [inaudible]. Teacher: I said - stop that, okay? Teacher: I need to get - wait Student C.  What are you - they don't need three of them, honey.
Multiple Students: [Crosstalk]. Teacher: Here's a paper for when you're done. Multiple Students: [Crosstalk].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: [Inaudible]. Teacher: Student Z, what do you want to write?
Multiple Students: [Crosstalk]. Teacher: If this is a little bit confusing - hang on. Teacher: Let me [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: If it helps you, you can almost picture this as a dollar. Student: Ooh.
Multiple Students: [Crosstalk]. Teacher: Okay, Student A, come on up. Teacher: There's lots of people who's hands are raised.  [TARGET]Teacher: You have to be patient.[/TARGET] Student: [Inaudible]. Teacher: I didn't see your hand up, first. Student: [Inaudible].
Multiple Students: [Crosstalk]. Teacher: Okay, so we said we needed to stop the game, here. Teacher: I need voices off, and I need your eyes on the board.  [TARGET]Teacher: We said we were stopping the game, here.[/TARGET] Teacher: Now Team One is at seven, and Team Two is at eight, so if you were just looking at this quickly, you might assume that Team Two is the winner, because they're closer to ten. Teacher: Why is Team One the winner? Student: Oh!
Multiple Students: [Crosstalk]. Teacher: Okay. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Listen up. Teacher: Waiting.
Multiple Students: [Crosstalk]. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Students working on project]. Teacher: [Inaudible].
Multiple Students: [Crosstalk]. Teacher: That's okay. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: All right, so the partners. Multiple Students: [Crosstalk].
Multiple Students: [Crosstalk]. Teacher: What are you doing? Student: I don't feel good.  [TARGET]Teacher: You don't feel good?[/TARGET] Teacher: You're a little [inaudible]. Teacher: You're a little warm. Teacher: Do you think you can try to do this or join with the nurse?
Multiple Students: [Crosstalk]. Teacher: Where do you have mode? Teacher: Where do you have typical?  [TARGET]Teacher: Why aren't you following directions?[/TARGET] Teacher: How did you find the median Student A? Student: Right here. Teacher: Oh so you listed them all, okay.
Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.  [TARGET]Teacher: Those are your two options.[/TARGET] Student: [Inaudible chatter] Teacher: All right. Teacher: Sit down.
Multiple Students: [Inaudible]  [Students playing game]. Teacher: We got here at ten, and it's five minutes to eleven. Teacher: She's - there's her stuff, I just don't know where she is to turn ... to turn my stuff off.  [TARGET]Teacher: But I want to be finished.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Students playing game]. Teacher: Come on.
Multiple Students: [Inaudible] Multiple Students: A. Teacher: Show your answer.  [TARGET]Teacher: I'm not laughing 'cause there's nothing that's funny right now.[/TARGET] Teacher: Thank you. Teacher: Put it down. Multiple Students: [Inaudible]
Multiple Students: [Inaudible] Student: Goodbye darling, my name is Student K.  See you later. Student: Bye, Mommy.  [TARGET]Teacher: Back to your seat.[/TARGET] Student: See you next time, guys. Multiple Students: [Inaudible] Teacher: It's not over yet, girls.
Multiple Students: [Inaudible] Teacher: All right. Teacher: Do I have a volunteer for the second step?  [TARGET]Teacher: You can just come up here and tell us what the second step is, Student K.  You guys are not solving this because we've already worked this problem out.[/TARGET] Multiple Students: It's four times four - Teacher: What would be our second step? Multiple Students: [Inaudible]
Multiple Students: [Inaudible] Teacher: All right. Teacher: Next problem.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We are quiet. Teacher: Can I have one volunteer? Teacher: Student A?
Multiple Students: [Inaudible] Teacher: All right. Teacher: So, excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero. Teacher: Student T, [Inaudible].
Multiple Students: [Inaudible] Teacher: Excuse me. Teacher: We're not talking.  [TARGET]Teacher: We're not talking.[/TARGET] Multiple Students: [Inaudible] Teacher: All right. Teacher: The next problem.
Multiple Students: [Inaudible] Teacher: One second. Teacher: Yes.  [TARGET]Teacher: Focus.[/TARGET] Teacher: All right. Teacher: Excuse me. Teacher: Three, two, one, zero.
Multiple Students: [Inaudible] Teacher: That is your homework for today. Student: Of you finish it up, then -  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're not talking in three, two, one, zero. Teacher: Everybody should be working this problem out. Multiple Students: [Inaudible]
Multiple Students: [Inaudible] Teacher: Three, two, one, zero. Teacher: So let's heck over how Student T solved this problem.  [TARGET]Teacher: If we look right here, excuse me.[/TARGET] Multiple Students: [Inaudible] Teacher: One second. Teacher: Yes.
Multiple Students: [Inaudible] Teacher: Yes. Multiple Students: [Inaudible]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're not talking. Teacher: We're not talking. Multiple Students: [Inaudible]
Multiple Students: [Inaudible] Teacher: [Inaudible] Multiple Students: [Inaudible]  [TARGET]Teacher: Student A, sit down.[/TARGET] Teacher: Student A, sit down. Multiple Students: [Inaudible] Teacher: Boys and girls.
Multiple Students: [Inaudible] measures of weight. Teacher: Write your own answer. Teacher: Stop talking.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: [End of Audio]
Multiple Students: [Inaudible]. Multiple Students: [Whistling sound]. Multiple Students: [Students loudly moving around room and talking].  [TARGET]Teacher: Student S, [inaudible] please.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Whistling sound].
Multiple Students: [Inaudible]. Student: I was just bringing them [inaudible]. Teacher: I know.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Student MS, what number is this? Student: 729. Teacher: Good job.
Multiple Students: [Inaudible]. Student: If you sit at the first table. Teacher: Student J, Student L, please follow directions.  [TARGET]Teacher: Follow directions.[/TARGET] Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible].
Multiple Students: [Inaudible]. Teacher: All right, focus. Teacher: Eyes back up here.  [TARGET]Teacher: Student C, shh.[/TARGET] Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]?
Multiple Students: [Inaudible]. Teacher: All right, get your math notebook out. Teacher: Open it to a blank page.  [TARGET]Teacher: Student T, you're talking.[/TARGET] Student: [Inaudible] math book. Teacher: Student S, we don't have to say things like that when we're doing it. Teacher: Just get our math book out, and we open it to a blank page, and when we're quiet then we get started.
Multiple Students: [Inaudible]. Teacher: All right. Teacher: Listen up.  [TARGET]Teacher: Quiet.[/TARGET] Teacher: Stop working. Teacher: Stop working. Teacher: Excuse me.
Multiple Students: [Inaudible]. Teacher: How many rhombuses is this? Multiple Students: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: [Inaudible].
Multiple Students: [Inaudible]. Teacher: I heard a no. Teacher: Did I hear a no?  [TARGET]Teacher: Student J, did you say no?[/TARGET] Student: No. Student: Student A. Teacher: Who said no?
Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board. Teacher: Shh.  [TARGET]Teacher: Quiet.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible] before. Teacher: [Inaudible].
Multiple Students: [Inaudible]. Teacher: Sh! Teacher: I hear a lot of good math talk and now I'm hearing a little bit of talk that doesn't sound like math.  [TARGET]Teacher: And you know math is the only talk I want.[/TARGET] Teacher: I'm coming around if you have a [Inaudible] question. Teacher: So, [Inaudible]. Multiple Students: [Inaudible].
Multiple Students: [Inaudible]. Teacher: So let's see it. Teacher: Let's try to quiet down, and focus.  [TARGET]Teacher: Remember, you need to be paying attention, because you're going to be playing this game with a partner.[/TARGET] Teacher: Zero. Student: What the [inaudible]. Multiple Students: [Crosstalk].
Multiple Students: [Inaudible]. Teacher: So that whole thing. Teacher: This - this - this is one.  [TARGET]Teacher: Get up.[/TARGET] Teacher: Get up. Teacher: Take a seat away from the [Inaudible] please. Teacher: Step away please.
Multiple Students: [Inaudible]. Teacher: So what is - the first one says what is the area of a parallelogram - Student H, I want you in your seat for the rest of the class. Teacher: Don't stand up again.  [TARGET]Teacher: I don't need you going to the trash can in the middle of instruction.[/TARGET] Student: This is the last one. Teacher: Oh, I have more. Teacher: See that stack over there with those purple little notes on there, that's all your packets.
Multiple Students: [Inaudible]. Teacher: Wait, wait, wait. Teacher: Don't jump on him.  [TARGET]Teacher: Don't jump on him.[/TARGET] Teacher: Tell us what you've got before you try simplest form, Student J. Student: [Inaudible] is three ninths. Teacher: Three ninths is not one half.
Multiple Students: [Inaudible]. Teacher: When you're comparing should you look at the place value? Teacher: Start at your decimal and look at your tens.  [TARGET]Teacher: Keep talking it out.[/TARGET] Teacher: I like the way you guys are talking. Teacher: Good job. Multiple Students: [Inaudible].