stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: No, it cannot. Student: No, because three-sixths is equivalent to a half. Teacher: Right, so what do we know about one-fourth, then?  [TARGET]Teacher: Put it out of your hands, and stop touching it.[/TARGET] Teacher: What do we know about one-fourth? Teacher: Only three people know something about one-fourth. Teacher: Student M, what do you know about one-fourth?
Teacher: No, it's not 71. Teacher: Put that away. Teacher: You need to sit up.  [TARGET]Teacher: Where is this?[/TARGET] Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected. Teacher: [Why am I over here] picking on you?
Teacher: No, it's recorded. Student: So when you wear that they can hear everybody? Teacher: There's a microphone on there and there's also a microphone on here.  [TARGET]Teacher: So when you talk to me and I have this on they can hear everything you're saying.[/TARGET] Student: You mean this? Student: They [inaudible] kindergarten? Teacher: No, it's not that sensitive.
Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk]  [TARGET]Teacher: We're silent please in 5, 4, 3, 2, 1.[/TARGET] Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on.
Teacher: No, no, no, no, except for you guys. Teacher: Excuse me, take chocolate, vanilla, and strawberry. Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: This is your buddy. Teacher: Thank you. Teacher: Excuse me?
Teacher: No, no, no. Teacher: Let them - let them. Teacher: [Crosstalk]  [TARGET]Teacher: Somebody is ready.[/TARGET] Teacher: Student M, Student O. Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer.
Teacher: No, no, the sheet with the facts. Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough.  [TARGET]Teacher: You guys need to share.[/TARGET] Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking.
Teacher: No, not right now, okay? Student: All right. Teacher: All right.  [TARGET]Teacher: I like how I see Student V ready to listen to instructions and Student E and Student B.[/TARGET] Teacher: Girls, sit down and raise your hands if you have a question. Student: Can I get some [Inaudible]? Teacher: No.
Teacher: No, not yet. Student: Nine hundred? Teacher: No, continue what you're doing please.  [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from?
Teacher: No, not yet. Teacher: Okay. Teacher: We're ready.  [TARGET]Teacher: We're listening.[/TARGET] Teacher: We're quiet. Teacher: Okay, so we're working on combinations of fractions, which we worked on a little bit yesterday. Teacher: Can I have somebody read our first objective, what we want to get accomplished here?
Teacher: No, not you. Teacher: It's okay. Teacher: Solve this math.  [TARGET]Teacher: Let me give you your papers.[/TARGET] Student: Why are you coughing? Teacher: I don't know. Student: You're not sick?
Teacher: No, not you. Teacher: [Room noise] Teacher: All eyes here please.  [TARGET]Teacher: Student C, stop.[/TARGET] Teacher: Turn around and look at the board please. Student: I'm finishing my work. Teacher: He's doing something here.
Teacher: No, she had her hand raised. Student: Oh. Teacher: Thanks, Student G.  She didn't go to the Student G school of calling out without raising your hand.  [TARGET]Teacher: She went to the Student E school of raising your hand, right, Student F?[/TARGET] Student: Right. Student: I went to both. Teacher: All right, listen up, guys.
Teacher: No, sit down please. Teacher: [Crosstalk] Student: Zero point 15 is 15 only, right?  [TARGET]Teacher: Excuse me?[/TARGET] Student: Zero point 15 is 15 only. Teacher: Point 15 would be 15 what? Teacher: Over 100.
Teacher: No, that's a U.  Ruby - let me see, Ruby. Teacher: Ruby gets - Student: Six marbles.  [TARGET]Teacher: Did you write it down?[/TARGET] Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S.  Ruby gets - Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible].
Teacher: No, they're not really. Teacher: They're kind of missing [inaudible]. Teacher: I don't see Student J wearing [inaudible] a little bit.  [TARGET]Teacher: That's not it.[/TARGET] Teacher: Not the rule I'm thinking of. Teacher: Student D, what do you got? Student: That there's three girls and three boys.
Teacher: No, we're going to groups. Teacher: Sorry. Teacher: [Crosstalk]  [TARGET]Teacher: So this group, we're on rotation three.[/TARGET] Teacher: We didn't get into that yesterday. Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk]
Teacher: No, we're not doing a - Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: So you decide.[/TARGET] Teacher: One person. Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do.
Teacher: No, what's my very first multiple? Student: 1. Student: 6.  [TARGET]Teacher: Good job, Student R.  Student P, sit up.[/TARGET] Teacher: Otherwise we'll do this at recess tomorrow. Student: We're done. Teacher: So you double check the work and wait patiently, okay, and we'll come back as a group.
Teacher: No, why not? Student: [inaudible] Teacher: I wanted Student S to answer.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths.
Teacher: No, you are going to model it, because I want you to see something. Teacher: Okay, so there is actually two questions there, the first question, what is the sipping weight. Student: 3 DVDs.  [TARGET]Teacher: Okay Student M and E, if I see that again you will be sitting out.[/TARGET] Teacher: Okay, I'm going to give each of you a bag of base 10 blocks and pundit squares. Teacher: Listen, what I want you to do, hold on, keep them in there for a minute because you don't know what you are going to do yet. Teacher: I am going to ask you a couple questions first.
Teacher: No, you can put it back. Teacher: You need to start working on these. Teacher: I got one and two up here.  [TARGET]Teacher: Sh.[/TARGET] Teacher: They're all addition. Teacher: Sh. Student: Can I look at the first one?
Teacher: No, you can't back on this. Teacher: [Crosstalk] Teacher: Student S?  [TARGET]Teacher: Student S.  Student S.[/TARGET] Student: Twenty-six point six. Student: Am I right? Student: Am I right?
Teacher: No, you continue. Teacher: Yeah. Teacher: Let's look at what we have done so far.  [TARGET]Teacher: Go back to your seats.[/TARGET] Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. Teacher: Let's stop.
Teacher: No, you don't have to say, "Yes, ma'am, but -" Student: You can say yes. Student: You don't like that?  [TARGET]Teacher: No.[/TARGET] Student: [Inaudible]. Teacher: Yeah is not showing your manners, but I'm not a big fan of yes, ma'am. Teacher: But anyway.
Teacher: No, you guys go to the computers. Teacher: Wait, Student S.  Go ahead. Teacher: Get up.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: All right. Teacher: Erase it, and I need one. Teacher: The last one I want you to do this time - I want you to make a number line and break it down into half.
Teacher: No, you should have 20, lay them out. Teacher: [Inaudible] Teacher: Lay them out and separate them.  [TARGET]Teacher: Student K, is that necessary?[/TARGET] Teacher: You all move out. Teacher: That's not necessary. Teacher: Okay, you are going to have to go look at that and figure it out.
Teacher: No. Student: 3 over 2. Teacher: No.  [TARGET]Teacher: That's why we don't play.[/TARGET] Teacher: 3 over what? Teacher: The numerator has to be the same as the denominator, three thirds. Teacher: Okay?
Teacher: No. Student: But there's no one up there in our group so how are we going to do points? Teacher: Student S says there's no one up there in her group.  [TARGET]Teacher: Student R, are you talking during this time?[/TARGET] Teacher: Mm-hmm. Teacher: Now okay. Teacher: We'll divide you up into groups of four, meaning four people in your group.
Teacher: No. Student: Don't scoot it near me. Student: Cool.  [TARGET]Teacher: All right, sh.[/TARGET] Student: Yes, it is. Student: Use this? Teacher: You have six.
Teacher: No. Student: No. Teacher: How do we know those aren't right?  [TARGET]Teacher: Stop.[/TARGET] Teacher: I said hands-up for a reason, because I don't want you fussing with stuff. Teacher: I want you listening. Student: Because ... because six-eighths can go ... can only go - I mean, six can go - only go into eight once it - one [inaudible].
Teacher: No. Teacher: 10 bags of marshmallows, 2 boxes of graham crackers, and 2 packs of Hershey's chocolate. Teacher: [Inaudible].  [TARGET]Teacher: I need you guys to listen.[/TARGET] Teacher: Look at me. Teacher: I need you to be quiet when they're sharing. Teacher: You need to stop talking and listen.
Teacher: No. Teacher: Check your multiplication website. Student: Okay.  [TARGET]Teacher: All right, try to work this one.[/TARGET] Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey.
Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five. Teacher: Okay, but we probably shouldn't be standing up in a chair either.  [TARGET]Teacher: Have a seat.[/TARGET] Student: I made a computational error because I didn't take one away at first. Teacher: 4 and 10-tenths plus 3-tenths, 4 and 13-tenths. Teacher: You brought over your 1 and 6-tenths, 6, 7.
Teacher: No. Teacher: Good. Student: How 'bout mine?  [TARGET]Teacher: Student G, we're not drawing pictures.[/TARGET] Teacher: I don't see a decimal point. Multiple Students: [Inaudible]. Teacher: No.
Teacher: No. Teacher: I don't know why these are here. Teacher: Put them away.  [TARGET]Teacher: Sit.[/TARGET] Teacher: I think I would like you guys to write your story problems. Teacher: Now think of a new one. Teacher: No more markers.
Teacher: No. Teacher: I told everyone to go on to part B. Student: Oh.  [TARGET]Teacher: Please move your clothespin.[/TARGET] Teacher: You're not following directions. Teacher: Student G is working on B, and you're bothering him with your chit-chat. Teacher: Okay, so this one's what we're going to start with, and basically what you need to do is take some cards on your desk, and now you need to find the matching side for number ten.
Teacher: No. Teacher: It's his turn. Teacher: He's the king on the pedestal right now.  [TARGET]Teacher: You're the citizen watching.[/TARGET] Teacher: This is your limitation of freedom of speech. Teacher: All right. Teacher: Extend your lines and see.
Teacher: No. Teacher: Let's count, 2, 4, 6, 8, 10, 12, 16, 18, 20, 22, 24, 26, 28, 19. Teacher: All right, let me get you one more.  [TARGET]Teacher: Okay, we do realize that we have tape going and they can hear all of our conversations, and I bet if they're not about math they're not gonna be happy with us.[/TARGET] Teacher: Okay, double check that, Student M.  You may have had Student A's because he was missing one. Teacher: Excellent. Student: I think somebody threw one over there.
Teacher: No. Teacher: Little 12 inches will be okay. Teacher: Let Student C position it where he wants it, then you put your fingers up to hold it.  [TARGET]Teacher: Student T, let go.[/TARGET] Teacher: Student C, grab a hold of it and put it where you want it. Teacher: Okay. Teacher: We're going to let him have a second attempt.
Teacher: No. Teacher: Look down. Student: It's not on.  [TARGET]Teacher: You point it at that, not at that.[/TARGET] Teacher: [Inaudible]. Teacher: Thank you. Teacher: Come on.
Teacher: No. Teacher: No. Teacher: No, no, no.  [TARGET]Teacher: Sh![/TARGET] Teacher: So now you have two boxes filled in and you can't move them. Teacher: Whoops. Teacher: Now, I rolled a three.
Teacher: No. Teacher: No. Teacher: No.  [TARGET]Teacher: Who is doing the graph?[/TARGET] Student: [Inaudible]. Teacher: Did they vote you? Student: No.
Teacher: No. Teacher: No. Teacher: Okay.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Shh.
Teacher: No. Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth?  [TARGET]Teacher: Let's look up here.[/TARGET] Teacher: I know this isn't the - yes. Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this.
Teacher: No. Teacher: Okay. Teacher: Any other questions before we get started?  [TARGET]Teacher: Please wait.[/TARGET] Teacher: We have one more. Teacher: Yes. Student: [Inaudible].
Teacher: No. Teacher: Okay. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Yeah, why don't you write a couple of things that are true about your picture?
Teacher: No. Teacher: On the next one, you need to pay attention, okay? Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand.  [TARGET]Teacher: Can you switch seats with Student R?[/TARGET] Teacher: Let's try the next one. Teacher: Four - you don't shut down - and three ninths. Teacher: Let me give you your steps.
Teacher: No. Teacher: She didn't get that question. Teacher: She just put a line.  [TARGET]Teacher: Stop it.[/TARGET] Teacher: Ms. J, please pick a category. Teacher: We'll discuss it in a minute. Teacher: [Inaudible].
Teacher: No. Teacher: Sit down please. Student: Why?  [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Everybody, let's look on page 10 for a minute. Teacher: Everybody, can I have your attention? Teacher: It says, "Shade in 0.125 on each square."
Teacher: No. Teacher: That's not how to do it. Teacher: Everybody stop.  [TARGET]Teacher: Let's read at the same time.[/TARGET] Teacher: Come to play. Teacher: Come to this side. Teacher: When you do the first one - come right here.
Teacher: No. Teacher: Who is doing the graph? Student: [Inaudible].  [TARGET]Teacher: Did they vote you?[/TARGET] Student: No. Teacher: Who's doing it? Student: She was -
Teacher: No. Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let them share. Student: Okay. Teacher: So now all eyes on the speaker.
Teacher: No. Teacher: You need to do your math. Student: I need to.  [TARGET]Teacher: No.[/TARGET] Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3.
Teacher: No. Teacher: You shouldn't be playing with this stuff. Teacher: Excuse me so I can fix this.  [TARGET]Teacher: Tearing paper, playing and not listening, this is what happens.[/TARGET] Teacher: I'm sorry. Teacher: That frustrates me. Teacher: Please do not draw it.
Teacher: No. Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay?  [TARGET]Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time.[/TARGET] Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit. Multiple Students: [Students working on problem].
Teacher: No? Teacher: Am I wrong? Student: No, sir.  [TARGET]Teacher: Everybody's sleeping now.[/TARGET] Student: No, sir. Teacher: Three hundred eight, divided by - remember, that's what goes inside the house, right? Multiple Students: Yes.
Teacher: No? Teacher: Number nine is going to come from Student J. Teacher: Hold on.  [TARGET]Teacher: I want Student L up here first.[/TARGET] Teacher: Number 10 is going to come from Student Z. Teacher: Where's your pass for the nurse? Teacher: You need the pass back.
Teacher: No? Teacher: You'd rather pick up paper, and dig through your desk? Teacher: Go ahead and change your color for not responding.  [TARGET]Teacher: I'm speaking to you.[/TARGET] Teacher: I'm going to help you out with this, too. Teacher: A lot of this is stuff you were supposed to turn in, but what - [paper crackling] - and I know where you sit there's a problem sometimes, but you need to recognize that sometimes we don't collect what you have. Teacher: Can you fix that for me?
Teacher: Nobody has this sheet? Teacher: Shouldn't the green team have this sheet? Teacher: Okay, well keep going.  [TARGET]Teacher: I don't believe you.[/TARGET] Teacher: 3, 4, 18 plus 4, 22, 2, 3, 4, 5, 621. Teacher: You guys don't have the same sheet as me because we have orange. Teacher: It's a bowling score without a star on top, 94, 109, 101, 99, 108, 118.
Teacher: Nobody is coming to you. Teacher: Sit down. Teacher: Excuse me.  [TARGET]Teacher: Make a change for Student A.  I told him to make change for you.[/TARGET] Student: What'd you say? Teacher: Let's make change for you. Student: Have him make what?
Teacher: Nod your head if you agree. Teacher: Student B, I've called your attention. Teacher: You are no longer working ahead.  [TARGET]Teacher: You are now focused on me.[/TARGET] Teacher: I am teaching you how to break this array up into four smaller pieces. Teacher: I don't want to count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11. Teacher: I don't even want to skip count, 11, 22, 33, 44.
Teacher: Nope, 'cause that already tells you. Teacher: They already tell you there. Teacher: That's your information to use, to try to figure out what makes a polygon a polygon.  [TARGET]Teacher: Student I and Student J together please.[/TARGET] Teacher: Student M and Student T together please. Teacher: Student M and Student I together please. Teacher: You know what?
Teacher: Nope, I'm going to do it on the board. Teacher: Sh. Teacher: Student C, did you get the answer?  [TARGET]Teacher: Sit up nice and tall.[/TARGET] Teacher: Student G, did you get the answer? Teacher: Still working? Teacher: Okay.
Teacher: Nope. Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Look.[/TARGET] Teacher: Don't come over here and [inaudible]. Teacher: [Inaudible]. Teacher: Okay, [inaudible] write [inaudible] solve [inaudible] writing it down [inaudible] problem.
Teacher: Nope. Teacher: Just be gentle. Teacher: No.  [TARGET]Teacher: I don't know what's going on.[/TARGET] Teacher: It doesn't like me. Teacher: You jinxed me. Teacher: I was doing so well today with it.
Teacher: Nope. Teacher: Stop. Teacher: Thank you.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Did everybody feel it? Teacher: You have the paperclip in your hand. Teacher: You could feel both at the same time.
Teacher: Nope. Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade.  [TARGET]Teacher: Go ahead and keep - bring me your tests right now.[/TARGET] Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time. Teacher: Three minutes to two.
Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work.  [TARGET]Teacher: So, everyone has their pencil down for now.[/TARGET] Teacher: Recorder, have your pencil up. Student: [Inaudible]. Student: Three and [inaudible].
Teacher: Not 46. Teacher: And what would be the percentage, Student A? Student: [inaudible]  [TARGET]Teacher: Look up here, look up here.[/TARGET] Student: I'm sorry. Student: And then divide that [inaudible] Student: Put a zero down.
Teacher: Not A, B, C, D, or E.  Just tell me what it would be. Teacher: Seventeen plus a number is 36. Teacher: [Silence].  [TARGET]Teacher: Student W, you're making this harder than you have to.[/TARGET] Teacher: Listen. Teacher: Seventeen plus a number equals 36. Student: Seventeen plus a number?
Teacher: Not just part A. Teacher: Not just part B. Teacher: The whole thing.  [TARGET]Teacher: Student K, push your chair in, please.[/TARGET] Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C.  Student B, I need you to sit up, okay?
Teacher: Not just part B. Teacher: The whole thing. Teacher: Student K, push your chair in, please.  [TARGET]Teacher: Put both feet on the floor.[/TARGET] Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C.  Student B, I need you to sit up, okay? Teacher: Thank you.
Teacher: Not numerator, denominator. Teacher: This is fourteenths. Teacher: Student J, you left your - I'm going to walk with you.  [TARGET]Teacher: Sit down and stay there.[/TARGET] Teacher: No. Teacher: I don't see the first steps. Teacher: Instead of goofing off, do the steps.
Teacher: Not only does it increase, but it also changes each time it increases. Teacher: Do you see the difference between the two? Teacher: Are you with me, or am I talking like a mad scientist?  [TARGET]Teacher: Because you totally checked out.[/TARGET] Teacher: Do you hear what I'm saying? Teacher: That's what I saw. Teacher: Student M, what did you see?
Teacher: Not only should you have your workbook on your desk, but I also want to see your composition book opened up to your homework, because I told you guys I want you to show your work. Student: I forgot to do mine, so I [inaudible]. Teacher: Stop talking out, sweetie.  [TARGET]Teacher: We talk about this constantly.[/TARGET] Teacher: So everybody's should be out, composition books open, workbooks open. Student: I didn't get my workbook. Teacher: Now just to let you know, if you did not complete it in your composition book you will be working on that during recess.
Teacher: Not paying attention. Teacher: 14 divided by 2 equals 7. Teacher: 7 drawings in each binder.  [TARGET]Teacher: You need to be looking up here.[/TARGET] Teacher: Student A, or somebody else, is this a grouping or a sharing problem? Teacher: You're not yelling out, please. Teacher: 14 pictures, 2 different art binders.
Teacher: Not plus, but times. Student: It's 20, so put 20 up here? Teacher: Yeah, 20 here.  [TARGET]Teacher: Have a seat, Student N.  Student N, do me a favor and go downstairs and see if you see Ms. W.  Tell her I need her up here to help.[/TARGET] Teacher: Now you multiply. Student: Then subtract. Teacher: Have you finished?
Teacher: Not quite. Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book.  [TARGET]Teacher: Get that off your ear.[/TARGET] Teacher: Student J has taken out his math book. Teacher: [Crosstalk] Teacher: Student D and Student J.
Teacher: Not right now. Teacher: You know what, I want those little pieces of paper gone. Teacher: Taking two of them.  [TARGET]Teacher: Put it away.[/TARGET] Student: [It's a book]. Teacher: I don't care what it is. Teacher: Wanna tell me again 'cause I heard you the first time.
Teacher: Not right now. Teacher: [inaudible] Multiple Students: [inaudible chatter]  [TARGET]Teacher: For a moment.[/TARGET] Teacher: Yeah? Teacher: Okay. Multiple Students: [inaudible chatter]
Teacher: Not today, I can't do it. Teacher: We are going to start staying. Teacher: I have too.  [TARGET]Teacher: Do I have to turn it off now?[/TARGET] Teacher: [End of Audio]
Teacher: Not you. Teacher: Anybody else paying attention? Teacher: You can go back to your seat and be done.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Yes, I wanted one half, not my equivalents to a half, but one half like this one. Teacher: That's not a half. Teacher: You seem to be the only one that knows what a half is.