stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Inaudible comment.] Teacher: Can you? Student: May I?  [TARGET]Teacher: No, have a seat, please.[/TARGET] Teacher: Switch over. Teacher: Student E, Student T - I don't have - I have Student T - I don't have Student D.  Student D - okay, Student DB. Teacher: Let's look at this.
Student: [Inaudible comment] Teacher: Show me. Student: Oh.  [TARGET]Teacher: Evaporation, so those of you that are doing precipitation have a seat.[/TARGET] Teacher: Remember, the water has to evaporate in order to form clouds. Teacher: Coach says cumulus. Teacher: We learned it right before the CRCP.
Student: [Inaudible.] Teacher: Okay. Teacher: So you're saying - okay so make it.  [TARGET]Teacher: What are you saying?[/TARGET] Teacher: [Inaudible] is talking. Teacher: It's about respect. Teacher: She's talking.
Student: [Inaudible] 71. Teacher: No, it's not 71. Teacher: Put that away.  [TARGET]Teacher: You need to sit up.[/TARGET] Teacher: Where is this? Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected.
Student: [Inaudible] I don't know how to explain it. Teacher: If you don't know how to explain it then I can't help you. Teacher: Six eighteenths times nine twenty-sevenths.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Six eighteenths times nine over twenty-seven. Teacher: There's a couple-there's a-no, I'm not. Teacher: There's a couple different ways you can do this.
Student: [Inaudible] My mother has a friend and oh yeah she's hot! Teacher: Student J please stay and finish your math please. Student: How do you still remember that?  [TARGET]Teacher: Student T that's enough.[/TARGET] Student: How do you remember what we're saying? Teacher: What are you doing? Teacher: Student J come and sit down.
Student: [Inaudible] Student J. Student: [Inaudible] Student J. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Ah, no. Teacher: Come on Student S.
Student: [Inaudible] Student J. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Ah, no. Teacher: Come on Student S. Student: Okay.
Student: [Inaudible] Teacher: 15-twentieths. Teacher: It's right here.  [TARGET]Teacher: I need you to look.[/TARGET] Teacher: 15-twentieths plus 4-twentieths equals what? Teacher: [Crosstalk] Teacher: Let's go.
Student: [Inaudible] Teacher: All right. Teacher: So, excuse me.  [TARGET]Teacher: I need everybody's attention in three, two, one, zero.[/TARGET] Teacher: Order of operations. Teacher: I know the order of operations involve all of these symbols up here. Teacher: We have division, addition, subtraction, multiplication.
Student: [Inaudible] Teacher: Because why? Teacher: Yes you do know.  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Because why? Teacher: They just told you. Teacher: Because why?
Student: [Inaudible] Teacher: But if you work with somebody you may be able to. Student: [Inaudible]  [TARGET]Teacher: You know where my pencils are.[/TARGET] Teacher: [Crosstalk] Teacher: I want to see you working with - excellent. Teacher: [Crosstalk]
Student: [Inaudible] Teacher: Get your what? Teacher: You need to wait a minute and pay attention to this.  [TARGET]Teacher: I need everybody to have a seat.[/TARGET] Teacher: And just let me go through thank you, Student M, would you erase that where it says read pages 433 to 435 as well? Teacher: Because this is a new mimeo that we have not done before so I just want to show you how this one works. Teacher: Oh.
Student: [Inaudible] Teacher: Huh? Student: [Inaudible]  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Student F, you go to Miss G. Student: [Sometimes I hate -]. Student: Nope.
Student: [Inaudible] Teacher: No, I want both of you out there together, go. Teacher: [Crosstalk]  [TARGET]Teacher: What?[/TARGET] Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now.
Student: [Inaudible] Teacher: Nope, this group. Teacher: It's just another fun way you can do in a group of four.  [TARGET]Teacher: I just don't want it to get too loud.[/TARGET] Student: Six cards to everybody? Teacher: Yes, and you and your partner can take turns picking up the cards. Teacher: You're gonna join this group over here.
Student: [Inaudible] Teacher: Okay [inaudible] page 19, unit 6. Teacher: Okay.  [TARGET]Teacher: Student J, sitting in your chair.[/TARGET] Teacher: Thank you. Teacher: What we're gonna talk about, you can help explain it. Teacher: So number one, Student F, will you read one for us?
Student: [Inaudible] Teacher: Okay, say it a little louder. Student: [Inaudible]  [TARGET]Teacher: No, no, stand - sit right here.[/TARGET] Teacher: Thank you. Teacher: Okay, all right, someone said number lines are confusing. Teacher: Now I need a number line when all I have to do - I don't have start with 56 and work my way to 73.
Student: [Inaudible] Teacher: Okay, true, and we're gonna get to that in a moment. Student: [Inaudible]  [TARGET]Teacher: Okay, who called out?[/TARGET] Student: [A number]. Teacher: Okay, I'm sorry. Teacher: I think we're working on that.
Student: [Inaudible] Teacher: Okay. Teacher: Step two, is what Student J?  [TARGET]Teacher: Can you sit in your chair like you're supposed to, please?[/TARGET] Student: Relevant or irrelevant. Teacher: Is there any irrelevant information in this problem Student E? Student: No.
Student: [Inaudible] Teacher: Parenthesis, exponent, multiply or divide? Teacher: Add or subtract?  [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Student: [Inaudible] Teacher: Aunt Sally. Teacher: All right.
Student: [Inaudible] Teacher: So what are you doing like for number one? Teacher: How do you solve number one?  [TARGET]Teacher: Everyone stop - I said freeze.[/TARGET] Teacher: No one should be talking to anyone. Teacher: Your ears and eyes should be at Student J. Student: I solved number one because I looked at number 45, and I looked at the end of the chart, and it's in the hundreds chart, so I put 45 is on the hundreds chart.
Student: [Inaudible] Teacher: Student K, don't worry about putting the game up. Teacher: I just want you to look at this for a second.  [TARGET]Teacher: This didn't get turned on.[/TARGET] Student: [Whistling] Teacher: Please do not whistle. Student: It's so funny that there's a camera.
Student: [Inaudible] Teacher: Take the one off the [his arm 'tis]. Student: Miss R said [inaudible].  [TARGET]Teacher: Group two, if you just left me, you need to go see Miss G.[/TARGET] Student: I like it when [miss near a] camera. Teacher: [Just you two?] Student: Mm-hmm.
Student: [Inaudible] Teacher: Talk at your table. Teacher: You're not talking to me.  [TARGET]Teacher: I know.[/TARGET] Teacher: [Crosstalk] Teacher: What is your statement? Student: [Inaudible]
Student: [Inaudible] Teacher: That's okay. Teacher: Student A, will you come have a word with me?  [TARGET]Teacher: The reason that I didn't respond to you was because you were calling out at me.[/TARGET] Student: I wasn't calling out. Teacher: Yes, dear, you did. Student: Are we still doing [inaudible]?
Student: [Inaudible] Teacher: Then that's something different than saying that you don't know how to do it. Teacher: Student D, I am speaking.  [TARGET]Teacher: You are sitting.[/TARGET] Teacher: You are not talking. Teacher: Telling me I'm going too fast is different than saying that you don't understand. Teacher: So the very first one was three-fourths.
Student: [Inaudible] Teacher: Uh-uh. Teacher: Please don't do that.  [TARGET]Teacher: Pick up all that.[/TARGET] Teacher: How are we doing over here? Student: Good. Teacher: Thumbs up here or down?
Student: [Inaudible] Teacher: Well those are the fractions - Student: It says, "What fraction of students?"  [TARGET]Teacher: Was out of the classroom.[/TARGET] Teacher: So three-eighths of them were at recess and one-fourth were in the library. Teacher: Excuse me. Teacher: Student B.
Student: [Inaudible] Teacher: What's going on in here today? Student: [Inaudible]  [TARGET]Teacher: Student I, bring your desk next to Student T.  Student, could you work with Student T and Student I please?[/TARGET] Teacher: [Crosstalk] Student: So do we cross it out? Teacher: No.
Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. Teacher: Get that off.  [TARGET]Teacher: You don't need that on right now.[/TARGET] Teacher: [Crosstalk] Teacher: No, we have to wait till this is over. Student: I can't.
Student: [Inaudible] Teacher: Yep, whichever one you want. Teacher: Let me see what you've got.  [TARGET]Teacher: Let me look at your paper, darling.[/TARGET] Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper.
Student: [Inaudible] Teacher: Yep. Teacher: Can you do one?  [TARGET]Teacher: Who's done another one?[/TARGET] Student: I got another idea. Student: I did one. Student: [Crosstalk]
Student: [Inaudible] Teacher: Yes you are. Teacher: I keep telling you that.  [TARGET]Teacher: But you don't want to listen to me.[/TARGET] Teacher: [End of Tape]
Student: [Inaudible] Teacher: Yes, Student O. Student: She took my [inaudible]  [TARGET]Teacher: All right, that happens.[/TARGET] Teacher: Okay. Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here.
Student: [Inaudible] Teacher: Yes. Teacher: If you were in the group on the floor with me, come to your desk.  [TARGET]Teacher: Can you back your desk up please?[/TARGET] Teacher: Quickly, Student J. Teacher: [Crosstalk among students] Teacher: Pick up all of your belongings.
Student: [Inaudible] Teacher: Yes. Teacher: You already have it written out?  [TARGET]Teacher: Number one, we keep our hands, feet, and objects to ourselves.[/TARGET] Student: He punched me first. Teacher: Number two. Student: It's not my fault.
Student: [Inaudible] Teacher: You can write it on that sheet. Student: [Inaudible]  [TARGET]Teacher: [Inaudible]  Pick it up and focus.[/TARGET] Student: [Inaudible] Teacher: Great job, Student J. Teacher: Good job over here.
Student: [Inaudible] Teacher: You did, Student L? Student: Not me.  [TARGET]Teacher: Are you ready to listen?[/TARGET] Student: I have a problem. Teacher: You have a problem. Teacher: With adding the fractions?
Student: [Inaudible] Teacher: You guys have to get to Teacher's room. Teacher: I've actually held you over kind of long.  [TARGET]Teacher: It's not fair to her kids.[/TARGET] Teacher: [Crosstalk]  Teacher: Okay. Teacher: You guys need to make sure your names are on these.
Student: [Inaudible] Teacher: You know where my pencils are. Teacher: [Crosstalk]  [TARGET]Teacher: I want to see you working with - excellent.[/TARGET] Teacher: [Crosstalk] Teacher: Do you want to work with Student T? Teacher: Student T, come up and work with Student S please.
Student: [Inaudible] Teacher: [Do we] need to relax? Teacher: He just needs his own space, 'cause if he doesn't sit by himself, then he talks all day long.  [TARGET]Teacher: Like, yeah, he needs [inaudible].[/TARGET] Teacher: Yeah. Teacher: [Laughter] Teacher: No, I gave him, like six warnings, and then I finally moved him.
Student: [Inaudible] because we have a really good newspaper [inaudible], so we don't want to - Student: Please don't let - Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, I'm not going - I can't control what they do. Student: Okay, could you tell them, please? Student: I have an idea.
Student: [Inaudible] but different. Teacher: Just different numbers, right? Teacher: So we're - yes.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Yes. Teacher: I'll get that later, okay? Teacher: All right, Teacher T is ready, all right?
Student: [Inaudible] clipboard [inaudible]. Teacher: Okay. Teacher: Thumbs up if you say this is a polygon.  [TARGET]Teacher: Student F, you're not participating.[/TARGET] Teacher: Thumbs up if you say it's a polygon. Teacher: Thumbs down if you say it's not. Teacher: Student A, I need to see thumbs up, or thumbs down.
Student: [Inaudible] denominator [inaudible]. Student: [Inaudible]. Teacher: All right who ... who can do the next one from least to greatest?  [TARGET]Teacher: Student K.[/TARGET] Student: Oh. Teacher: Oh, you didn't call on me. Student: [Inaudible].
Student: [Inaudible] do [inaudible]. Teacher: Okay, I'm going to wait. Teacher: I'm going to wait 'til everybody's listening.  [TARGET]Teacher: Waiting.[/TARGET] Student: [Laughter]. Teacher: Still waiting. Student: [Inaudible].
Student: [Inaudible] extra paper [inaudible]. Teacher: Okay. Student: Student C.  [TARGET]Teacher: Okay, so Student M - no, Student A.[/TARGET] Teacher: You have some things to clean up, there. Student: Yeah, I know. Teacher: - by my spray.
Student: [Inaudible] is not right. Teacher: Student G. Student: This is hard.  [TARGET]Teacher: Student G.  Excuse me?[/TARGET] Student: Nothing. Student: [Students working on problem]. Teacher: Make corrections, Student T.  And Student G, if you're done, what do you suppose you could do after that?
Student: [Inaudible] make an equivalent, and I got three one sixths, and I got it. Student: I agree. Teacher: You all are talking at one time and it's starting to irritate me.  [TARGET]Teacher: Student N is the person who is talking now.[/TARGET] Teacher: Let him finish and I'll get to the rest of you. Student: I got two sixths - no, I got - yeah, that's right. Teacher: So now do you understand that this is right?
Student: [Inaudible] marker? Teacher: Yes. Teacher: If you finish, make sure you used the right operation for Number 2.  [TARGET]Teacher: Don't just sit there.[/TARGET] Teacher: You need to be thinking. Teacher: All right. Teacher: Let's look at Number 1.
Student: [Inaudible] my glasses [inaudible]. Teacher: Right now? Student: Kind of, but I can get it [inaudible].  [TARGET]Teacher: Okay, I just hate for you to take time away from your independent work.[/TARGET] Teacher: Okay, what was that other fancy word that was a new word that we [inaudible] vocabulary? Student: Corresponding. Teacher: Yeah, corresponding.
Student: [Inaudible] my textbook? Teacher: No, because we're going to work on the morning work first, since you guys were out with Teacher B. Teacher: Student V and Student L, you're circles.  [TARGET]Teacher: You should be over here with me.[/TARGET] Student: [Inaudible]. Teacher: Did you look on the board to make sure. Student: [Inaudible].
Student: [Inaudible] plain piece of paper? Teacher: No. Teacher: You're using this paper, right here.  [TARGET]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. Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit.
Student: [Inaudible] restaurant. Teacher: You're making a graph. Student: Pizza restaurant.  [TARGET]Teacher: Student M, have a seat.[/TARGET] Teacher: Student G, what chapter are you on? Student: [Inaudible]. Teacher: Are you working on it?
Student: [Inaudible] right here. Teacher: Yes. Teacher: And then draw the line and write one half.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: And I need everybody's attention. Teacher: Stop. Teacher: Stop.
Student: [Inaudible] six, it takes five-sixths, or [inaudible] the whole number, and - Teacher: Hold on. Teacher: Hold on.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: I hear way too much talking, and I see a lot of people confused. Teacher: What is the problem, Student A, and Student A and Student I? Student: What?
Student: [Inaudible] the dry eraser. Teacher: You need a dry eraser. Teacher: Can you catch?  [TARGET]Teacher: I'm just kidding.[/TARGET] Teacher: I know you can catch. Student: Ow. Teacher: That didn't hurt.
Student: [Inaudible] those markers? Teacher: No. Teacher: It's a lot easier to see if you use a crayon.  [TARGET]Teacher: Then your pencil lines don't get mixed up with the grid paper.[/TARGET] Student: I need a ruler. Teacher: You can go get a ruler. Teacher: You know where they are.
Student: [Inaudible] twelve. Teacher: [Inaudible] twelve, so if you put six here. Teacher: Okay, six plus three would be nine, but does it [inaudible] adding instead of subtracting.  [TARGET]Teacher: Okay, put these away.[/TARGET] Student: [Inaudible]. Teacher: Yes, you need your textbook open to page 246. Teacher: [Students getting out textbooks].
Student: [Inaudible] watched it. Teacher: She watched them last time, because your behavior was so poor. Student: Oh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Sit in your chair. Teacher: Now listen. Teacher: The person with the white board -
Student: [Inaudible] zero, one and two, right? Student: [Inaudible] this? Teacher: Student R, sit down and listen to directions.  [TARGET]Teacher: You get one set of ... put it on the floor.[/TARGET] Teacher: [Silence]. Teacher: You're not allowed to do [inaudible] when you're supposed to be listening. Teacher: You get one set of these cards for your table, okay?
Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. Teacher: Okay, Student B.  I'm sorry. Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations.  [TARGET]Teacher: I need your voices off.[/TARGET] Teacher: Okay so Student S was saying that Student A and Student S, their shapes have parallel sides. Teacher: Although they are what? Multiple Students: Different shapes.
Student: [Inaudible], because all the other [inaudible]. Student: [Crosstalk] Teacher: I'm sorry.  [TARGET]Teacher: Student M, would you like to come sit over here beside me?[/TARGET] Teacher: I didn't think so. Teacher: [Crosstalk] Teacher: You can [write] on the back.
Student: [Inaudible]. Student: But then we realized that [Inaudible]. Teacher: Excuse me.  [TARGET]Teacher: I asked you to let her watch up here, okay?[/TARGET] Teacher: What? Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did. Teacher: Okay?
Student: [Inaudible]. Student: I don't know. Teacher: Well, keep working, then.  [TARGET]Teacher: Student M is snapping away.[/TARGET] Teacher: [Students working on problem]. Student: No, she's eating them. Teacher: [Laughter].
Student: [Inaudible]. Student: I thought it was hollow. Student: The motorcycle?  [TARGET]Teacher: Yeah, the motorcycle shouldn't be on there.[/TARGET] Student: I told you. Teacher: Cars are about a ton. Teacher: All right, so just cross out that motorcycle one.
Student: [Inaudible]. Student: Like, he keeps on bothering me. Student: Yeah, he keeps talking.  [TARGET]Teacher: Okay, you need to be quiet so your friends can work.[/TARGET] Teacher: All right, go to number eight and do the next - list the factors of sixteen and twenty. Teacher: Find the greatest common factor. Student: [Inaudible].
Student: [Inaudible]. Student: Ooh, I have an extra one? Teacher: You all set?  [TARGET]Teacher: Shh.[/TARGET] Teacher: Clap once if you can hear my voice. Teacher: [Clapping]. Teacher: I'm sorry.
Student: [Inaudible]. Student: Right there. Teacher: This is the ones.  [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: Now Student A. Teacher: Down under. Multiple Students: [Crosstalk].
Student: [Inaudible]. Student: Shut up, Student T. Teacher: It's not your business right now.  [TARGET]Teacher: Sit down here.[/TARGET] Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece. Teacher: [Crosstalk]
Student: [Inaudible]. Student: What is this? Teacher: Okay.  [TARGET]Teacher: Go sit down and try to work with Student N.[/TARGET] Student: Which group is this, this one? Teacher: Huh? Student: Which group is this one?
Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible]. Teacher: Now you follow all the steps.  [TARGET]Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer.[/TARGET] Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk]
Student: [Inaudible]. Student: [Crosstalk] Teacher: Please stop.  [TARGET]Teacher: Just look.[/TARGET] Teacher: I'm sorry, Student S, I'm sorry to interrupt you. Teacher: People are writing and some people are talking. Teacher: If Student S is taking the time to put her work up there for us to talk about, let's check what we did.
Student: [Inaudible]. Student: [Inaudible]. Teacher: All right.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Refocus, please. Teacher: We're here. Teacher: I don't want an answer.
Student: [Inaudible]. Student: [Inaudible]. Teacher: Not yet.  [TARGET]Teacher: Just wait.[/TARGET] Teacher: Wait please. Student: What's number eleven? Teacher: They can wait.
Student: [Inaudible]. Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings.
Student: [Inaudible]. Teacher: - apply four-sixths - listen to what I'm saying - Student: [Inaudible].  [TARGET]Teacher: - before you start acting like this.[/TARGET] Teacher: Find four-sixths on the circles. Student: Okay, now [inaudible]. Teacher: Okay, now find six-eighths on the circles.
Student: [Inaudible]. Teacher: - fractions. Teacher: Except this time ... this time ... this time you're going to use them ... the fraction bars - again, Student T.  The rest of you who are taking them out.  [TARGET]Teacher: When Teacher C passes them out, and asks you not to take them out, this is why.[/TARGET] Teacher: Because you're not putting it back in. Teacher: You're not paying attention to me. Teacher: Put it back in.
Student: [Inaudible]. Teacher: A little bit louder. Student: [Inaudible].  [TARGET]Teacher: Do you want to switch over to Student C's desk?[/TARGET] Teacher: Anybody else? Teacher: Capacity? Teacher: Sitting up, please.
Student: [Inaudible]. Teacher: A zero. Teacher: There you go.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Good. Teacher: Come on, now. Teacher: It looks like you're on the right track.
Student: [Inaudible]. Teacher: All right, Student F, Student J, Student J. Student: [Inaudible].  [TARGET]Teacher: Sit down.[/TARGET] Student: But we're doing our work. Student: We're on the third one. Teacher: Okay, hold on a second and think about what I see when I look up and I see Student F flitting around over here and I don't know why Student J is up there and I don't see you working.
Student: [Inaudible]. Teacher: All right, now how did you show it? Student: [Inaudible].  [TARGET]Teacher: Sh.[/TARGET] Teacher: Okay. Teacher: So you're not supposed to multiply this? Student: No.
Student: [Inaudible]. Teacher: All right. Teacher: Shh.  [TARGET]Teacher: Refocus, please.[/TARGET] Teacher: We're here. Teacher: I don't want an answer. Teacher: I want you to tell me is this- if we were to answer it, do you think ... do you think that the answer will be close to  zero, closer to one, or closer to two when we add these together?
Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute.  [TARGET]Teacher: Let's try this one.[/TARGET] Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31.
Student: [Inaudible]. Teacher: Because what? Student: Because the numerator is-  [TARGET]Teacher: Speak up.[/TARGET] Teacher: The numerator is what? Student: The numerator is bigger than the denominator. Teacher: The numerator is larger than the denominator.
Student: [Inaudible]. Teacher: But that would cause you to get out of your seat or have to shout. Teacher: Remember, I said no movement today, which is different than normal.  [TARGET]Teacher: No.[/TARGET] Teacher: Student C, I know you know how to do this. Teacher: I want to see you do it by yourself today. Teacher: You have 11 and 16.
Student: [Inaudible]. Teacher: But what makes them parallel? Teacher: What's the definition?  [TARGET]Teacher: Student D, put it away and keep your fingers still.[/TARGET] Teacher: What are parallel lines? Teacher: Draw a set on the board. Teacher: Okay.