stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: No, not any harder. Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. Teacher: You can do the Lattice.  [TARGET]Teacher: You could do the traditional.[/TARGET] Teacher: You could do the partial product. Teacher: Last year I had some people who could do this way faster than anything else. Teacher: They could draw out these grids quicker than anything.
Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. Teacher: You can do the Lattice. Teacher: You could do the traditional.  [TARGET]Teacher: You could do the partial product.[/TARGET] Teacher: Last year I had some people who could do this way faster than anything else. Teacher: They could draw out these grids quicker than anything. Student: Really?
Teacher: You can do the Lattice. Teacher: You could do the traditional. Teacher: You could do the partial product.  [TARGET]Teacher: Last year I had some people who could do this way faster than anything else.[/TARGET] Teacher: They could draw out these grids quicker than anything. Student: Really? Teacher: Mm-hmm.
Teacher: You could do the traditional. Teacher: You could do the partial product. Teacher: Last year I had some people who could do this way faster than anything else.  [TARGET]Teacher: They could draw out these grids quicker than anything.[/TARGET] Student: Really? Teacher: Mm-hmm. Teacher: So you could draw out these grids.
Teacher: Last year I had some people who could do this way faster than anything else. Teacher: They could draw out these grids quicker than anything. Student: Really?  [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: So you could draw out these grids. Teacher: I'll have paper if you want to use this to draw the problem out and count it up. Teacher: So we have 4, 5, 6 different ways to multiply.
Teacher: They could draw out these grids quicker than anything. Student: Really? Teacher: Mm-hmm.  [TARGET]Teacher: So you could draw out these grids.[/TARGET] Teacher: I'll have paper if you want to use this to draw the problem out and count it up. Teacher: So we have 4, 5, 6 different ways to multiply. Student: Six different ways?
Student: Really? Teacher: Mm-hmm. Teacher: So you could draw out these grids.  [TARGET]Teacher: I'll have paper if you want to use this to draw the problem out and count it up.[/TARGET] Teacher: So we have 4, 5, 6 different ways to multiply. Student: Six different ways? Student: I thought it was 5.
Teacher: Mm-hmm. Teacher: So you could draw out these grids. Teacher: I'll have paper if you want to use this to draw the problem out and count it up.  [TARGET]Teacher: So we have 4, 5, 6 different ways to multiply.[/TARGET] Student: Six different ways? Student: I thought it was 5. Teacher: Maybe it's 5.
Teacher: So we have 4, 5, 6 different ways to multiply. Student: Six different ways? Student: I thought it was 5.  [TARGET]Teacher: Maybe it's 5.[/TARGET] Teacher: Student S. Student: That's a lot of different ways. Student: That's really a lot of different ways.
Student: Six different ways? Student: I thought it was 5. Teacher: Maybe it's 5.  [TARGET]Teacher: Student S.[/TARGET] Student: That's a lot of different ways. Student: That's really a lot of different ways. Teacher: Student H.
Teacher: Student S. Student: That's a lot of different ways. Student: That's really a lot of different ways.  [TARGET]Teacher: Student H.[/TARGET] Student: [Inaudible]. Teacher: It has something like that on it. Teacher: Let's see.
Student: That's really a lot of different ways. Teacher: Student H. Student: [Inaudible].  [TARGET]Teacher: It has something like that on it.[/TARGET] Teacher: Let's see. Teacher: What have we done? Teacher: We've done Lattice and traditional and the crash box or we call it grid.
Teacher: Student H. Student: [Inaudible]. Teacher: It has something like that on it.  [TARGET]Teacher: Let's see.[/TARGET] Teacher: What have we done? Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk]
Student: [Inaudible]. Teacher: It has something like that on it. Teacher: Let's see.  [TARGET]Teacher: What have we done?[/TARGET] Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk] Teacher: This partial product.
Teacher: It has something like that on it. Teacher: Let's see. Teacher: What have we done?  [TARGET]Teacher: We've done Lattice and traditional and the crash box or we call it grid.[/TARGET] Teacher: [Crosstalk] Teacher: This partial product. Teacher: Now I call this decimal grid because it's - I don't know what we should call this.
Teacher: What have we done? Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk]  [TARGET]Teacher: This partial product.[/TARGET] Teacher: Now I call this decimal grid because it's - I don't know what we should call this. Student: Decimal grid. Teacher: We'll call the other way crash box.
Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk] Teacher: This partial product.  [TARGET]Teacher: Now I call this decimal grid because it's - I don't know what we should call this.[/TARGET] Student: Decimal grid. Teacher: We'll call the other way crash box. Teacher: We'll call this the grid.
Teacher: This partial product. Teacher: Now I call this decimal grid because it's - I don't know what we should call this. Student: Decimal grid.  [TARGET]Teacher: We'll call the other way crash box.[/TARGET] Teacher: We'll call this the grid. Teacher: This is the array. Teacher: That's right, the grid array.
Teacher: Now I call this decimal grid because it's - I don't know what we should call this. Student: Decimal grid. Teacher: We'll call the other way crash box.  [TARGET]Teacher: We'll call this the grid.[/TARGET] Teacher: This is the array. Teacher: That's right, the grid array. Student: The grid array.
Student: Decimal grid. Teacher: We'll call the other way crash box. Teacher: We'll call this the grid.  [TARGET]Teacher: This is the array.[/TARGET] Teacher: That's right, the grid array. Student: The grid array. Teacher: The grid array.
Teacher: We'll call the other way crash box. Teacher: We'll call this the grid. Teacher: This is the array.  [TARGET]Teacher: That's right, the grid array.[/TARGET] Student: The grid array. Teacher: The grid array. Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times.
Teacher: This is the array. Teacher: That's right, the grid array. Student: The grid array.  [TARGET]Teacher: The grid array.[/TARGET] Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times. Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that. Teacher: [Crosstalk]
Teacher: That's right, the grid array. Student: The grid array. Teacher: The grid array.  [TARGET]Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times.[/TARGET] Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that. Teacher: [Crosstalk] Teacher: So we know six ways to multiply.
Student: The grid array. Teacher: The grid array. Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times.  [TARGET]Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that.[/TARGET] Teacher: [Crosstalk] Teacher: So we know six ways to multiply. Student: That is a lot.
Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times. Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that. Teacher: [Crosstalk]  [TARGET]Teacher: So we know six ways to multiply.[/TARGET] Student: That is a lot. Teacher: Six ways, so I think you guys will do fine on the test. Student: Repeated is spelled wrong.
Teacher: [Crosstalk] Teacher: So we know six ways to multiply. Student: That is a lot.  [TARGET]Teacher: Six ways, so I think you guys will do fine on the test.[/TARGET] Student: Repeated is spelled wrong. Teacher: That's all right. Teacher: You know what it means.
Student: That is a lot. Teacher: Six ways, so I think you guys will do fine on the test. Student: Repeated is spelled wrong.  [TARGET]Teacher: That's all right.[/TARGET] Teacher: You know what it means. Student: Isn't repeated - Teacher: Oh yeah, E-A-T-E-D.
Teacher: Six ways, so I think you guys will do fine on the test. Student: Repeated is spelled wrong. Teacher: That's all right.  [TARGET]Teacher: You know what it means.[/TARGET] Student: Isn't repeated - Teacher: Oh yeah, E-A-T-E-D. Student: Isn't repeated addition multiplication?
Teacher: That's all right. Teacher: You know what it means. Student: Isn't repeated -  [TARGET]Teacher: Oh yeah, E-A-T-E-D.[/TARGET] Student: Isn't repeated addition multiplication? Teacher: Mm-hmm. Teacher: Yes.
Student: Isn't repeated - Teacher: Oh yeah, E-A-T-E-D. Student: Isn't repeated addition multiplication?  [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets.
Teacher: Oh yeah, E-A-T-E-D. Student: Isn't repeated addition multiplication? Teacher: Mm-hmm.  [TARGET]Teacher: Yes.[/TARGET] Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers.
Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go.  [TARGET]Teacher: Student A, what is 30 times 10?[/TARGET] Student: 300 Teacher: 300, yes, very good. Teacher: Student A, what's 3 times 1,000?
Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10? Student: 300  [TARGET]Teacher: 300, yes, very good.[/TARGET] Teacher: Student A, what's 3 times 1,000? Student: 3000 Teacher: 3,000, all right.
Teacher: Student A, what is 30 times 10? Student: 300 Teacher: 300, yes, very good.  [TARGET]Teacher: Student A, what's 3 times 1,000?[/TARGET] Student: 3000 Teacher: 3,000, all right. Teacher: Can you turn on the light when you go out?
Teacher: 300, yes, very good. Teacher: Student A, what's 3 times 1,000? Student: 3000  [TARGET]Teacher: 3,000, all right.[/TARGET] Teacher: Can you turn on the light when you go out? Teacher: Student S, what is 17 times 10? Student: That would be 170.
Student: 3000 Teacher: 3,000, all right. Teacher: Can you turn on the light when you go out?  [TARGET]Teacher: Student S, what is 17 times 10?[/TARGET] Student: That would be 170. Teacher: Yes. Teacher: Student A, what's 23 times 10?
Teacher: Can you turn on the light when you go out? Teacher: Student S, what is 17 times 10? Student: That would be 170.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Student A, what's 23 times 10? Student: 230 Teacher: 230
Teacher: Student S, what is 17 times 10? Student: That would be 170. Teacher: Yes.  [TARGET]Teacher: Student A, what's 23 times 10?[/TARGET] Student: 230 Teacher: 230 Teacher: Student E, what's 23 times 100?
Teacher: Yes. Teacher: Student A, what's 23 times 10? Student: 230  [TARGET]Teacher: 230[/TARGET] Teacher: Student E, what's 23 times 100? Student: 23000 Teacher: 23 times 100.
Teacher: Student A, what's 23 times 10? Student: 230 Teacher: 230  [TARGET]Teacher: Student E, what's 23 times 100?[/TARGET] Student: 23000 Teacher: 23 times 100. Student: It's easy.
Teacher: 230 Teacher: Student E, what's 23 times 100? Student: 23000  [TARGET]Teacher: 23 times 100.[/TARGET] Student: It's easy. Student: 2300 Teacher: Yes.
Teacher: 23 times 100. Student: It's easy. Student: 2300  [TARGET]Teacher: Yes.[/TARGET] Teacher: Student A, what's 13 times 10? Student: 130 Teacher: Okay.
Student: It's easy. Student: 2300 Teacher: Yes.  [TARGET]Teacher: Student A, what's 13 times 10?[/TARGET] Student: 130 Teacher: Okay. Teacher: 23 times 10?
Teacher: Student A, what's 13 times 10? Student: 130 Teacher: Okay.  [TARGET]Teacher: 23 times 10?[/TARGET] Student: 23 times 10 is [inaudible]. Teacher: 230 Teacher: Student B, what's 17 times 100?
Teacher: Okay. Teacher: 23 times 10? Student: 23 times 10 is [inaudible].  [TARGET]Teacher: 230[/TARGET] Teacher: Student B, what's 17 times 100? Student: 1700 Teacher: Good.
Teacher: 23 times 10? Student: 23 times 10 is [inaudible]. Teacher: 230  [TARGET]Teacher: Student B, what's 17 times 100?[/TARGET] Student: 1700 Teacher: Good. Teacher: Student E, what's 31 times 10?
Teacher: 230 Teacher: Student B, what's 17 times 100? Student: 1700  [TARGET]Teacher: Good.[/TARGET] Teacher: Student E, what's 31 times 10? Student: 310 Teacher: Good.
Teacher: Student B, what's 17 times 100? Student: 1700 Teacher: Good.  [TARGET]Teacher: Student E, what's 31 times 10?[/TARGET] Student: 310 Teacher: Good. Teacher: Student K, what is 27 times 100?
Teacher: Good. Teacher: Student E, what's 31 times 10? Student: 310  [TARGET]Teacher: Good.[/TARGET] Teacher: Student K, what is 27 times 100? Student: 2700 Teacher: Okay.
Teacher: Student E, what's 31 times 10? Student: 310 Teacher: Good.  [TARGET]Teacher: Student K, what is 27 times 100?[/TARGET] Student: 2700 Teacher: Okay. Teacher: What's 15 times 10, Student A?
Teacher: Student K, what is 27 times 100? Student: 2700 Teacher: Okay.  [TARGET]Teacher: What's 15 times 10, Student A?[/TARGET] Student: 150 Teacher: Good. Teacher: 13 times 10.
Teacher: Okay. Teacher: What's 15 times 10, Student A? Student: 150  [TARGET]Teacher: Good.[/TARGET] Teacher: 13 times 10. Student: 1300 Teacher: 13 times 10, no.
Teacher: What's 15 times 10, Student A? Student: 150 Teacher: Good.  [TARGET]Teacher: 13 times 10.[/TARGET] Student: 1300 Teacher: 13 times 10, no. Teacher: Just times 10.
Teacher: Good. Teacher: 13 times 10. Student: 1300  [TARGET]Teacher: 13 times 10, no.[/TARGET] Teacher: Just times 10. Student: 130 Teacher: 130
Teacher: 13 times 10. Student: 1300 Teacher: 13 times 10, no.  [TARGET]Teacher: Just times 10.[/TARGET] Student: 130 Teacher: 130 Teacher: 17 times 100.
Teacher: 13 times 10, no. Teacher: Just times 10. Student: 130  [TARGET]Teacher: 130[/TARGET] Teacher: 17 times 100. Student: 170 Teacher: That must be my favorite number today.
Teacher: Just times 10. Student: 130 Teacher: 130  [TARGET]Teacher: 17 times 100.[/TARGET] Student: 170 Teacher: That must be my favorite number today. Teacher: No, 17 times 100.
Teacher: 130 Teacher: 17 times 100. Student: 170  [TARGET]Teacher: That must be my favorite number today.[/TARGET] Teacher: No, 17 times 100. Student: 1700 Teacher: Yes.
Teacher: 17 times 100. Student: 170 Teacher: That must be my favorite number today.  [TARGET]Teacher: No, 17 times 100.[/TARGET] Student: 1700 Teacher: Yes. Teacher: 25 times 100, Student J.
Teacher: That must be my favorite number today. Teacher: No, 17 times 100. Student: 1700  [TARGET]Teacher: Yes.[/TARGET] Teacher: 25 times 100, Student J. Student: 2500 Teacher: Yes.
Teacher: No, 17 times 100. Student: 1700 Teacher: Yes.  [TARGET]Teacher: 25 times 100, Student J.[/TARGET] Student: 2500 Teacher: Yes. Teacher: 12 times 10.
Teacher: Yes. Teacher: 25 times 100, Student J. Student: 2500  [TARGET]Teacher: Yes.[/TARGET] Teacher: 12 times 10. Student: 120 Teacher: Good.
Teacher: 25 times 100, Student J. Student: 2500 Teacher: Yes.  [TARGET]Teacher: 12 times 10.[/TARGET] Student: 120 Teacher: Good. Teacher: 35 times 10.
Teacher: Yes. Teacher: 12 times 10. Student: 120  [TARGET]Teacher: Good.[/TARGET] Teacher: 35 times 10. Student: 350 Teacher: Good.
Teacher: 12 times 10. Student: 120 Teacher: Good.  [TARGET]Teacher: 35 times 10.[/TARGET] Student: 350 Teacher: Good. Teacher: 35 times 100.
Teacher: Good. Teacher: 35 times 10. Student: 350  [TARGET]Teacher: Good.[/TARGET] Teacher: 35 times 100. Student: 35000 Teacher: 35 -
Teacher: 35 times 10. Student: 350 Teacher: Good.  [TARGET]Teacher: 35 times 100.[/TARGET] Student: 35000 Teacher: 35 - Student: Hundred.
Teacher: Good. Teacher: 35 times 100. Student: 35000  [TARGET]Teacher: 35 -[/TARGET] Student: Hundred. Teacher: Hundred or 3,500. Teacher: Student H, stay here for a minute.
Student: 35000 Teacher: 35 - Student: Hundred.  [TARGET]Teacher: Hundred or 3,500.[/TARGET] Teacher: Student H, stay here for a minute. Teacher: [End of Audio]
Teacher: This is a microphone, so they can hear exactly what I'm saying. Teacher: Thank you. Teacher: Okay.  [TARGET]Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year.[/TARGET] Teacher: Just like you took it last year. Teacher: You took the MCAS for math. Teacher: The MCAS for 4th grade looks almost identical.
Teacher: Thank you. Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year.  [TARGET]Teacher: Just like you took it last year.[/TARGET] Teacher: You took the MCAS for math. Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year?
Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year.  [TARGET]Teacher: You took the MCAS for math.[/TARGET] Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No.
Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year. Teacher: You took the MCAS for math.  [TARGET]Teacher: The MCAS for 4th grade looks almost identical.[/TARGET] Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No. Teacher: The question that we practice today will not be on it this year.
Teacher: You took the MCAS for math. Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year?  [TARGET]Teacher: No.[/TARGET] Teacher: The question that we practice today will not be on it this year. Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer.
Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No.  [TARGET]Teacher: The question that we practice today will not be on it this year.[/TARGET] Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response.
Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No. Teacher: The question that we practice today will not be on it this year.  [TARGET]Teacher: So, when you take your math MCAS's you're going to have a few different types of questions.[/TARGET] Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response. Teacher: That's where you get a lot of points.
Teacher: No. Teacher: The question that we practice today will not be on it this year. Teacher: So, when you take your math MCAS's you're going to have a few different types of questions.  [TARGET]Teacher: One will be multiple choice, which everyone knows how to answer.[/TARGET] Teacher: And the other will be an open response. Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores.
Teacher: The question that we practice today will not be on it this year. Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer.  [TARGET]Teacher: And the other will be an open response.[/TARGET] Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score.
Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response.  [TARGET]Teacher: That's where you get a lot of points.[/TARGET] Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score. Teacher: A three.
Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response. Teacher: That's where you get a lot of points.  [TARGET]Teacher: In an open response, you can get four different answer scores.[/TARGET] Teacher: You can get a four, which is the highest score. Teacher: A three. Teacher: A two.
Teacher: And the other will be an open response. Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores.  [TARGET]Teacher: You can get a four, which is the highest score.[/TARGET] Teacher: A three. Teacher: A two. Teacher: A one.
Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score.  [TARGET]Teacher: A three.[/TARGET] Teacher: A two. Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero.
Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score. Teacher: A three.  [TARGET]Teacher: A two.[/TARGET] Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one.
Teacher: You can get a four, which is the highest score. Teacher: A three. Teacher: A two.  [TARGET]Teacher: A one.[/TARGET] Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four.
Teacher: A three. Teacher: A two. Teacher: A one.  [TARGET]Teacher: And if you skip it, or if you don't really do anything, you'll get a zero.[/TARGET] Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them.
Teacher: A two. Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero.  [TARGET]Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one.[/TARGET] Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again.