stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem. Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square.  [TARGET]Teacher: What fraction of the set are square?[/TARGET] Teacher: I'm going to give you guys one minute. Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se.
Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute. Teacher: Excellent.  [TARGET]Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se.[/TARGET] Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group. Teacher: What's the answer?
Teacher: I'm going to give you guys one minute. Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se.  [TARGET]Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it.[/TARGET] Teacher: You guys are ready and let's have Student T come up for the group. Teacher: What's the answer? Teacher: And explain.
Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group.  [TARGET]Teacher: What's the answer?[/TARGET] Teacher: And explain. Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here.
Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group. Teacher: What's the answer?  [TARGET]Teacher: And explain.[/TARGET] Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here. Teacher: I'm not too happy with the Jaguars right now.
Teacher: I like the way that the Leopard Champions are focused up here. Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay.  [TARGET]Teacher: So the answer is five eighths.[/TARGET] Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off.
Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off.  [TARGET]Teacher: How many of you are not sure how he came up with five eighths?[/TARGET] Teacher: Good. Teacher: Will you explain to us how you got five eighths? Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows.
Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths?  [TARGET]Teacher: Good.[/TARGET] Teacher: Will you explain to us how you got five eighths? Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square.
Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good.  [TARGET]Teacher: Will you explain to us how you got five eighths?[/TARGET] Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square. Teacher: So we all read that, but how did you come up with five eighths?
Teacher: Will you explain to us how you got five eighths? Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square.  [TARGET]Teacher: So we all read that, but how did you come up with five eighths?[/TARGET] Teacher: It could have been any number. Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible].
Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square. Teacher: So we all read that, but how did you come up with five eighths?  [TARGET]Teacher: It could have been any number.[/TARGET] Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible]. Teacher: Why don't we do it this way?
Student: 3 of the pillows are round, 5 are square. Teacher: So we all read that, but how did you come up with five eighths? Teacher: It could have been any number.  [TARGET]Teacher: It could have been 5 as a numerator and 8 as a denominator.[/TARGET] Student: [Inaudible]. Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent?
Teacher: It could have been any number. Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible].  [TARGET]Teacher: Why don't we do it this way?[/TARGET] Teacher: What does the 8, the denominator, what does that represent? Teacher: The total number of pillows. Teacher: Jaguars, up here.
Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible]. Teacher: Why don't we do it this way?  [TARGET]Teacher: What does the 8, the denominator, what does that represent?[/TARGET] Teacher: The total number of pillows. Teacher: Jaguars, up here. Student: I'm listening.
Student: [Inaudible]. Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent?  [TARGET]Teacher: The total number of pillows.[/TARGET] Teacher: Jaguars, up here. Student: I'm listening. Teacher: You're not looking though.
Teacher: Jaguars, up here. Student: I'm listening. Teacher: You're not looking though.  [TARGET]Teacher: 8 represents the total number of pillows.[/TARGET] Teacher: This is a probability problem. Teacher: [Inaudible]. Teacher: The 5 represents what?
Student: I'm listening. Teacher: You're not looking though. Teacher: 8 represents the total number of pillows.  [TARGET]Teacher: This is a probability problem.[/TARGET] Teacher: [Inaudible]. Teacher: The 5 represents what? Teacher: So the number of square pillows.
Teacher: 8 represents the total number of pillows. Teacher: This is a probability problem. Teacher: [Inaudible].  [TARGET]Teacher: The 5 represents what?[/TARGET] Teacher: So the number of square pillows. Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier?
Teacher: This is a probability problem. Teacher: [Inaudible]. Teacher: The 5 represents what?  [TARGET]Teacher: So the number of square pillows.[/TARGET] Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct.
Teacher: [Inaudible]. Teacher: The 5 represents what? Teacher: So the number of square pillows.  [TARGET]Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem.[/TARGET] Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct. Teacher: Thank you.
Teacher: The 5 represents what? Teacher: So the number of square pillows. Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem.  [TARGET]Teacher: Do we all see how this is related to what we did earlier?[/TARGET] Teacher: That's correct. Teacher: Thank you. Teacher: That was a good job.
Teacher: So the number of square pillows. Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier?  [TARGET]Teacher: That's correct.[/TARGET] Teacher: Thank you. Teacher: That was a good job. Teacher: Okay.
Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: That was a good job. Teacher: Okay. Teacher: This is a good one.
Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct. Teacher: Thank you.  [TARGET]Teacher: That was a good job.[/TARGET] Teacher: Okay. Teacher: This is a good one. Teacher: You guys will have to think a little bit about this, but it's something we've already done.
Teacher: Thank you. Teacher: That was a good job. Teacher: Okay.  [TARGET]Teacher: This is a good one.[/TARGET] Teacher: You guys will have to think a little bit about this, but it's something we've already done. Teacher: Yes it is. Teacher: [Inaudible].
Teacher: That was a good job. Teacher: Okay. Teacher: This is a good one.  [TARGET]Teacher: You guys will have to think a little bit about this, but it's something we've already done.[/TARGET] Teacher: Yes it is. Teacher: [Inaudible]. Teacher: Stop talking.
Teacher: Okay. Teacher: This is a good one. Teacher: You guys will have to think a little bit about this, but it's something we've already done.  [TARGET]Teacher: Yes it is.[/TARGET] Teacher: [Inaudible]. Teacher: Stop talking. Teacher: So I'm going to ask you guys to make this assumption.
Teacher: Yes it is. Teacher: [Inaudible]. Teacher: Stop talking.  [TARGET]Teacher: So I'm going to ask you guys to make this assumption.[/TARGET] Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption. Teacher: What number is represented by - I can wait.
Teacher: [Inaudible]. Teacher: Stop talking. Teacher: So I'm going to ask you guys to make this assumption.  [TARGET]Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these.[/TARGET] Teacher: Just make that assumption. Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line?
Teacher: Stop talking. Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these.  [TARGET]Teacher: Just make that assumption.[/TARGET] Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that.
Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption. Teacher: What number is represented by - I can wait.  [TARGET]Teacher: What number is represented by point Z on the number line?[/TARGET] Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. Teacher: Student S, put it back.
Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't.  [TARGET]Teacher: Remember, I want to know why you got it correct.[/TARGET] Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did.
Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct.  [TARGET]Teacher: You said two and one fourth.[/TARGET] Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong?
Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth.  [TARGET]Teacher: How many of you got two and one fourth as your answer?[/TARGET] Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person.
Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did.  [TARGET]Teacher: How many of you think there is another answer to this problem, that she's wrong?[/TARGET] Teacher: We only have one person. Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is?
Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong?  [TARGET]Teacher: We only have one person.[/TARGET] Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer.
Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person.  [TARGET]Teacher: You think she's wrong?[/TARGET] Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it?
Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person. Teacher: You think she's wrong?  [TARGET]Teacher: How many of you are not quite sure what the answer is?[/TARGET] Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her.
Teacher: We only have one person. Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is?  [TARGET]Teacher: So that is the correct answer.[/TARGET] Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself.
Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer.  [TARGET]Teacher: Can you explain to us how you got it?[/TARGET] Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself. Teacher: Okay.
Teacher: She needs to know for herself. Teacher: Okay. Teacher: We have to go on.  [TARGET]Teacher: You get partial credit.[/TARGET] Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer.
Teacher: You get partial credit. Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking.  [TARGET]Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer.[/TARGET] Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible].
Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer.  [TARGET]Teacher: There's a big different.[/TARGET] Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. Teacher: Let's see.
Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different.  [TARGET]Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't.[/TARGET] Teacher: So we have a [inaudible]. Teacher: Let's see. Teacher: Student M, do you want to go up there?
Student: [Inaudible]. Teacher: Jaguars, stop talking. Student: [Inaudible].  [TARGET]Teacher: How did you get the whole number in this?[/TARGET] Student: It's [inaudible]. Teacher: Very good. Teacher: You did a good job with that.
Student: [Inaudible]. Teacher: How did you get the whole number in this? Student: It's [inaudible].  [TARGET]Teacher: Very good.[/TARGET] Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet.
Teacher: How did you get the whole number in this? Student: It's [inaudible]. Teacher: Very good.  [TARGET]Teacher: You did a good job with that.[/TARGET] Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home.
Student: It's [inaudible]. Teacher: Very good. Teacher: You did a good job with that.  [TARGET]Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood.[/TARGET] Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team.
Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team.  [TARGET]Teacher: What Student M said here is she got her whole number by looking at the number line.[/TARGET] Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter.
Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line.  [TARGET]Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number?[/TARGET] Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today.
Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number?  [TARGET]Teacher: 1, 2.[/TARGET] Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter.
Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2.  [TARGET]Teacher: Then what she did is she saw one slash mark here represents one quarter.[/TARGET] Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer.
Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today.  [TARGET]Teacher: If these are broken up into four equal parts, each part has to be a quarter.[/TARGET] Teacher: Two and one fourth is the answer. Teacher: Hold on for a second. Teacher: Student S, she used a mixed number.
Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter.  [TARGET]Teacher: Two and one fourth is the answer.[/TARGET] Teacher: Hold on for a second. Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals?
Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. Teacher: Hold on for a second.  [TARGET]Teacher: Student S, she used a mixed number.[/TARGET] Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals. Student: If the 2 is a whole, it would be before the decimal point?
Teacher: Two and one fourth is the answer. Teacher: Hold on for a second. Teacher: Student S, she used a mixed number.  [TARGET]Teacher: Can you also give us what this would be in decimals?[/TARGET] Teacher: What is two and one fourth equivalent to in decimals. Student: If the 2 is a whole, it would be before the decimal point? Teacher: Yes, it would be.
Teacher: Hold on for a second. Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals?  [TARGET]Teacher: What is two and one fourth equivalent to in decimals.[/TARGET] Student: If the 2 is a whole, it would be before the decimal point? Teacher: Yes, it would be. Student: Then one fourth - is it 25?
Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals. Student: If the 2 is a whole, it would be before the decimal point?  [TARGET]Teacher: Yes, it would be.[/TARGET] Student: Then one fourth - is it 25? Teacher: Yes. Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is.
Student: If the 2 is a whole, it would be before the decimal point? Teacher: Yes, it would be. Student: Then one fourth - is it 25?  [TARGET]Teacher: Yes.[/TARGET] Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is. Teacher: We know you can use long division to come up with it that way. Student: All I did was I thought about what goes into 100, 4 times, and then what's one of them, so we can count by 25.
Teacher: Yes, it would be. Student: Then one fourth - is it 25? Teacher: Yes.  [TARGET]Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is.[/TARGET] Teacher: We know you can use long division to come up with it that way. Student: All I did was I thought about what goes into 100, 4 times, and then what's one of them, so we can count by 25. Student: 25, 50, 75, 100.
Student: Then one fourth - is it 25? Teacher: Yes. Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is.  [TARGET]Teacher: We know you can use long division to come up with it that way.[/TARGET] Student: All I did was I thought about what goes into 100, 4 times, and then what's one of them, so we can count by 25. Student: 25, 50, 75, 100. Student: If it was one fourth, it would be 25.
Student: 25, 50, 75, 100. Student: If it was one fourth, it would be 25. Student: If was two fourths, then it would be 50.  [TARGET]Teacher: Good.[/TARGET] Teacher: Excellent. Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75.