stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it.  [TARGET]Teacher: We can divide it by 4.[/TARGET] Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone.
Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4.  [TARGET]Teacher: We have to determine here how do we do division that involves a decimal.[/TARGET] Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything.
Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal.  [TARGET]Teacher: We can do it just like we would do any kind of problem.[/TARGET] Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal.
Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem.  [TARGET]Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone.[/TARGET] Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here.
Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone.  [TARGET]Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything.[/TARGET] Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here. Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be.
Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything.  [TARGET]Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal.[/TARGET] Teacher: We did have to worry about it here. Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be. Teacher: You have a question?
Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal.  [TARGET]Teacher: We did have to worry about it here.[/TARGET] Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be. Teacher: You have a question? Student: Yes.
Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here.  [TARGET]Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be.[/TARGET] Teacher: You have a question? Student: Yes. Student: I remember how to multiply decimals.
Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here. Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be.  [TARGET]Teacher: You have a question?[/TARGET] Student: Yes. Student: I remember how to multiply decimals. Student: Now I remember.
Student: I remember how to multiply decimals. Student: Now I remember. Student: On the first day, I forgot that we did it, but now I remember.  [TARGET]Teacher: Exactly.[/TARGET] Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well. Teacher: We're just going to go through the same process. Teacher: How many fours are there in 3?
Student: Now I remember. Student: On the first day, I forgot that we did it, but now I remember. Teacher: Exactly.  [TARGET]Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well.[/TARGET] Teacher: We're just going to go through the same process. Teacher: How many fours are there in 3? Student: Zero.
Student: On the first day, I forgot that we did it, but now I remember. Teacher: Exactly. Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well.  [TARGET]Teacher: We're just going to go through the same process.[/TARGET] Teacher: How many fours are there in 3? Student: Zero. Teacher: How many fours are there now in 39, Student R?
Teacher: Exactly. Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well. Teacher: We're just going to go through the same process.  [TARGET]Teacher: How many fours are there in 3?[/TARGET] Student: Zero. Teacher: How many fours are there now in 39, Student R? Teacher: You're asking yourself, 4 times what comes closest to 39 without going over?
Teacher: We're just going to go through the same process. Teacher: How many fours are there in 3? Student: Zero.  [TARGET]Teacher: How many fours are there now in 39, Student R?[/TARGET] Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over?
Teacher: How many fours are there in 3? Student: Zero. Teacher: How many fours are there now in 39, Student R?  [TARGET]Teacher: You're asking yourself, 4 times what comes closest to 39 without going over?[/TARGET] Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over? Teacher: 4 times 9.
Student: Zero. Teacher: How many fours are there now in 39, Student R? Teacher: You're asking yourself, 4 times what comes closest to 39 without going over?  [TARGET]Teacher: 4 times 7 is 28.[/TARGET] Teacher: Can you go any higher than that without going over? Teacher: 4 times 9. Teacher: That will work.
Teacher: How many fours are there now in 39, Student R? Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? Teacher: 4 times 7 is 28.  [TARGET]Teacher: Can you go any higher than that without going over?[/TARGET] Teacher: 4 times 9. Teacher: That will work. Teacher: What is 4 times 9?
Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over?  [TARGET]Teacher: 4 times 9.[/TARGET] Teacher: That will work. Teacher: What is 4 times 9? Teacher: I'm asking one person.
Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over? Teacher: 4 times 9.  [TARGET]Teacher: That will work.[/TARGET] Teacher: What is 4 times 9? Teacher: I'm asking one person. Teacher: What was that?
Teacher: Can you go any higher than that without going over? Teacher: 4 times 9. Teacher: That will work.  [TARGET]Teacher: What is 4 times 9?[/TARGET] Teacher: I'm asking one person. Teacher: What was that? Teacher: 4 times 9.
Teacher: That will work. Teacher: What is 4 times 9? Teacher: I'm asking one person.  [TARGET]Teacher: What was that?[/TARGET] Teacher: 4 times 9. Teacher: Student M? Teacher: Remember these from math facts.
Teacher: What is 4 times 9? Teacher: I'm asking one person. Teacher: What was that?  [TARGET]Teacher: 4 times 9.[/TARGET] Teacher: Student M? Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day.
Teacher: I'm asking one person. Teacher: What was that? Teacher: 4 times 9.  [TARGET]Teacher: Student M?[/TARGET] Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter.
Teacher: What was that? Teacher: 4 times 9. Teacher: Student M?  [TARGET]Teacher: Remember these from math facts.[/TARGET] Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter. Teacher: It says to practice your math facts.
Teacher: 4 times 9. Teacher: Student M? Teacher: Remember these from math facts.  [TARGET]Teacher: This is something you guys should be working on every day.[/TARGET] Teacher: It's part of your newsletter. Teacher: It says to practice your math facts. Teacher: 4 times 9.
Teacher: Student M? Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day.  [TARGET]Teacher: It's part of your newsletter.[/TARGET] Teacher: It says to practice your math facts. Teacher: 4 times 9. Teacher: What is it, Student M?
Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter.  [TARGET]Teacher: It says to practice your math facts.[/TARGET] Teacher: 4 times 9. Teacher: What is it, Student M? Student: 32
Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter. Teacher: It says to practice your math facts.  [TARGET]Teacher: 4 times 9.[/TARGET] Teacher: What is it, Student M? Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm.
Teacher: It's part of your newsletter. Teacher: It says to practice your math facts. Teacher: 4 times 9.  [TARGET]Teacher: What is it, Student M?[/TARGET] Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm. Teacher: We just have to make sure we're working within the rules.
Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm. Teacher: We just have to make sure we're working within the rules.  [TARGET]Teacher: So after we multiply this, you're going to subtract it just like you always do.[/TARGET] Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36.
Teacher: I'm glad you guys are all - I love your enthusiasm. Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do.  [TARGET]Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8?[/TARGET] Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36. Teacher: That's the M.  We subtracted 36 from 39.
Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8?  [TARGET]Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers.[/TARGET] Teacher: We've multiplied and got a 36. Teacher: That's the M.  We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8.
Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers.  [TARGET]Teacher: We've multiplied and got a 36.[/TARGET] Teacher: That's the M.  We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down.
Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36.  [TARGET]Teacher: That's the M.  We subtracted 36 from 39.[/TARGET] Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down. Teacher: So we're going to start the process all over again.
Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36. Teacher: That's the M.  We subtracted 36 from 39.  [TARGET]Teacher: That's the S, and then we brought down the 8.[/TARGET] Teacher: That's the B, bring down. Teacher: So we're going to start the process all over again. Teacher: You have a question?
Teacher: We've multiplied and got a 36. Teacher: That's the M.  We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8.  [TARGET]Teacher: That's the B, bring down.[/TARGET] Teacher: So we're going to start the process all over again. Teacher: You have a question? Student: [Inaudible].
Teacher: That's the M.  We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down.  [TARGET]Teacher: So we're going to start the process all over again.[/TARGET] Teacher: You have a question? Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you.
Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down. Teacher: So we're going to start the process all over again.  [TARGET]Teacher: You have a question?[/TARGET] Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking.
Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see. Student: [Inaudible].  [TARGET]Teacher: I can do this in my head.[/TARGET] Teacher: 9 minus 3 is 6. Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again.
Teacher: Move to the side so you can see. Student: [Inaudible]. Teacher: I can do this in my head.  [TARGET]Teacher: 9 minus 3 is 6.[/TARGET] Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38?
Student: [Inaudible]. Teacher: I can do this in my head. Teacher: 9 minus 3 is 6.  [TARGET]Teacher: Do we have to borrow anything?[/TARGET] Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38? Teacher: Your math facts.
Teacher: I can do this in my head. Teacher: 9 minus 3 is 6. Teacher: Do we have to borrow anything?  [TARGET]Teacher: So we're going to start the process all over again.[/TARGET] Teacher: Student G, how many fours are there in 38? Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it.
Teacher: 9 minus 3 is 6. Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again.  [TARGET]Teacher: Student G, how many fours are there in 38?[/TARGET] Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38?
Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38?  [TARGET]Teacher: Your math facts.[/TARGET] Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38? Teacher: Try it again.
Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38? Teacher: Your math facts.  [TARGET]Teacher: We don't want to go over 38, but we want to get close to it.[/TARGET] Teacher: 4 times what will get us close to 38? Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over?
Teacher: Student G, how many fours are there in 38? Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it.  [TARGET]Teacher: 4 times what will get us close to 38?[/TARGET] Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second.
Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38?  [TARGET]Teacher: Try it again.[/TARGET] Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts.
Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38? Teacher: Try it again.  [TARGET]Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over?[/TARGET] Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them.
Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them.  [TARGET]Teacher: You should know 4 times what is going to get you close to 38?[/TARGET] Teacher: Student G, am I correct? Teacher: So you're calling on someone. Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be.
Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38?  [TARGET]Teacher: Student G, am I correct?[/TARGET] Teacher: So you're calling on someone. Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36.
Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? Teacher: So you're calling on someone.  [TARGET]Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be.[/TARGET] Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8. Teacher: He said it was 36.
Teacher: So you're calling on someone. Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36.  [TARGET]Teacher: That 9 goes directly over the 8.[/TARGET] Teacher: He said it was 36. Teacher: We're going to do our S, subtract. Teacher: So Student M, what are we going to do next?
Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8.  [TARGET]Teacher: He said it was 36.[/TARGET] Teacher: We're going to do our S, subtract. Teacher: So Student M, what are we going to do next? Teacher: We've already subtracted.
Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8. Teacher: He said it was 36.  [TARGET]Teacher: We're going to do our S, subtract.[/TARGET] Teacher: So Student M, what are we going to do next? Teacher: We've already subtracted. Student: Bring down the 6.
Teacher: That 9 goes directly over the 8. Teacher: He said it was 36. Teacher: We're going to do our S, subtract.  [TARGET]Teacher: So Student M, what are we going to do next?[/TARGET] Teacher: We've already subtracted. Student: Bring down the 6. Teacher: Okay.
Teacher: He said it was 36. Teacher: We're going to do our S, subtract. Teacher: So Student M, what are we going to do next?  [TARGET]Teacher: We've already subtracted.[/TARGET] Student: Bring down the 6. Teacher: Okay. Teacher: So just because the decimal point is there doesn't mean we don't bring it down.
Teacher: We've already subtracted. Student: Bring down the 6. Teacher: Okay.  [TARGET]Teacher: So just because the decimal point is there doesn't mean we don't bring it down.[/TARGET] Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well. Teacher: Good. Teacher: We're going to bring down the 6 and now we have 26.
Student: Bring down the 6. Teacher: Okay. Teacher: So just because the decimal point is there doesn't mean we don't bring it down.  [TARGET]Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well.[/TARGET] Teacher: Good. Teacher: We're going to bring down the 6 and now we have 26. Teacher: Student L, what are we going to do next?
Teacher: Okay. Teacher: So just because the decimal point is there doesn't mean we don't bring it down. Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well.  [TARGET]Teacher: Good.[/TARGET] Teacher: We're going to bring down the 6 and now we have 26. Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible].
Teacher: So just because the decimal point is there doesn't mean we don't bring it down. Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well. Teacher: Good.  [TARGET]Teacher: We're going to bring down the 6 and now we have 26.[/TARGET] Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible]. Teacher: Excellent.