stanford-nlpxed/classroom_management_data huggingface dataset:
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.  [TARGET]Teacher: Student L, what are we going to do next?[/TARGET] Student: I think you're going to [inaudible]. Teacher: Excellent. Teacher: What question are we going to ask ourselves?
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].  [TARGET]Teacher: Excellent.[/TARGET] Teacher: What question are we going to ask ourselves? Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one?
Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible]. Teacher: Excellent.  [TARGET]Teacher: What question are we going to ask ourselves?[/TARGET] Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question?
Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question? Teacher: You shouldn't even have to hear it because you should know what the next step is.  [TARGET]Teacher: How many fours are there in 26 without going over?[/TARGET] Student: 4 times 26- Teacher: You're saying 4 times 26 is 26? Teacher: 4 times what gets us closest to 26 without going over?
Teacher: You shouldn't even have to hear it because you should know what the next step is. Teacher: How many fours are there in 26 without going over? Student: 4 times 26-  [TARGET]Teacher: You're saying 4 times 26 is 26?[/TARGET] Teacher: 4 times what gets us closest to 26 without going over? Student: 6 Teacher: Good.
Teacher: How many fours are there in 26 without going over? Student: 4 times 26- Teacher: You're saying 4 times 26 is 26?  [TARGET]Teacher: 4 times what gets us closest to 26 without going over?[/TARGET] Student: 6 Teacher: Good. Teacher: 4 times 7 is 28 and that goes over.
Teacher: You're saying 4 times 26 is 26? Teacher: 4 times what gets us closest to 26 without going over? Student: 6  [TARGET]Teacher: Good.[/TARGET] Teacher: 4 times 7 is 28 and that goes over. Teacher: Good. Student: I have a question.
Teacher: 4 times what gets us closest to 26 without going over? Student: 6 Teacher: Good.  [TARGET]Teacher: 4 times 7 is 28 and that goes over.[/TARGET] Teacher: Good. Student: I have a question. Teacher: 4 times 6.
Student: 6 Teacher: Good. Teacher: 4 times 7 is 28 and that goes over.  [TARGET]Teacher: Good.[/TARGET] Student: I have a question. Teacher: 4 times 6. Teacher: That is going to be 24.
Teacher: 4 times 7 is 28 and that goes over. Teacher: Good. Student: I have a question.  [TARGET]Teacher: 4 times 6.[/TARGET] Teacher: That is going to be 24. Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts.
Teacher: Good. Student: I have a question. Teacher: 4 times 6.  [TARGET]Teacher: That is going to be 24.[/TARGET] Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over?
Teacher: 4 times 6. Teacher: That is going to be 24. Teacher: Hold on.  [TARGET]Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts.[/TARGET] Teacher: How many fours are there in 22 without going over? Teacher: Subtract. Teacher: There's a 2 here.
Teacher: That is going to be 24. Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts.  [TARGET]Teacher: How many fours are there in 22 without going over?[/TARGET] Teacher: Subtract. Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end.
Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over?  [TARGET]Teacher: Subtract.[/TARGET] Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that.
Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over? Teacher: Subtract.  [TARGET]Teacher: There's a 2 here.[/TARGET] Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20?
Teacher: How many fours are there in 22 without going over? Teacher: Subtract. Teacher: There's a 2 here.  [TARGET]Teacher: We all know now there's going to be a 2, and that would be 0 always on the end.[/TARGET] Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655.
Teacher: Subtract. Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end.  [TARGET]Teacher: Remember, this is 2, and then I'll bring that.[/TARGET] Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even.
Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that.  [TARGET]Teacher: How many fours are there in 20?[/TARGET] Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. Teacher: So hold on.
Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20?  [TARGET]Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655.[/TARGET] Teacher: It was even. Teacher: So hold on. Teacher: Let's go back.
Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655.  [TARGET]Teacher: It was even.[/TARGET] Teacher: So hold on. Teacher: Let's go back. Teacher: You don't actually know.
Teacher: It was even. Teacher: So hold on. Teacher: Let's go back.  [TARGET]Teacher: You don't actually know.[/TARGET] Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on.
Teacher: So hold on. Teacher: Let's go back. Teacher: You don't actually know.  [TARGET]Teacher: There aren't two decimals.[/TARGET] Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats.
Teacher: Let's go back. Teacher: You don't actually know. Teacher: There aren't two decimals.  [TARGET]Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6.[/TARGET] Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait.
Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait.  [TARGET]Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod.[/TARGET] Teacher: You all understand that? Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone.
Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that? Teacher: Okay.  [TARGET]Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone.[/TARGET] Teacher: Student S brought up a question. Teacher: Isn't this 900 and something? Teacher: One way to mentally check this is you know this number times this number equals our dividend.
Teacher: You all understand that? Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone.  [TARGET]Teacher: Student S brought up a question.[/TARGET] Teacher: Isn't this 900 and something? Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380?
Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question.  [TARGET]Teacher: Isn't this 900 and something?[/TARGET] Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is-
Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question. Teacher: Isn't this 900 and something?  [TARGET]Teacher: One way to mentally check this is you know this number times this number equals our dividend.[/TARGET] Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay.
Teacher: Student S brought up a question. Teacher: Isn't this 900 and something? Teacher: One way to mentally check this is you know this number times this number equals our dividend.  [TARGET]Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380?[/TARGET] Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. Teacher: Go ahead.
Teacher: Finish. Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65.  [TARGET]Teacher: No.[/TARGET] Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents.
Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No.  [TARGET]Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up.[/TARGET] Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder.
Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No. Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up.  [TARGET]Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction.[/TARGET] Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder. Teacher: Any questions about what we just did here in dividing a number that has a decimal point?
Teacher: No. Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction.  [TARGET]Teacher: This would be 66 cents.[/TARGET] Teacher: Not an even number, meaning that you don't have a remainder. Teacher: Any questions about what we just did here in dividing a number that has a decimal point? Teacher: Student R?
Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents.  [TARGET]Teacher: Not an even number, meaning that you don't have a remainder.[/TARGET] Teacher: Any questions about what we just did here in dividing a number that has a decimal point? Teacher: Student R? Student: [Inaudible].
Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder.  [TARGET]Teacher: Any questions about what we just did here in dividing a number that has a decimal point?[/TARGET] Teacher: Student R? Student: [Inaudible]. Student: When we started dividing - not dividing, subtracting, I noticed that when the first digits in a number are 3 and 9 - actually, if you just put that there it's 39, and when you asked how many [inaudible], it was 9 and it kept going.
Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder. Teacher: Any questions about what we just did here in dividing a number that has a decimal point?  [TARGET]Teacher: Student R?[/TARGET] Student: [Inaudible]. Student: When we started dividing - not dividing, subtracting, I noticed that when the first digits in a number are 3 and 9 - actually, if you just put that there it's 39, and when you asked how many [inaudible], it was 9 and it kept going. Student: It's weird.
Student: When we started dividing - not dividing, subtracting, I noticed that when the first digits in a number are 3 and 9 - actually, if you just put that there it's 39, and when you asked how many [inaudible], it was 9 and it kept going. Student: It's weird. Student: It's like a pattern.  [TARGET]Teacher: You mean this and these two?[/TARGET] Student: No. Student: It's like- Teacher: Can you just explain from the beginning?
Teacher: You mean this and these two? Student: No. Student: It's like-  [TARGET]Teacher: Can you just explain from the beginning?[/TARGET] Student: You know how the first two digits are whole numbers- Teacher: Hold on a second. Teacher: Student M, will you have a seat?
Teacher: Hold on a second. Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39.  [TARGET]Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern.[/TARGET] Teacher: We're going to move on. Teacher: Question about this? Student: Kind of.
Student: Kind of. Teacher: It has to be about this because I want to move on. Student: How did you get this?  [TARGET]Teacher: We just continued the process.[/TARGET] Teacher: Remember, we started all over again. Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started.
Teacher: It has to be about this because I want to move on. Student: How did you get this? Teacher: We just continued the process.  [TARGET]Teacher: Remember, we started all over again.[/TARGET] Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started. Teacher: It's really repetitive.
Student: How did you get this? Teacher: We just continued the process. Teacher: Remember, we started all over again.  [TARGET]Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6.[/TARGET] Teacher: We started. Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder.
Teacher: We just continued the process. Teacher: Remember, we started all over again. Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6.  [TARGET]Teacher: We started.[/TARGET] Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this?
Teacher: Remember, we started all over again. Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started.  [TARGET]Teacher: It's really repetitive.[/TARGET] Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later.
Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started. Teacher: It's really repetitive.  [TARGET]Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder.[/TARGET] Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding?
Teacher: About this? Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65.  [TARGET]Teacher: You could always work it out, but this is the answer here.[/TARGET] Teacher: Go ahead, Student M.  What's your question? Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point.
Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. Teacher: So [inaudible].  [TARGET]Teacher: What we're going to do right now is use our folders to go over some review questions.[/TARGET] Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct.
Teacher: 1, 2, 3. Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions.  [TARGET]Teacher: We're going to answer the questions at our table.[/TARGET] Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals.
Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table.  [TARGET]Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score.[/TARGET] Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait.
Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score.  [TARGET]Teacher: We will go over whether or not each table is correct.[/TARGET] Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor.
Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct.  [TARGET]Teacher: Part of the questions will involve our recap of dividing decimals.[/TARGET] Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us?
Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait.  [TARGET]Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor.[/TARGET] Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible].
Teacher: Yes? Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]?  [TARGET]Teacher: I'm going to put up a problem.[/TARGET] Teacher: These are actual real life problems. Teacher: We're going clockwise. Teacher: Yes?
Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem.  [TARGET]Teacher: These are actual real life problems.[/TARGET] Teacher: We're going clockwise. Teacher: Yes? Teacher: It is a game but we're not keeping score.
Teacher: These are actual real life problems. Teacher: We're going clockwise. Teacher: Yes?  [TARGET]Teacher: It is a game but we're not keeping score.[/TARGET] Teacher: When I say not keeping score I mean there's not going to be a winner, per se. 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: We're going clockwise. Teacher: Yes? Teacher: It is a game but we're not keeping score.  [TARGET]Teacher: When I say not keeping score I mean there's not going to be a winner, per se.[/TARGET] 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.
Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.  [TARGET]Teacher: So the problem is Tommy has a set of 8 pillows.[/TARGET] Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute.
Teacher: When I say not keeping score I mean there's not going to be a winner, per se. 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.  [TARGET]Teacher: 3 of the pillows are round and 5 are square.[/TARGET] Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute. Teacher: Excellent.