stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Five. Teacher: Five. Teacher: I wrote down my exponent.  [TARGET]Teacher: Now I still have in parenthesis, Student A, four times zero.[/TARGET] Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five.
Teacher: Five. Teacher: I wrote down my exponent. Teacher: Now I still have in parenthesis, Student A, four times zero.  [TARGET]Teacher: Four times zero is zero.[/TARGET] Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five. Teacher: My parenthesis went away, Student W, do you want to sit  n the back?
Teacher: I wrote down my exponent. Teacher: Now I still have in parenthesis, Student A, four times zero. Teacher: Four times zero is zero.  [TARGET]Teacher: We know anything times zero is going to be zero.[/TARGET] Teacher: [Inaudible] five. Teacher: My parenthesis went away, Student W, do you want to sit  n the back? Student: No.
Student: No. Teacher: [Inaudible]. Teacher: Now look forward.  [TARGET]Teacher: So now I have zero plus five equals five.[/TARGET] Teacher: Five is the value of this expression. Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five.
Teacher: [Inaudible]. Teacher: Now look forward. Teacher: So now I have zero plus five equals five.  [TARGET]Teacher: Five is the value of this expression.[/TARGET] Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis.
Teacher: Now look forward. Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression.  [TARGET]Teacher: Number four.[/TARGET] Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that.
Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression. Teacher: Number four.  [TARGET]Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five.[/TARGET] Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away.
Teacher: Five is the value of this expression. Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five.  [TARGET]Teacher: Using my order of operations, I have parenthesis.[/TARGET] Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign.
Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis.  [TARGET]Teacher: I have zero plus five in parenthesis, so I'm going to solve that.[/TARGET] Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart.
Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that.  [TARGET]Teacher: Zero plus five equals five, so my parenthesis went away.[/TARGET] Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication.
Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away.  [TARGET]Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign.[/TARGET] Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four.
Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign.  [TARGET]Teacher: I'll do my exponent first, because that comes second on the chart.[/TARGET] Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible].
Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart.  [TARGET]Teacher: Exponents come before multiplication.[/TARGET] Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down.
Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication.  [TARGET]Teacher: So two times two, or two to the second power equals four.[/TARGET] Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down. Teacher: So I'm going to do two times two, which is four times five.
Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four.  [TARGET]Teacher: [Inaudible] two times two is [inaudible].[/TARGET] Teacher: I broke it down. Teacher: So I'm going to do two times two, which is four times five. Teacher: Four times five is what, boys and girls?
Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible].  [TARGET]Teacher: I broke it down.[/TARGET] Teacher: So I'm going to do two times two, which is four times five. Teacher: Four times five is what, boys and girls? Multiple Students: Twenty.
Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down.  [TARGET]Teacher: So I'm going to do two times two, which is four times five.[/TARGET] Teacher: Four times five is what, boys and girls? Multiple Students: Twenty. Teacher: That's the value of this expression.
Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down. Teacher: So I'm going to do two times two, which is four times five.  [TARGET]Teacher: Four times five is what, boys and girls?[/TARGET] Multiple Students: Twenty. Teacher: That's the value of this expression. Teacher: Does everyone understand how the parenthesis can affect the value of the expression?
Teacher: So I'm going to do two times two, which is four times five. Teacher: Four times five is what, boys and girls? Multiple Students: Twenty.  [TARGET]Teacher: That's the value of this expression.[/TARGET] Teacher: Does everyone understand how the parenthesis can affect the value of the expression? Multiple Students: Yes. Student: Yes.
Teacher: Four times five is what, boys and girls? Multiple Students: Twenty. Teacher: That's the value of this expression.  [TARGET]Teacher: Does everyone understand how the parenthesis can affect the value of the expression?[/TARGET] Multiple Students: Yes. Student: Yes. Teacher: Or [inaudible] you do?
Teacher: Does everyone understand how the parenthesis can affect the value of the expression? Multiple Students: Yes. Student: Yes.  [TARGET]Teacher: Or [inaudible] you do?[/TARGET] Student: Yes. Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around.
Student: Yes. Teacher: Or [inaudible] you do? Student: Yes.  [TARGET]Teacher: You have to do the same thing.[/TARGET] Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. Teacher: So we'll go to your desk.
Teacher: Or [inaudible] you do? Student: Yes. Teacher: You have to do the same thing.  [TARGET]Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around.[/TARGET] Teacher: It's going to be just like this. Teacher: So we'll go to your desk. Teacher: Copy the chart down.
Student: Yes. Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around.  [TARGET]Teacher: It's going to be just like this.[/TARGET] Teacher: So we'll go to your desk. Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do.
Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible].  [TARGET]Teacher: Any questions?[/TARGET] Student: Nope. Teacher: [Inaudible]. Teacher: Any questions?
Teacher: Any questions? Student: Nope. Teacher: [Inaudible].  [TARGET]Teacher: Any questions?[/TARGET] Teacher: Sure? Student: [Inaudible]. Teacher: It's about this.
Student: Nope. Teacher: [Inaudible]. Teacher: Any questions?  [TARGET]Teacher: Sure?[/TARGET] Student: [Inaudible]. Teacher: It's about this. Teacher: Okay.
Student: [Inaudible]. Teacher: It's about this. Teacher: Okay.  [TARGET]Teacher: Any questions about this?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Multiple Students: [Crosstalk].
Teacher: [Whistling sound]. Teacher: At this table. Student: [Inaudible].  [TARGET]Teacher: I know [inaudible].[/TARGET] Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet.
Multiple Students: [Whistling sound]. Multiple Students: [Students loudly moving around room and talking]. Multiple Students: [Whistling noise].  [TARGET]Teacher: [Inaudible] chart [inaudible].[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Shh.
Multiple Students: [Students loudly working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].  [TARGET]Teacher: [Inaudible] chart [inaudible].[/TARGET] Teacher: After you finish the chart, do the problems. Student: Okay. Teacher: Write down the title.
Teacher: Look up here. Student: Okay. Student: I'm looking now.  [TARGET]Teacher: This exponent is to the fourth power.[/TARGET] Teacher: Student E, just [inaudible]. Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this.
Student: I'm looking now. Teacher: This exponent is to the fourth power. Teacher: Student E, just [inaudible].  [TARGET]Teacher: [Inaudible] to the fourth power.[/TARGET] Teacher: [Inaudible] this. Teacher: [Inaudible]. Teacher: This is two to the fourth power.
Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this. Teacher: [Inaudible].  [TARGET]Teacher: This is two to the fourth power.[/TARGET] Teacher: [Inaudible]. Teacher: This tells you - the exponent tells you need. Teacher: I need four twos so it looks like this.
Teacher: [Inaudible]. Teacher: This is two to the fourth power. Teacher: [Inaudible].  [TARGET]Teacher: This tells you - the exponent tells you need.[/TARGET] Teacher: I need four twos so it looks like this. Teacher: Two times two times two times two. Student: Oh.
Teacher: This is two to the fourth power. Teacher: [Inaudible]. Teacher: This tells you - the exponent tells you need.  [TARGET]Teacher: I need four twos so it looks like this.[/TARGET] Teacher: Two times two times two times two. Student: Oh. Teacher: Very few people did this, so [inaudible].
Teacher: [Inaudible]. Teacher: This tells you - the exponent tells you need. Teacher: I need four twos so it looks like this.  [TARGET]Teacher: Two times two times two times two.[/TARGET] Student: Oh. Teacher: Very few people did this, so [inaudible]. Student: [Inaudible] two times four.
Teacher: I need four twos so it looks like this. Teacher: Two times two times two times two. Student: Oh.  [TARGET]Teacher: Very few people did this, so [inaudible].[/TARGET] Student: [Inaudible] two times four. Teacher: It's not two times four. Teacher: It's two times two times two times two.
Student: Oh. Teacher: Very few people did this, so [inaudible]. Student: [Inaudible] two times four.  [TARGET]Teacher: It's not two times four.[/TARGET] Teacher: It's two times two times two times two. Student: Oh. Student: Oh.
Teacher: Very few people did this, so [inaudible]. Student: [Inaudible] two times four. Teacher: It's not two times four.  [TARGET]Teacher: It's two times two times two times two.[/TARGET] Student: Oh. Student: Oh. Student: [Students working on problem].
Student: [Crosstalk]. Student: [Inaudible]. Teacher: [Inaudible].  [TARGET]Teacher: No.[/TARGET] Student: Two. Student: Two times two. Teacher: [Inaudible].
Student: Two. Student: Two times two. Teacher: [Inaudible].  [TARGET]Teacher: Write it [inaudible].[/TARGET] Student: Oh. Student: Write thirty-two. Teacher: [Inaudible] percent.
[TARGET]Teacher: Good morning, everyone.[/TARGET] Multiple Students: Good morning, Teacher. Teacher: Now, listen carefully, listen again. Teacher: All right, this morning we will continue exploring - exploring fractions, all right?
Teacher: Good morning, everyone. Multiple Students: Good morning, Teacher. Teacher: Now, listen carefully, listen again.  [TARGET]Teacher: All right, this morning we will continue exploring - exploring fractions, all right?[/TARGET] Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions.
Multiple Students: Good morning, Teacher. Teacher: Now, listen carefully, listen again. Teacher: All right, this morning we will continue exploring - exploring fractions, all right?  [TARGET]Teacher: And - fractions.[/TARGET] Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions?
Teacher: Now, listen carefully, listen again. Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions.  [TARGET]Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice.[/TARGET] Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions? Teacher: When you're thinking fractions.
Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice.  [TARGET]Teacher: We've been exploring these fractions.[/TARGET] Teacher: Now, Student F, could you tell us something about fractions? Teacher: When you're thinking fractions. Teacher: Yes?
Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions.  [TARGET]Teacher: Now, Student F, could you tell us something about fractions?[/TARGET] Teacher: When you're thinking fractions. Teacher: Yes? Student: One half is the biggest.
Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions?  [TARGET]Teacher: When you're thinking fractions.[/TARGET] Teacher: Yes? Student: One half is the biggest. Teacher: One half is the biggest fraction.
Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions? Teacher: When you're thinking fractions.  [TARGET]Teacher: Yes?[/TARGET] Student: One half is the biggest. Teacher: One half is the biggest fraction. Teacher: That's good.
Teacher: When you're thinking fractions. Teacher: Yes? Student: One half is the biggest.  [TARGET]Teacher: One half is the biggest fraction.[/TARGET] Teacher: That's good. Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing.
Teacher: Yes? Student: One half is the biggest. Teacher: One half is the biggest fraction.  [TARGET]Teacher: That's good.[/TARGET] Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing. Teacher: So we're kind of comparing or ordering.
Student: One half is the biggest. Teacher: One half is the biggest fraction. Teacher: That's good.  [TARGET]Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger.[/TARGET] Teacher: This is comparing. Teacher: So we're kind of comparing or ordering. Teacher: Now, that's one thing.
Teacher: One half is the biggest fraction. Teacher: That's good. Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger.  [TARGET]Teacher: This is comparing.[/TARGET] Teacher: So we're kind of comparing or ordering. Teacher: Now, that's one thing. Teacher: Another one.
Teacher: That's good. Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing.  [TARGET]Teacher: So we're kind of comparing or ordering.[/TARGET] Teacher: Now, that's one thing. Teacher: Another one. Student: One eighth is the smallest one.
Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing. Teacher: So we're kind of comparing or ordering.  [TARGET]Teacher: Now, that's one thing.[/TARGET] Teacher: Another one. Student: One eighth is the smallest one. Teacher: For which one?
Teacher: This is comparing. Teacher: So we're kind of comparing or ordering. Teacher: Now, that's one thing.  [TARGET]Teacher: Another one.[/TARGET] Student: One eighth is the smallest one. Teacher: For which one? Teacher: Now, for what we did - and we're gonna look at this.
Teacher: Now, that's one thing. Teacher: Another one. Student: One eighth is the smallest one.  [TARGET]Teacher: For which one?[/TARGET] Teacher: Now, for what we did - and we're gonna look at this. Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more.
Teacher: Another one. Student: One eighth is the smallest one. Teacher: For which one?  [TARGET]Teacher: Now, for what we did - and we're gonna look at this.[/TARGET] Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more. Teacher: Fractions could go down low, low, low.
Student: One eighth is the smallest one. Teacher: For which one? Teacher: Now, for what we did - and we're gonna look at this.  [TARGET]Teacher: One eighth was the smallest, but that's not the smallest fraction.[/TARGET] Teacher: There's more. Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set.
Teacher: For which one? Teacher: Now, for what we did - and we're gonna look at this. Teacher: One eighth was the smallest, but that's not the smallest fraction.  [TARGET]Teacher: There's more.[/TARGET] Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set.
Teacher: Now, for what we did - and we're gonna look at this. Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more.  [TARGET]Teacher: Fractions could go down low, low, low.[/TARGET] Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group.
Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more. Teacher: Fractions could go down low, low, low.  [TARGET]Teacher: But one eighth was the one we did for this set.[/TARGET] Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on.
Teacher: There's more. Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set.  [TARGET]Teacher: Remember, it's about a set.[/TARGET] Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes.
Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set.  [TARGET]Teacher: So we did fraction of an area, fraction of a set, fraction of a group.[/TARGET] Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice.
Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group.  [TARGET]Teacher: These are the things we've been working on.[/TARGET] Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish.
Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes.  [TARGET]Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice.[/TARGET] Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no. Teacher: Some - no.
Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no. Teacher: Some - no.  [TARGET]Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions.[/TARGET] Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody? Teacher: Yeah.
Teacher: Some people - no, no. Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions.  [TARGET]Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right?[/TARGET] Teacher: Somebody? Teacher: Yeah. Student: Numerator.
Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right?  [TARGET]Teacher: Somebody?[/TARGET] Teacher: Yeah. Student: Numerator. Teacher: Numerator and a denominator.