stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So we know that one's done. Teacher: You need to check off, and then we'll look at the bottom in just a minute. Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information.  [TARGET]Teacher: Good.[/TARGET] Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out.
Teacher: You need to check off, and then we'll look at the bottom in just a minute. Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good.  [TARGET]Teacher: So now let's take a look at this one.[/TARGET] Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography.
Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good. Teacher: So now let's take a look at this one.  [TARGET]Teacher: You have to measure to 72 degrees to get your research.[/TARGET] Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it?
Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out.  [TARGET]Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography.[/TARGET] Teacher: Got it? Teacher: We can do the 20 percent. Teacher: Are you finished?
Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography.  [TARGET]Teacher: Got it?[/TARGET] Teacher: We can do the 20 percent. Teacher: Are you finished? Teacher: Are you finished with this?
Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it?  [TARGET]Teacher: We can do the 20 percent.[/TARGET] Teacher: Are you finished? Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that.
Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. Teacher: That's fine.  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Oh. Teacher: That would be good.
Teacher: That's fine. Teacher: Yes? Student: [Inaudible].  [TARGET]Teacher: Oh.[/TARGET] Teacher: That would be good. Teacher: You might want to suggest that to Ms. T.  Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please.
Teacher: Yes? Student: [Inaudible]. Teacher: Oh.  [TARGET]Teacher: That would be good.[/TARGET] Teacher: You might want to suggest that to Ms. T.  Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please. Teacher: On your pizzas?
Teacher: Oh. Teacher: That would be good. Teacher: You might want to suggest that to Ms. T.  Let me ask again as we wrap this up, when do you think you will ever use this in your own life?  [TARGET]Teacher: Give me an example, please.[/TARGET] Teacher: On your pizzas? Teacher: Very good. Teacher: Student D?
Teacher: That would be good. Teacher: You might want to suggest that to Ms. T.  Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please.  [TARGET]Teacher: On your pizzas?[/TARGET] Teacher: Very good. Teacher: Student D? Teacher: The question was, when are you ever going to use this in your life.
Teacher: You might want to suggest that to Ms. T.  Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please. Teacher: On your pizzas?  [TARGET]Teacher: Very good.[/TARGET] Teacher: Student D? Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible].
Teacher: Give me an example, please. Teacher: On your pizzas? Teacher: Very good.  [TARGET]Teacher: Student D?[/TARGET] Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart.
Teacher: On your pizzas? Teacher: Very good. Teacher: Student D?  [TARGET]Teacher: The question was, when are you ever going to use this in your life.[/TARGET] Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. Teacher: This is more about the time you spent, the money you spent.
Teacher: Student D? Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible].  [TARGET]Teacher: If you are talking about 75 percent off of something, you might not use a pie chart.[/TARGET] Teacher: This is more about the time you spent, the money you spent. Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way.
Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart.  [TARGET]Teacher: This is more about the time you spent, the money you spent.[/TARGET] Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right.
Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. Teacher: This is more about the time you spent, the money you spent.  [TARGET]Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what?[/TARGET] Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right. Teacher: At a hospital?
Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. Teacher: This is more about the time you spent, the money you spent. Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what?  [TARGET]Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way.[/TARGET] Teacher: All right. Teacher: At a hospital? Teacher: How would you use it at a hospital?
Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right.  [TARGET]Teacher: At a hospital?[/TARGET] Teacher: How would you use it at a hospital? Student: [Inaudible]. Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital?
Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right. Teacher: At a hospital?  [TARGET]Teacher: How would you use it at a hospital?[/TARGET] Student: [Inaudible]. Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital? Teacher: That would be pretty difficult.
Teacher: At a hospital? Teacher: How would you use it at a hospital? Student: [Inaudible].  [TARGET]Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital?[/TARGET] Teacher: That would be pretty difficult. Teacher: Okay. Teacher: Student M?
Teacher: How would you use it at a hospital? Student: [Inaudible]. Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital?  [TARGET]Teacher: That would be pretty difficult.[/TARGET] Teacher: Okay. Teacher: Student M? Student: Businesses.
Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital? Teacher: That would be pretty difficult. Teacher: Okay.  [TARGET]Teacher: Student M?[/TARGET] Student: Businesses. Teacher: How would you use it at businesses? Teacher: How would your dad use it at Arby's?
Teacher: Okay. Teacher: Student M? Student: Businesses.  [TARGET]Teacher: How would you use it at businesses?[/TARGET] Teacher: How would your dad use it at Arby's? Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day?
Teacher: Student M? Student: Businesses. Teacher: How would you use it at businesses?  [TARGET]Teacher: How would your dad use it at Arby's?[/TARGET] Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? Teacher: Maybe something like that.
Teacher: How would you use it at businesses? Teacher: How would your dad use it at Arby's? Student: [Inaudible].  [TARGET]Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day?[/TARGET] Teacher: Maybe something like that. Teacher: You can get creative with it. Teacher: Student K?
Teacher: How would your dad use it at Arby's? Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day?  [TARGET]Teacher: Maybe something like that.[/TARGET] Teacher: You can get creative with it. Teacher: Student K? Student: In a video game.
Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? Teacher: Maybe something like that.  [TARGET]Teacher: You can get creative with it.[/TARGET] Teacher: Student K? Student: In a video game. Teacher: How would you use it in a video game?
Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? Teacher: Maybe something like that. Teacher: You can get creative with it.  [TARGET]Teacher: Student K?[/TARGET] Student: In a video game. Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible].
Teacher: You can get creative with it. Teacher: Student K? Student: In a video game.  [TARGET]Teacher: How would you use it in a video game?[/TARGET] Student: In story mode, like, [inaudible]. Teacher: Student A, please pay attention. Teacher: Thank you.
Teacher: Student A, please pay attention. Teacher: Thank you. Student: In the beginning, the winter seasons, then there's summer-  [TARGET]Teacher: So the amount of time you spend playing in each season?[/TARGET] Student: No. Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you.
Teacher: So the amount of time you spend playing in each season? Student: No. Student: Like, each story, 10 for winter, and 10 for summer.  [TARGET]Teacher: Got you.[/TARGET] Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight?
Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight?  [TARGET]Teacher: Thank you oh so much.[/TARGET] Teacher: Yes? Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst.
Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much.  [TARGET]Teacher: Yes?[/TARGET] Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst. Teacher: Thank you so much.
Teacher: Yes? Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst.  [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: Good job. Teacher: [End of Audio]
Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst. Teacher: Thank you so much.  [TARGET]Teacher: Good job.[/TARGET] Teacher: [End of Audio]
[TARGET]Teacher: Last week we did multiplication of - ready?[/TARGET] Teacher: Last week we did multiplication of two digit numbers by one digit numbers. Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number.
Teacher: Last week we did multiplication of - ready?  [TARGET]Teacher: Last week we did multiplication of two digit numbers by one digit numbers.[/TARGET] Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile.
Teacher: Last week we did multiplication of - ready? Teacher: Last week we did multiplication of two digit numbers by one digit numbers.  [TARGET]Teacher: Today we're going to do two sets of math.[/TARGET] Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile. Teacher: This is what you've been doing this week.
Teacher: Last week we did multiplication of - ready? Teacher: Last week we did multiplication of two digit numbers by one digit numbers. Teacher: Today we're going to do two sets of math.  [TARGET]Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number.[/TARGET] Teacher: We are also going to look at what we are doing this week which says how far is a mile. Teacher: This is what you've been doing this week. Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me?
Teacher: Last week we did multiplication of two digit numbers by one digit numbers. Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number.  [TARGET]Teacher: We are also going to look at what we are doing this week which says how far is a mile.[/TARGET] Teacher: This is what you've been doing this week. Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me? Student: I will.
Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile.  [TARGET]Teacher: This is what you've been doing this week.[/TARGET] Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me? Student: I will. Student: Teacher, I will.
Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile. Teacher: This is what you've been doing this week.  [TARGET]Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me?[/TARGET] Student: I will. Student: Teacher, I will. Student: Please?
Student: I will. Student: Teacher, I will. Student: Please?  [TARGET]Teacher: Student T.[/TARGET] Student: Thank you. Student: So I know what 75 times 2 is, right? Student: Everybody know that?
Student: Just add 100. Student: Am I right? Student: No.  [TARGET]Teacher: Are you sure?[/TARGET] Student: Yes, I'm sure. Student: No. Student: Who's saying no?
Student: Anybody else? Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please? Student: [Inaudible].  [TARGET]Teacher: Seventy-five times two, what is it?[/TARGET] Teacher: Is it - let Student X help. Teacher: You sit down. Teacher: [Crosstalk]
Student: Teacher, you're blocking him. Teacher: Oh, I'm sorry. Student: Since nobody knows that number, let's do 75, 75, 14, 13 and that will give you 130.  [TARGET]Teacher: Are you saying that 7 plus 7 is 10?[/TARGET] Student: It' 150. Student: I said five plus five. Teacher: Is 10, I agree.
Teacher: Are you saying that 7 plus 7 is 10? Student: It' 150. Student: I said five plus five.  [TARGET]Teacher: Is 10, I agree.[/TARGET] Student: Seven plus seven equals fourteen. Student: Fourteen, fifteen. Student: One fifty.
Student: And then we know that two times four equals eight. Student: Eight, so we got to do that. Student: [Inaudible].  [TARGET]Teacher: Which other way can we do that instead of doing that?[/TARGET] Teacher: Allow him. Teacher: Let him do his work. Student: Look like Ss and Zs.
Teacher: Let him do his work. Student: Look like Ss and Zs. Student: Look like Ss and Zs.  [TARGET]Teacher: Let's look at what you did here.[/TARGET] Teacher: He said he knows that he can do his multiples of two easily. Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily.
Student: Look like Ss and Zs. Student: Look like Ss and Zs. Teacher: Let's look at what you did here.  [TARGET]Teacher: He said he knows that he can do his multiples of two easily.[/TARGET] Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily. Teacher: He said there are four.
Student: Look like Ss and Zs. Teacher: Let's look at what you did here. Teacher: He said he knows that he can do his multiples of two easily.  [TARGET]Teacher: And he knows that 75 times 2 is 150.[/TARGET] Teacher: And this is the way he can get it easily. Teacher: He said there are four. Teacher: Look at what he did here.
Teacher: Let's look at what you did here. Teacher: He said he knows that he can do his multiples of two easily. Teacher: And he knows that 75 times 2 is 150.  [TARGET]Teacher: And this is the way he can get it easily.[/TARGET] Teacher: He said there are four. Teacher: Look at what he did here. Teacher: Two times four.
Teacher: He said he knows that he can do his multiples of two easily. Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily.  [TARGET]Teacher: He said there are four.[/TARGET] Teacher: Look at what he did here. Teacher: Two times four. Teacher: So there are four sets of two in eight.
Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily. Teacher: He said there are four.  [TARGET]Teacher: Look at what he did here.[/TARGET] Teacher: Two times four. Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it.
Teacher: And this is the way he can get it easily. Teacher: He said there are four. Teacher: Look at what he did here.  [TARGET]Teacher: Two times four.[/TARGET] Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places.
Teacher: He said there are four. Teacher: Look at what he did here. Teacher: Two times four.  [TARGET]Teacher: So there are four sets of two in eight.[/TARGET] Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. Teacher: Then he added it and got 600.
Teacher: Look at what he did here. Teacher: Two times four. Teacher: So there are four sets of two in eight.  [TARGET]Teacher: So what he's going to do is break this number in a way that he can do it.[/TARGET] Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. Teacher: Then he added it and got 600. Teacher: Is it a very good strategy?
Teacher: Two times four. Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it.  [TARGET]Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places.[/TARGET] Teacher: Then he added it and got 600. Teacher: Is it a very good strategy? Student: Yes.
Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places.  [TARGET]Teacher: Then he added it and got 600.[/TARGET] Teacher: Is it a very good strategy? Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew.
Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. Teacher: Then he added it and got 600.  [TARGET]Teacher: Is it a very good strategy?[/TARGET] Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew. Teacher: And he attempted to solve what he didn't know.
Teacher: Then he added it and got 600. Teacher: Is it a very good strategy? Student: Yes.  [TARGET]Teacher: Yes, it's a very good strategy because he started with what he knew.[/TARGET] Teacher: And he attempted to solve what he didn't know. Teacher: I agree. Teacher: This is good.
Teacher: Is it a very good strategy? Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew.  [TARGET]Teacher: And he attempted to solve what he didn't know.[/TARGET] Teacher: I agree. Teacher: This is good. Teacher: Can somebody else solve this math in a different way?
Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew. Teacher: And he attempted to solve what he didn't know.  [TARGET]Teacher: I agree.[/TARGET] Teacher: This is good. Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J.
Teacher: Yes, it's a very good strategy because he started with what he knew. Teacher: And he attempted to solve what he didn't know. Teacher: I agree.  [TARGET]Teacher: This is good.[/TARGET] Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J. Student: Can I go after he goes back?
Teacher: And he attempted to solve what he didn't know. Teacher: I agree. Teacher: This is good.  [TARGET]Teacher: Can somebody else solve this math in a different way?[/TARGET] Teacher: You may, Student J. Student: Can I go after he goes back? Teacher: Yes.
Teacher: Don't erase. Teacher: Do it here. Student: Ain't the answer 240?  [TARGET]Teacher: No, it's 600.[/TARGET] Teacher: [Crosstalk] Teacher: This is another strategy. Teacher: I love what he did too.
Student: Ain't the answer 240? Teacher: No, it's 600. Teacher: [Crosstalk]  [TARGET]Teacher: This is another strategy.[/TARGET] Teacher: I love what he did too. Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300.