stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Crosstalk] Teacher: So this must [inaudible] number, 13. Teacher: Now I'm gonna do the same thing, Student J, to 13.  [TARGET]Teacher: What is 13 times 3?[/TARGET] Student: 39 Student: Plus 1 equals 40. Teacher: So 40 is my third number.
Teacher: What is 13 times 3? Student: 39 Student: Plus 1 equals 40.  [TARGET]Teacher: So 40 is my third number.[/TARGET] Teacher: Now I'm gonna do the same thing for 40, Student M.  Student M, I'm gonna do the same thing for the third number. Teacher: What is 40 times 3? Student: 120
Student: 39 Student: Plus 1 equals 40. Teacher: So 40 is my third number.  [TARGET]Teacher: Now I'm gonna do the same thing for 40, Student M.  Student M, I'm gonna do the same thing for the third number.[/TARGET] Teacher: What is 40 times 3? Student: 120 Teacher: Plus one more.
Student: Plus 1 equals 40. Teacher: So 40 is my third number. Teacher: Now I'm gonna do the same thing for 40, Student M.  Student M, I'm gonna do the same thing for the third number.  [TARGET]Teacher: What is 40 times 3?[/TARGET] Student: 120 Teacher: Plus one more. Student: 121
Teacher: Now I'm gonna do the same thing for 40, Student M.  Student M, I'm gonna do the same thing for the third number. Teacher: What is 40 times 3? Student: 120  [TARGET]Teacher: Plus one more.[/TARGET] Student: 121 Teacher: 121 is my fourth number. Teacher: Now I'm gonna do the same thing to 121.
Student: 120 Teacher: Plus one more. Student: 121  [TARGET]Teacher: 121 is my fourth number.[/TARGET] Teacher: Now I'm gonna do the same thing to 121. Teacher: 121 times 3 is how much? Student: 363
Teacher: Plus one more. Student: 121 Teacher: 121 is my fourth number.  [TARGET]Teacher: Now I'm gonna do the same thing to 121.[/TARGET] Teacher: 121 times 3 is how much? Student: 363 Teacher: 363
Student: 121 Teacher: 121 is my fourth number. Teacher: Now I'm gonna do the same thing to 121.  [TARGET]Teacher: 121 times 3 is how much?[/TARGET] Student: 363 Teacher: 363 Teacher: Plus one more.
Teacher: Now I'm gonna do the same thing to 121. Teacher: 121 times 3 is how much? Student: 363  [TARGET]Teacher: 363[/TARGET] Teacher: Plus one more. Teacher: 364 Teacher: [Crosstalk - excessive background noise]
Teacher: 121 times 3 is how much? Student: 363 Teacher: 363  [TARGET]Teacher: Plus one more.[/TARGET] Teacher: 364 Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please.
Student: 363 Teacher: 363 Teacher: Plus one more.  [TARGET]Teacher: 364[/TARGET] Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already.
Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please.  [TARGET]Teacher: So what number is the fifth?[/TARGET] Teacher: What number is the fifth one? Teacher: [Crosstalk] Teacher: The back row, go to your seats.
Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please. Teacher: So what number is the fifth?  [TARGET]Teacher: What number is the fifth one?[/TARGET] Teacher: [Crosstalk] Teacher: The back row, go to your seats. Teacher: [Crosstalk]
Teacher: It's going slow. Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need.  [TARGET]Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction.[/TARGET] Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction.
Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction.  [TARGET]Teacher: How do we multiply a fraction by a fraction.[/TARGET] Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper.
Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question.  [TARGET]Teacher: How do you multiply a fraction by a fraction.[/TARGET] Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper.
Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.  [TARGET]Teacher: I want you to write one fourth times two thirds on your paper.[/TARGET] Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds.
Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper.  [TARGET]Teacher: You should have your essential question, how do you multiply a fraction by a fraction.[/TARGET] Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box.
Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction.  [TARGET]Teacher: We are going to model an example first.[/TARGET] Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes.
Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first.  [TARGET]Teacher: We're going to model one fourth times two thirds.[/TARGET] Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number.
Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds.  [TARGET]Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box.[/TARGET] Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number. Teacher: Which number do you think we're going to represent first?
Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box.  [TARGET]Teacher: This box - your piece of paper is going to represent this box in a few minutes.[/TARGET] Teacher: So you're gonna take your paper and we are going to represent the number. Teacher: Which number do you think we're going to represent first? Teacher: One what?
Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes.  [TARGET]Teacher: So you're gonna take your paper and we are going to represent the number.[/TARGET] Teacher: Which number do you think we're going to represent first? Teacher: One what? Student: Fourth.
Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number.  [TARGET]Teacher: Which number do you think we're going to represent first?[/TARGET] Teacher: One what? Student: Fourth. Teacher: One fourth.
Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number. Teacher: Which number do you think we're going to represent first?  [TARGET]Teacher: One what?[/TARGET] Student: Fourth. Teacher: One fourth. Teacher: Okay, so I want you to divide your paper into fourths.
Teacher: Which number do you think we're going to represent first? Teacher: One what? Student: Fourth.  [TARGET]Teacher: One fourth.[/TARGET] Teacher: Okay, so I want you to divide your paper into fourths. Teacher: Fold your paper horizontally. Teacher: This is horizontal, right?
Teacher: One what? Student: Fourth. Teacher: One fourth.  [TARGET]Teacher: Okay, so I want you to divide your paper into fourths.[/TARGET] Teacher: Fold your paper horizontally. Teacher: This is horizontal, right? Teacher: What is this?
Student: Fourth. Teacher: One fourth. Teacher: Okay, so I want you to divide your paper into fourths.  [TARGET]Teacher: Fold your paper horizontally.[/TARGET] Teacher: This is horizontal, right? Teacher: What is this? Multiple Students: Vertical.
Teacher: One fourth. Teacher: Okay, so I want you to divide your paper into fourths. Teacher: Fold your paper horizontally.  [TARGET]Teacher: This is horizontal, right?[/TARGET] Teacher: What is this? Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts.
Teacher: Okay, so I want you to divide your paper into fourths. Teacher: Fold your paper horizontally. Teacher: This is horizontal, right?  [TARGET]Teacher: What is this?[/TARGET] Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts. Teacher: The easiest way is to make what first?
Teacher: This is horizontal, right? Teacher: What is this? Multiple Students: Vertical.  [TARGET]Teacher: So horizontally we're gonna make four parts.[/TARGET] Teacher: The easiest way is to make what first? Teacher: A half. Teacher: Then fold it again to another half and when you open it back up, what do you have?
Teacher: What is this? Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts.  [TARGET]Teacher: The easiest way is to make what first?[/TARGET] Teacher: A half. Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths.
Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts. Teacher: The easiest way is to make what first?  [TARGET]Teacher: A half.[/TARGET] Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths. Teacher: Fourths.
Teacher: So horizontally we're gonna make four parts. Teacher: The easiest way is to make what first? Teacher: A half.  [TARGET]Teacher: Then fold it again to another half and when you open it back up, what do you have?[/TARGET] Multiple Students: Fourths. Teacher: Fourths. Teacher: I want you to shade in one fourth.
Teacher: A half. Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths.  [TARGET]Teacher: Fourths.[/TARGET] Teacher: I want you to shade in one fourth. Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth.
Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths. Teacher: Fourths.  [TARGET]Teacher: I want you to shade in one fourth.[/TARGET] Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in?
Multiple Students: Fourths. Teacher: Fourths. Teacher: I want you to shade in one fourth.  [TARGET]Teacher: So you're gonna take your blue and shade in one fourth.[/TARGET] Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in? Teacher: One what?
Teacher: Fourths. Teacher: I want you to shade in one fourth. Teacher: So you're gonna take your blue and shade in one fourth.  [TARGET]Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth.[/TARGET] Teacher: When I shade in one fourth, what am I shading in? Teacher: One what? Teacher: One part of the four.
Teacher: I want you to shade in one fourth. Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth.  [TARGET]Teacher: When I shade in one fourth, what am I shading in?[/TARGET] Teacher: One what? Teacher: One part of the four. Teacher: So this is a fourth.
Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in?  [TARGET]Teacher: One what?[/TARGET] Teacher: One part of the four. Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions.
Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in? Teacher: One what?  [TARGET]Teacher: One part of the four.[/TARGET] Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally.
Teacher: When I shade in one fourth, what am I shading in? Teacher: One what? Teacher: One part of the four.  [TARGET]Teacher: So this is a fourth.[/TARGET] Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts.
Teacher: One part of the four. Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions.  [TARGET]Teacher: You've got to fold it horizontally.[/TARGET] Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over.
Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally.  [TARGET]Teacher: You're folding it in half and then you're folding it in half again so you have four parts.[/TARGET] Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A?
Teacher: What are you looking for? Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you.  [TARGET]Teacher: The next one we're gonna model is what?[/TARGET] Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in.
Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what?  [TARGET]Teacher: You've got one fourth.[/TARGET] Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way.
Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way.  [TARGET]Teacher: One fourth horizontally.[/TARGET] Teacher: There you go. Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth?
Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way. Teacher: One fourth horizontally.  [TARGET]Teacher: There you go.[/TARGET] Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again.
Teacher: There you go. Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth?  [TARGET]Teacher: Folding it in half, folding it in half again.[/TARGET] Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what? Teacher: One section.
Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again.  [TARGET]Teacher: You're getting fourths.[/TARGET] Teacher: Then to show one fourth you shade in what? Teacher: One section. Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what?
Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths.  [TARGET]Teacher: Then to show one fourth you shade in what?[/TARGET] Teacher: One section. Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? Teacher: What am I gonna divide this into?
Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what?  [TARGET]Teacher: One section.[/TARGET] Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? Teacher: What am I gonna divide this into? Student: Thirds.
Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what? Teacher: One section.  [TARGET]Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what?[/TARGET] Teacher: What am I gonna divide this into? Student: Thirds. Teacher: No, fourths.
Teacher: Then to show one fourth you shade in what? Teacher: One section. Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what?  [TARGET]Teacher: What am I gonna divide this into?[/TARGET] Student: Thirds. Teacher: No, fourths. Teacher: So I have one, two.
Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? Teacher: What am I gonna divide this into? Student: Thirds.  [TARGET]Teacher: No, fourths.[/TARGET] Teacher: So I have one, two. Teacher: I have fourths. Teacher: I'm shading in a fourth.
Teacher: What am I gonna divide this into? Student: Thirds. Teacher: No, fourths.  [TARGET]Teacher: So I have one, two.[/TARGET] Teacher: I have fourths. Teacher: I'm shading in a fourth. Teacher: So the next one we're gonna have to fold in the opposite direction and do what?
Student: Thirds. Teacher: No, fourths. Teacher: So I have one, two.  [TARGET]Teacher: I have fourths.[/TARGET] Teacher: I'm shading in a fourth. Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds.
Teacher: No, fourths. Teacher: So I have one, two. Teacher: I have fourths.  [TARGET]Teacher: I'm shading in a fourth.[/TARGET] Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds. Teacher: We folded it this way, horizontally, to start with, right?
Teacher: So I have one, two. Teacher: I have fourths. Teacher: I'm shading in a fourth.  [TARGET]Teacher: So the next one we're gonna have to fold in the opposite direction and do what?[/TARGET] Student: Thirds. Teacher: We folded it this way, horizontally, to start with, right? Teacher: So now we have to fold it how?
Teacher: I'm shading in a fourth. Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds.  [TARGET]Teacher: We folded it this way, horizontally, to start with, right?[/TARGET] Teacher: So now we have to fold it how? Multiple Students: Vertically. Teacher: Vertically into what?
Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds. Teacher: We folded it this way, horizontally, to start with, right?  [TARGET]Teacher: So now we have to fold it how?[/TARGET] Multiple Students: Vertically. Teacher: Vertically into what? Student: Eights.
Teacher: We folded it this way, horizontally, to start with, right? Teacher: So now we have to fold it how? Multiple Students: Vertically.  [TARGET]Teacher: Vertically into what?[/TARGET] Student: Eights. Teacher: Thirds. Teacher: So thirds I'm gonna do one, so now I have two columns.
Multiple Students: Vertically. Teacher: Vertically into what? Student: Eights.  [TARGET]Teacher: Thirds.[/TARGET] Teacher: So thirds I'm gonna do one, so now I have two columns. Teacher: Just kind of roll it. Teacher: So now I have thirds.
Teacher: Vertically into what? Student: Eights. Teacher: Thirds.  [TARGET]Teacher: So thirds I'm gonna do one, so now I have two columns.[/TARGET] Teacher: Just kind of roll it. Teacher: So now I have thirds. Teacher: I'm multiplying by what?
Student: Eights. Teacher: Thirds. Teacher: So thirds I'm gonna do one, so now I have two columns.  [TARGET]Teacher: Just kind of roll it.[/TARGET] Teacher: So now I have thirds. Teacher: I'm multiplying by what? Teacher: What am I multiplying by?
Teacher: Thirds. Teacher: So thirds I'm gonna do one, so now I have two columns. Teacher: Just kind of roll it.  [TARGET]Teacher: So now I have thirds.[/TARGET] Teacher: I'm multiplying by what? Teacher: What am I multiplying by? Teacher: Two what?
Teacher: So thirds I'm gonna do one, so now I have two columns. Teacher: Just kind of roll it. Teacher: So now I have thirds.  [TARGET]Teacher: I'm multiplying by what?[/TARGET] Teacher: What am I multiplying by? Teacher: Two what? Student: Two thirds.
Teacher: Just kind of roll it. Teacher: So now I have thirds. Teacher: I'm multiplying by what?  [TARGET]Teacher: What am I multiplying by?[/TARGET] Teacher: Two what? Student: Two thirds. Teacher: Two thirds.
Teacher: So now I have thirds. Teacher: I'm multiplying by what? Teacher: What am I multiplying by?  [TARGET]Teacher: Two what?[/TARGET] Student: Two thirds. Teacher: Two thirds. Teacher: Now I have to shade in two thirds.
Teacher: What am I multiplying by? Teacher: Two what? Student: Two thirds.  [TARGET]Teacher: Two thirds.[/TARGET] Teacher: Now I have to shade in two thirds. Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones.
Teacher: Two what? Student: Two thirds. Teacher: Two thirds.  [TARGET]Teacher: Now I have to shade in two thirds.[/TARGET] Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right?
Student: Two thirds. Teacher: Two thirds. Teacher: Now I have to shade in two thirds.  [TARGET]Teacher: Don't get confused with your columns.[/TARGET] Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds.
Teacher: Two thirds. Teacher: Now I have to shade in two thirds. Teacher: Don't get confused with your columns.  [TARGET]Teacher: You may have to do the original ones.[/TARGET] Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in?