stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths. Teacher: Okay, Student R, go click the answer.  [TARGET]Teacher: Is that correct, one fourth?[/TARGET] Teacher: Yes. Teacher: What was the original answer before we simplified, Student E? Student: Three twelfths.
Teacher: That's what you should be writing, one third times three fourths. Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth?  [TARGET]Teacher: Yes.[/TARGET] Teacher: What was the original answer before we simplified, Student E? Student: Three twelfths. Teacher: Good.
Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth? Teacher: Yes.  [TARGET]Teacher: What was the original answer before we simplified, Student E?[/TARGET] Student: Three twelfths. Teacher: Good. Teacher: [Video plays]
Teacher: Yes. Teacher: What was the original answer before we simplified, Student E? Student: Three twelfths.  [TARGET]Teacher: Good.[/TARGET] Teacher: [Video plays] Teacher: Now find the product of one fifth times two fifths. Teacher: So one fifth times two fifths.
Student: Three twelfths. Teacher: Good. Teacher: [Video plays]  [TARGET]Teacher: Now find the product of one fifth times two fifths.[/TARGET] Teacher: So one fifth times two fifths. Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what?
Teacher: Good. Teacher: [Video plays] Teacher: Now find the product of one fifth times two fifths.  [TARGET]Teacher: So one fifth times two fifths.[/TARGET] Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what? Teacher: Two.
Teacher: [Video plays] Teacher: Now find the product of one fifth times two fifths. Teacher: So one fifth times two fifths.  [TARGET]Teacher: All right, Student M, one fifth times two fifths.[/TARGET] Teacher: That's right because one times two is what? Teacher: Two. Teacher: Five times five is?
Teacher: Now find the product of one fifth times two fifths. Teacher: So one fifth times two fifths. Teacher: All right, Student M, one fifth times two fifths.  [TARGET]Teacher: That's right because one times two is what?[/TARGET] Teacher: Two. Teacher: Five times five is? Teacher: Can we simplify?
Teacher: So one fifth times two fifths. Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what?  [TARGET]Teacher: Two.[/TARGET] Teacher: Five times five is? Teacher: Can we simplify? Teacher: No.
Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what? Teacher: Two.  [TARGET]Teacher: Five times five is?[/TARGET] Teacher: Can we simplify? Teacher: No. Teacher: Okay, next answer - next problem.
Teacher: That's right because one times two is what? Teacher: Two. Teacher: Five times five is?  [TARGET]Teacher: Can we simplify?[/TARGET] Teacher: No. Teacher: Okay, next answer - next problem. Teacher: [Video plays]
Teacher: Two. Teacher: Five times five is? Teacher: Can we simplify?  [TARGET]Teacher: No.[/TARGET] Teacher: Okay, next answer - next problem. Teacher: [Video plays] Teacher: We have one fourth times two fifths.
Teacher: Five times five is? Teacher: Can we simplify? Teacher: No.  [TARGET]Teacher: Okay, next answer - next problem.[/TARGET] Teacher: [Video plays] Teacher: We have one fourth times two fifths. Teacher: Can you simplify that?
Teacher: No. Teacher: Okay, next answer - next problem. Teacher: [Video plays]  [TARGET]Teacher: We have one fourth times two fifths.[/TARGET] Teacher: Can you simplify that? Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J?
Teacher: Okay, next answer - next problem. Teacher: [Video plays] Teacher: We have one fourth times two fifths.  [TARGET]Teacher: Can you simplify that?[/TARGET] Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J? Teacher: Is one tenth correct?
Teacher: [Video plays] Teacher: We have one fourth times two fifths. Teacher: Can you simplify that?  [TARGET]Teacher: Make sure and see if you can simplify your answer.[/TARGET] Teacher: All right, Student J? Teacher: Is one tenth correct? Teacher: Yes.
Teacher: We have one fourth times two fifths. Teacher: Can you simplify that? Teacher: Make sure and see if you can simplify your answer.  [TARGET]Teacher: All right, Student J?[/TARGET] Teacher: Is one tenth correct? Teacher: Yes. Teacher: Good.
Teacher: Can you simplify that? Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J?  [TARGET]Teacher: Is one tenth correct?[/TARGET] Teacher: Yes. Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for.
Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J? Teacher: Is one tenth correct?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this.
Teacher: All right, Student J? Teacher: Is one tenth correct? Teacher: Yes.  [TARGET]Teacher: Good.[/TARGET] Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade?
Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade?  [TARGET]Teacher: It's gonna be I'm gonna look at it to see if you understand.[/TARGET] Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes.
Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these.  [TARGET]Teacher: You have to make a model, find the product and then write it in its simplest form.[/TARGET] Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table.
Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form.  [TARGET]Teacher: Number one is two thirds time one half.[/TARGET] Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it.
Teacher: You have to draw it. Teacher: You have to make a model. Teacher: [Side discussion]  [TARGET]Teacher: Two thirds times one half is what you should be modeling.[/TARGET] Teacher: Make sure if you have an answer that you simplify that answer. Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly]
Teacher: You have to make a model. Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling.  [TARGET]Teacher: Make sure if you have an answer that you simplify that answer.[/TARGET] Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly] Teacher: Everybody should be on number two, one half times one fourth.
Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling. Teacher: Make sure if you have an answer that you simplify that answer.  [TARGET]Teacher: You're making the model you're not just writing the answer.[/TARGET] Teacher: [Working quietly] Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion]
Teacher: [Working quietly] Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion]  [TARGET]Teacher: Yes, you have to simplify.[/TARGET] Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it.
Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it.  [TARGET]Teacher: Show me three eighths.[/TARGET] Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers.
Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.  [TARGET]Teacher: [Inaudible] see your answers.[/TARGET] Teacher: Do you have answers on there? Teacher: Yes. Teacher: Wait.
Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Wait. Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one.
Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there? Teacher: Yes.  [TARGET]Teacher: Wait.[/TARGET] Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping.
Teacher: Do you have answers on there? Teacher: Yes. Teacher: Wait.  [TARGET]Teacher: One half.[/TARGET] Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there.
Teacher: Yes. Teacher: Wait. Teacher: One half.  [TARGET]Teacher: You did one half and then you shaded in one fourth and you should have got one.[/TARGET] Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with?
Teacher: Wait. Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one.  [TARGET]Teacher: One was overlapping.[/TARGET] Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem.
Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping.  [TARGET]Teacher: One times one is one - so you just made a mistake there.[/TARGET] Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem. Teacher: That would help.
Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there.  [TARGET]Teacher: Okay, Student C, what do you need help with?[/TARGET] Teacher: You need to write out your problem. Teacher: That would help. Teacher: Write out your problem that goes with number three.
Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with?  [TARGET]Teacher: You need to write out your problem.[/TARGET] Teacher: That would help. Teacher: Write out your problem that goes with number three. Student: Can we continue on the back?
Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem.  [TARGET]Teacher: That would help.[/TARGET] Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? Teacher: Yeah, you can continue on the back.
Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem. Teacher: That would help.  [TARGET]Teacher: Write out your problem that goes with number three.[/TARGET] Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done.
Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done. Teacher: I'll collect it in a minute.  [TARGET]Teacher: Can you simplify - check that one?[/TARGET] Teacher: What is one times three? Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication.
Teacher: You should be close to being done. Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one?  [TARGET]Teacher: What is one times three?[/TARGET] Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them.
Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one? Teacher: What is one times three?  [TARGET]Teacher: Check your models to see if it matches your answer.[/TARGET] Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going.
Teacher: Can you simplify - check that one? Teacher: What is one times three? Teacher: Check your models to see if it matches your answer.  [TARGET]Teacher: Your model should match your answer, so be careful with your multiplication.[/TARGET] Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going. Teacher: Is this correct?
Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going.  [TARGET]Teacher: Is this correct?[/TARGET] Teacher: What is five times three? Student: Fifteen. Teacher: What is six times four?
Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going. Teacher: Is this correct?  [TARGET]Teacher: What is five times three?[/TARGET] Student: Fifteen. Teacher: What is six times four? Teacher: How many parts do you have all together there?
Teacher: Is this correct? Teacher: What is five times three? Student: Fifteen.  [TARGET]Teacher: What is six times four?[/TARGET] Teacher: How many parts do you have all together there? Student: [Inaudible]. Teacher: Six times four all together?
Teacher: What is five times three? Student: Fifteen. Teacher: What is six times four?  [TARGET]Teacher: How many parts do you have all together there?[/TARGET] Student: [Inaudible]. Teacher: Six times four all together? Teacher: How many boxes do you have?
Teacher: What is six times four? Teacher: How many parts do you have all together there? Student: [Inaudible].  [TARGET]Teacher: Six times four all together?[/TARGET] Teacher: How many boxes do you have? Teacher: Check your answer. Teacher: Are you done?
Teacher: How many parts do you have all together there? Student: [Inaudible]. Teacher: Six times four all together?  [TARGET]Teacher: How many boxes do you have?[/TARGET] Teacher: Check your answer. Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions?
Student: [Inaudible]. Teacher: Six times four all together? Teacher: How many boxes do you have?  [TARGET]Teacher: Check your answer.[/TARGET] Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question.
Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question.  [TARGET]Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups.[/TARGET] Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details. Teacher: You have a writing test coming up.
Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence.  [TARGET]Teacher: Give me some good details.[/TARGET] Teacher: You have a writing test coming up. Teacher: You should know what details are all about. Teacher: [Side discussion]
Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details.  [TARGET]Teacher: You have a writing test coming up.[/TARGET] Teacher: You should know what details are all about. Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers.
Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details. Teacher: You have a writing test coming up.  [TARGET]Teacher: You should know what details are all about.[/TARGET] Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers. Teacher: Number one.
Teacher: You should know what details are all about. Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers.  [TARGET]Teacher: Number one.[/TARGET] Teacher: Student F, do you want to come and do number one? Teacher: [End of Audio]