stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Crosstalk] Teacher: You actually have seven rows of three, don't you? Student: Yep.  [TARGET]Teacher: That's all right.[/TARGET] Teacher: [Crosstalk] Teacher: Turn it the other way. Teacher: Write the problem that way.
Student: Yep. Teacher: That's all right. Teacher: [Crosstalk]  [TARGET]Teacher: Turn it the other way.[/TARGET] Teacher: Write the problem that way. Teacher: All right. Teacher: Student B, slide to the other seat please.
Teacher: That's all right. Teacher: [Crosstalk] Teacher: Turn it the other way.  [TARGET]Teacher: Write the problem that way.[/TARGET] Teacher: All right. Teacher: Student B, slide to the other seat please. Teacher: Thank you.
Teacher: All right. Teacher: Student B, slide to the other seat please. Teacher: Thank you.  [TARGET]Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was?[/TARGET] Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are. Teacher: So we're gonna count how many you're going down.
Teacher: Student B, slide to the other seat please. Teacher: Thank you. Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was?  [TARGET]Teacher: Student M.[/TARGET] Student: If you look at the stuff that's colored in and you count how many rows there are. Teacher: So we're gonna count how many you're going down. Teacher: It's 1, 2, 3.
Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are.  [TARGET]Teacher: So we're gonna count how many you're going down.[/TARGET] Teacher: It's 1, 2, 3. Student: I'm going to count cubes. Teacher: You could.
Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are. Teacher: So we're gonna count how many you're going down.  [TARGET]Teacher: It's 1, 2, 3.[/TARGET] Student: I'm going to count cubes. Teacher: You could. Teacher: Then you could count the columns.
Teacher: So we're gonna count how many you're going down. Teacher: It's 1, 2, 3. Student: I'm going to count cubes.  [TARGET]Teacher: You could.[/TARGET] Teacher: Then you could count the columns. Teacher: So we know the problem is 3 rows of seven. Teacher: So how do we figure out the answer?
Teacher: It's 1, 2, 3. Student: I'm going to count cubes. Teacher: You could.  [TARGET]Teacher: Then you could count the columns.[/TARGET] Teacher: So we know the problem is 3 rows of seven. Teacher: So how do we figure out the answer? Teacher: Student J.
Student: I'm going to count cubes. Teacher: You could. Teacher: Then you could count the columns.  [TARGET]Teacher: So we know the problem is 3 rows of seven.[/TARGET] Teacher: So how do we figure out the answer? Teacher: Student J. Student: You put all of the first row and the first column and you multiply them.
Teacher: You could. Teacher: Then you could count the columns. Teacher: So we know the problem is 3 rows of seven.  [TARGET]Teacher: So how do we figure out the answer?[/TARGET] Teacher: Student J. Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right.
Teacher: Then you could count the columns. Teacher: So we know the problem is 3 rows of seven. Teacher: So how do we figure out the answer?  [TARGET]Teacher: Student J.[/TARGET] Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right. Teacher: Now this is a simple one.
Teacher: So how do we figure out the answer? Teacher: Student J. Student: You put all of the first row and the first column and you multiply them.  [TARGET]Teacher: Just multiply them, right.[/TARGET] Teacher: Now this is a simple one. Teacher: We're gonna do a hard one in a minute. Teacher: Student S.
Teacher: Student J. Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right.  [TARGET]Teacher: Now this is a simple one.[/TARGET] Teacher: We're gonna do a hard one in a minute. Teacher: Student S. Student: You can also count all the cubes that are colored.
Teacher: Just multiply them, right. Teacher: Now this is a simple one. Teacher: We're gonna do a hard one in a minute.  [TARGET]Teacher: Student S.[/TARGET] Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer.
Teacher: We're gonna do a hard one in a minute. Teacher: Student S. Student: You can also count all the cubes that are colored.  [TARGET]Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible.[/TARGET] Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer. Teacher: So we're gonna do one more easy one. Teacher: Draw an array that is 7 times 8.
Teacher: Student S. Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible.  [TARGET]Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer.[/TARGET] Teacher: So we're gonna do one more easy one. Teacher: Draw an array that is 7 times 8. Student: In the same box?
Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer.  [TARGET]Teacher: So we're gonna do one more easy one.[/TARGET] Teacher: Draw an array that is 7 times 8. Student: In the same box? Teacher: No, in the other box.
Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer. Teacher: So we're gonna do one more easy one.  [TARGET]Teacher: Draw an array that is 7 times 8.[/TARGET] Student: In the same box? Teacher: No, in the other box. Student: Can we do it in a different color?
Teacher: So we're gonna do one more easy one. Teacher: Draw an array that is 7 times 8. Student: In the same box?  [TARGET]Teacher: No, in the other box.[/TARGET] Student: Can we do it in a different color? Teacher: You can use another color. Student: Okay.
Student: In the same box? Teacher: No, in the other box. Student: Can we do it in a different color?  [TARGET]Teacher: You can use another color.[/TARGET] Student: Okay. Teacher: Seven rows of eight. Student: If you guys use the blue color that's fine.
Student: Can we do it in a different color? Teacher: You can use another color. Student: Okay.  [TARGET]Teacher: Seven rows of eight.[/TARGET] Student: If you guys use the blue color that's fine. Student: [Crosstalk] Teacher: That's okay, just turn the paper.
Teacher: Seven rows of eight. Student: If you guys use the blue color that's fine. Student: [Crosstalk]  [TARGET]Teacher: That's okay, just turn the paper.[/TARGET] Teacher: Seven rows of eight. Teacher: [Crosstalk] Student: That's like another cube, right?
Student: If you guys use the blue color that's fine. Student: [Crosstalk] Teacher: That's okay, just turn the paper.  [TARGET]Teacher: Seven rows of eight.[/TARGET] Teacher: [Crosstalk] Student: That's like another cube, right? Student: Wouldn't it be like another cube?
Teacher: [Crosstalk] Student: That's like another cube, right? Student: Wouldn't it be like another cube?  [TARGET]Teacher: Is it gonna be a square?[/TARGET] Student: No. Teacher: Why? Student: Because one side is only seven and the other side is eight.
Student: Wouldn't it be like another cube? Teacher: Is it gonna be a square? Student: No.  [TARGET]Teacher: Why?[/TARGET] Student: Because one side is only seven and the other side is eight. Teacher: The other side is eight. Student: Isn't the top eight and the bottom seven?
Student: No. Teacher: Why? Student: Because one side is only seven and the other side is eight.  [TARGET]Teacher: The other side is eight.[/TARGET] Student: Isn't the top eight and the bottom seven? Teacher: Oh yeah, thanks. Teacher: It should be eight this way.
Student: Because one side is only seven and the other side is eight. Teacher: The other side is eight. Student: Isn't the top eight and the bottom seven?  [TARGET]Teacher: Oh yeah, thanks.[/TARGET] Teacher: It should be eight this way. Student: But doesn't it almost look like a cube? Teacher: It almost does.
Teacher: The other side is eight. Student: Isn't the top eight and the bottom seven? Teacher: Oh yeah, thanks.  [TARGET]Teacher: It should be eight this way.[/TARGET] Student: But doesn't it almost look like a cube? Teacher: It almost does. Teacher: [Crosstalk]
Teacher: Oh yeah, thanks. Teacher: It should be eight this way. Student: But doesn't it almost look like a cube?  [TARGET]Teacher: It almost does.[/TARGET] Teacher: [Crosstalk] Teacher: All right, seven rows of eight. Teacher: Does your array make a square?
Student: But doesn't it almost look like a cube? Teacher: It almost does. Teacher: [Crosstalk]  [TARGET]Teacher: All right, seven rows of eight.[/TARGET] Teacher: Does your array make a square? Student: Yes. Multiple Students: No.
Teacher: It almost does. Teacher: [Crosstalk] Teacher: All right, seven rows of eight.  [TARGET]Teacher: Does your array make a square?[/TARGET] Student: Yes. Multiple Students: No. Teacher: No.
Teacher: Does your array make a square? Student: Yes. Multiple Students: No.  [TARGET]Teacher: No.[/TARGET] Student: It makes a rectangle. Teacher: It makes a rectangle. Teacher: [Crosstalk]
Multiple Students: No. Teacher: No. Student: It makes a rectangle.  [TARGET]Teacher: It makes a rectangle.[/TARGET] Teacher: [Crosstalk] Teacher: Guys, shhh. Teacher: Yes.
Student: It makes a rectangle. Teacher: It makes a rectangle. Teacher: [Crosstalk]  [TARGET]Teacher: Guys, shhh.[/TARGET] Teacher: Yes. Teacher: [Crosstalk] Teacher: Yes, it does kind of look like a square, but it's not.
Teacher: It makes a rectangle. Teacher: [Crosstalk] Teacher: Guys, shhh.  [TARGET]Teacher: Yes.[/TARGET] Teacher: [Crosstalk] Teacher: Yes, it does kind of look like a square, but it's not. Teacher: Nope, it's not.
Teacher: Guys, shhh. Teacher: Yes. Teacher: [Crosstalk]  [TARGET]Teacher: Yes, it does kind of look like a square, but it's not.[/TARGET] Teacher: Nope, it's not. Teacher: [Crosstalk] Teacher: Everybody look up here.
Teacher: Yes. Teacher: [Crosstalk] Teacher: Yes, it does kind of look like a square, but it's not.  [TARGET]Teacher: Nope, it's not.[/TARGET] Teacher: [Crosstalk] Teacher: Everybody look up here. Teacher: All right.
Teacher: [Crosstalk] Teacher: Everybody look up here. Teacher: All right.  [TARGET]Teacher: So is this a square or not?[/TARGET] Multiple Students: No. Teacher: No. Teacher: It looks kind of like a square, doesn't it?
Teacher: All right. Teacher: So is this a square or not? Multiple Students: No.  [TARGET]Teacher: No.[/TARGET] Teacher: It looks kind of like a square, doesn't it? Teacher: But what's true about squares? Teacher: Student A.
Teacher: So is this a square or not? Multiple Students: No. Teacher: No.  [TARGET]Teacher: It looks kind of like a square, doesn't it?[/TARGET] Teacher: But what's true about squares? Teacher: Student A. Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal.
Multiple Students: No. Teacher: No. Teacher: It looks kind of like a square, doesn't it?  [TARGET]Teacher: But what's true about squares?[/TARGET] Teacher: Student A. Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and -
Teacher: No. Teacher: It looks kind of like a square, doesn't it? Teacher: But what's true about squares?  [TARGET]Teacher: Student A.[/TARGET] Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and - Teacher: Those two sides are equal.
Teacher: Student A. Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and -  [TARGET]Teacher: Those two sides are equal.[/TARGET] Teacher: Yes. Student: Your things are backwards. Student: It's seven rows.
Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and - Teacher: Those two sides are equal.  [TARGET]Teacher: Yes.[/TARGET] Student: Your things are backwards. Student: It's seven rows. Teacher: Right.
Teacher: Yes. Student: Your things are backwards. Student: It's seven rows.  [TARGET]Teacher: Right.[/TARGET] Teacher: So that's what I have. Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. Teacher: Rows go across and columns go up and down.
Student: Your things are backwards. Student: It's seven rows. Teacher: Right.  [TARGET]Teacher: So that's what I have.[/TARGET] Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. Teacher: Rows go across and columns go up and down. Teacher: So that's seven rows and there's eight in each row.
Student: It's seven rows. Teacher: Right. Teacher: So that's what I have.  [TARGET]Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows.[/TARGET] Teacher: Rows go across and columns go up and down. Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay.
Teacher: Right. Teacher: So that's what I have. Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows.  [TARGET]Teacher: Rows go across and columns go up and down.[/TARGET] Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay. Teacher: Seven rows of eight.
Teacher: So that's what I have. Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. Teacher: Rows go across and columns go up and down.  [TARGET]Teacher: So that's seven rows and there's eight in each row.[/TARGET] Student: Oh, okay. Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row.
Teacher: Rows go across and columns go up and down. Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay.  [TARGET]Teacher: Seven rows of eight.[/TARGET] Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this.
Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay. Teacher: Seven rows of eight.  [TARGET]Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row.[/TARGET] Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light?
Student: That would be me. Teacher: Sit. Teacher: Thank you.  [TARGET]Teacher: Now this is a grid that has what on it?[/TARGET] Teacher: Everybody put your crayons down. Teacher: [Crosstalk] Teacher: Just a minute.
Teacher: Just a minute. Teacher: Put your crayons down. Teacher: Look up here.  [TARGET]Teacher: What do you notice is different about this grid than the other one?[/TARGET] Student: Bigger. Teacher: Okay, it's bigger. Student: It has lines on the side and it has numbers which are tens.
Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one? Student: Bigger.  [TARGET]Teacher: Okay, it's bigger.[/TARGET] Student: It has lines on the side and it has numbers which are tens. Teacher: All right. Student: Or you just turned it into bigger tens.
Student: It has lines on the side and it has numbers which are tens. Teacher: All right. Student: Or you just turned it into bigger tens.  [TARGET]Teacher: So instead of having one grid that's ten by ten, I have a lot of ten by ten grids put together don't I.  That's a ten by ten grid.[/TARGET] Teacher: Here's another one. Student: But it's smaller though. Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it?
Teacher: All right. Student: Or you just turned it into bigger tens. Teacher: So instead of having one grid that's ten by ten, I have a lot of ten by ten grids put together don't I.  That's a ten by ten grid.  [TARGET]Teacher: Here's another one.[/TARGET] Student: But it's smaller though. Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it? Student: How many are there?
Teacher: So instead of having one grid that's ten by ten, I have a lot of ten by ten grids put together don't I.  That's a ten by ten grid. Teacher: Here's another one. Student: But it's smaller though.  [TARGET]Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it?[/TARGET] Student: How many are there? Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it.
Student: But it's smaller though. Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it? Student: How many are there?  [TARGET]Teacher: A hundred.[/TARGET] Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A.
Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it? Student: How many are there? Teacher: A hundred.  [TARGET]Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it.[/TARGET] Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A. Student: Should we put our names on them?
Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you.  [TARGET]Teacher: We're gonna make an array on here.[/TARGET] Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one. Teacher: Just set them over there on my desk or in the basket.
Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right?  [TARGET]Teacher: But remember, we're gonna make a bigger problem on this one.[/TARGET] Teacher: Just set them over there on my desk or in the basket. Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go?
Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one. Teacher: Just set them over there on my desk or in the basket.  [TARGET]Teacher: What if I wanted to make an array that would show 12 times 5?[/TARGET] Teacher: So how many rows down would I have to go? Student: 12 Teacher: You have to go down 12 and over what?
Teacher: But remember, we're gonna make a bigger problem on this one. Teacher: Just set them over there on my desk or in the basket. Teacher: What if I wanted to make an array that would show 12 times 5?  [TARGET]Teacher: So how many rows down would I have to go?[/TARGET] Student: 12 Teacher: You have to go down 12 and over what? Multiple Students: 5
Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go? Student: 12  [TARGET]Teacher: You have to go down 12 and over what?[/TARGET] Multiple Students: 5 Teacher: 5 Teacher: So we're gonna go down.
Student: 12 Teacher: You have to go down 12 and over what? Multiple Students: 5  [TARGET]Teacher: 5[/TARGET] Teacher: So we're gonna go down. Teacher: Here's 10. Teacher: They're marked off in darker blocks.
Teacher: You have to go down 12 and over what? Multiple Students: 5 Teacher: 5  [TARGET]Teacher: So we're gonna go down.[/TARGET] Teacher: Here's 10. Teacher: They're marked off in darker blocks. Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array.
Multiple Students: 5 Teacher: 5 Teacher: So we're gonna go down.  [TARGET]Teacher: Here's 10.[/TARGET] Teacher: They're marked off in darker blocks. Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array. Student: That's 4.
Teacher: 5 Teacher: So we're gonna go down. Teacher: Here's 10.  [TARGET]Teacher: They're marked off in darker blocks.[/TARGET] Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array. Student: That's 4. Teacher: Sorry.
Teacher: So we're gonna go down. Teacher: Here's 10. Teacher: They're marked off in darker blocks.  [TARGET]Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array.[/TARGET] Student: That's 4. Teacher: Sorry. Student: It's 60.
Teacher: They're marked off in darker blocks. Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array. Student: That's 4.  [TARGET]Teacher: Sorry.[/TARGET] Student: It's 60. Teacher: Okay. Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here?
Teacher: Sorry. Student: It's 60. Teacher: Okay.  [TARGET]Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here?[/TARGET] Teacher: Columns I mean. Student: 5 Teacher: 5
Student: It's 60. Teacher: Okay. Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here?  [TARGET]Teacher: Columns I mean.[/TARGET] Student: 5 Teacher: 5 Teacher: So this area has 50 in it, and here I have two rows with how many in each row?
Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here? Teacher: Columns I mean. Student: 5  [TARGET]Teacher: 5[/TARGET] Teacher: So this area has 50 in it, and here I have two rows with how many in each row? Student: 20 - no, 10. Student: [Crosstalk]
Teacher: Columns I mean. Student: 5 Teacher: 5  [TARGET]Teacher: So this area has 50 in it, and here I have two rows with how many in each row?[/TARGET] Student: 20 - no, 10. Student: [Crosstalk] Teacher: 2, 5 in each row.
Teacher: So this area has 50 in it, and here I have two rows with how many in each row? Student: 20 - no, 10. Student: [Crosstalk]  [TARGET]Teacher: 2, 5 in each row.[/TARGET] Teacher: So this - Student: 60 Teacher: This area down here has 10, so the answer is -
Student: 20 - no, 10. Student: [Crosstalk] Teacher: 2, 5 in each row.  [TARGET]Teacher: So this -[/TARGET] Student: 60 Teacher: This area down here has 10, so the answer is - Student: 60
Teacher: 2, 5 in each row. Teacher: So this - Student: 60  [TARGET]Teacher: This area down here has 10, so the answer is -[/TARGET] Student: 60 Teacher: 60 Teacher: All right, I'm gonna show you one just a little bigger.
Student: 60 Teacher: This area down here has 10, so the answer is - Student: 60  [TARGET]Teacher: 60[/TARGET] Teacher: All right, I'm gonna show you one just a little bigger. Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5.
Teacher: This area down here has 10, so the answer is - Student: 60 Teacher: 60  [TARGET]Teacher: All right, I'm gonna show you one just a little bigger.[/TARGET] Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5. Student: [Crosstalk]