stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: What is my answer? Teacher: Where do I find my answer at? Student: The overlaps.  [TARGET]Teacher: Show me my answer.[/TARGET] Teacher: Two ninths, is that correct? Teacher: Can we simplify two ninths? Multiple Students: No.
Teacher: Where do I find my answer at? Student: The overlaps. Teacher: Show me my answer.  [TARGET]Teacher: Two ninths, is that correct?[/TARGET] Teacher: Can we simplify two ninths? Multiple Students: No. Teacher: No.
Student: The overlaps. Teacher: Show me my answer. Teacher: Two ninths, is that correct?  [TARGET]Teacher: Can we simplify two ninths?[/TARGET] Multiple Students: No. Teacher: No. Teacher: There's nothing we can simplify by.
Teacher: Two ninths, is that correct? Teacher: Can we simplify two ninths? Multiple Students: No.  [TARGET]Teacher: No.[/TARGET] Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff.
Teacher: Can we simplify two ninths? Multiple Students: No. Teacher: No.  [TARGET]Teacher: There's nothing we can simplify by.[/TARGET] Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over.
Teacher: No. Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction.  [TARGET]Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff.[/TARGET] Teacher: Let me start it over. Teacher: [Video plays] Teacher: All right, did we do this already?
Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over. Teacher: [Video plays]  [TARGET]Teacher: All right, did we do this already?[/TARGET] Teacher: We made the model? Teacher: It's just taking you through the steps. Teacher: [Video plays]
Teacher: Let me start it over. Teacher: [Video plays] Teacher: All right, did we do this already?  [TARGET]Teacher: We made the model?[/TARGET] Teacher: It's just taking you through the steps. Teacher: [Video plays] Teacher: Okay, so what's the relationship?
Teacher: [Video plays] Teacher: All right, did we do this already? Teacher: We made the model?  [TARGET]Teacher: It's just taking you through the steps.[/TARGET] Teacher: [Video plays] Teacher: Okay, so what's the relationship? Teacher: What's the relationship between the numerators and the factors of the product?
Teacher: We made the model? Teacher: It's just taking you through the steps. Teacher: [Video plays]  [TARGET]Teacher: Okay, so what's the relationship?[/TARGET] Teacher: What's the relationship between the numerators and the factors of the product? Teacher: What do you notice? Teacher: Student M?
Teacher: It's just taking you through the steps. Teacher: [Video plays] Teacher: Okay, so what's the relationship?  [TARGET]Teacher: What's the relationship between the numerators and the factors of the product?[/TARGET] Teacher: What do you notice? Teacher: Student M? Student: They're factors?
Teacher: [Video plays] Teacher: Okay, so what's the relationship? Teacher: What's the relationship between the numerators and the factors of the product?  [TARGET]Teacher: What do you notice?[/TARGET] Teacher: Student M? Student: They're factors? Teacher: They're factors of 12.
Teacher: Okay, so what's the relationship? Teacher: What's the relationship between the numerators and the factors of the product? Teacher: What do you notice?  [TARGET]Teacher: Student M?[/TARGET] Student: They're factors? Teacher: They're factors of 12. Teacher: [Video plays]
Teacher: What do you notice? Teacher: Student M? Student: They're factors?  [TARGET]Teacher: They're factors of 12.[/TARGET] Teacher: [Video plays] Teacher: Okay, so what does that tell you? Teacher: What does that mean?
Student: They're factors? Teacher: They're factors of 12. Teacher: [Video plays]  [TARGET]Teacher: Okay, so what does that tell you?[/TARGET] Teacher: What does that mean? Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. Teacher: What could you do to solve that problem, Student S?
Teacher: They're factors of 12. Teacher: [Video plays] Teacher: Okay, so what does that tell you?  [TARGET]Teacher: What does that mean?[/TARGET] Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically?
Teacher: [Video plays] Teacher: Okay, so what does that tell you? Teacher: What does that mean?  [TARGET]Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply.[/TARGET] Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what?
Teacher: Okay, so what does that tell you? Teacher: What does that mean? Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply.  [TARGET]Teacher: What could you do to solve that problem, Student S?[/TARGET] Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators.
Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically?  [TARGET]Teacher: Multiply straight across so when you multiply you multiply what?[/TARGET] Teacher: Denominators. Teacher: Good. Teacher: All right, Student R, hit the red arrow for me on the computer.
Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what?  [TARGET]Teacher: Denominators.[/TARGET] Teacher: Good. Teacher: All right, Student R, hit the red arrow for me on the computer. Student: It's orange.
Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators.  [TARGET]Teacher: Good.[/TARGET] Teacher: All right, Student R, hit the red arrow for me on the computer. Student: It's orange. Teacher: It looks red from here.
Teacher: Good. Teacher: All right, Student R, hit the red arrow for me on the computer. Student: It's orange.  [TARGET]Teacher: It looks red from here.[/TARGET] Teacher: [Video plays] Teacher: What would my answer be to find the product, Student E? Student: Two twelfths?
Student: It's orange. Teacher: It looks red from here. Teacher: [Video plays]  [TARGET]Teacher: What would my answer be to find the product, Student E?[/TARGET] Student: Two twelfths? Teacher: Two twelfths. Teacher: What did you do to get two twelfths?
Teacher: [Video plays] Teacher: What would my answer be to find the product, Student E? Student: Two twelfths?  [TARGET]Teacher: Two twelfths.[/TARGET] Teacher: What did you do to get two twelfths? Student: Multiplied [Inaudible]. Teacher: Very good.
Teacher: What would my answer be to find the product, Student E? Student: Two twelfths? Teacher: Two twelfths.  [TARGET]Teacher: What did you do to get two twelfths?[/TARGET] Student: Multiplied [Inaudible]. Teacher: Very good. Teacher: One times two is two, four times three is 12.
Teacher: Two twelfths. Teacher: What did you do to get two twelfths? Student: Multiplied [Inaudible].  [TARGET]Teacher: Very good.[/TARGET] Teacher: One times two is two, four times three is 12. Teacher: Okay, so which answer is it? Teacher: Two twelfths.
Teacher: What did you do to get two twelfths? Student: Multiplied [Inaudible]. Teacher: Very good.  [TARGET]Teacher: One times two is two, four times three is 12.[/TARGET] Teacher: Okay, so which answer is it? Teacher: Two twelfths. Teacher: [Video plays]
Student: Multiplied [Inaudible]. Teacher: Very good. Teacher: One times two is two, four times three is 12.  [TARGET]Teacher: Okay, so which answer is it?[/TARGET] Teacher: Two twelfths. Teacher: [Video plays] Teacher: What would my answer be to simplify this?
Teacher: Very good. Teacher: One times two is two, four times three is 12. Teacher: Okay, so which answer is it?  [TARGET]Teacher: Two twelfths.[/TARGET] Teacher: [Video plays] Teacher: What would my answer be to simplify this? Teacher: Twelve divided by two is?
Teacher: Okay, so which answer is it? Teacher: Two twelfths. Teacher: [Video plays]  [TARGET]Teacher: What would my answer be to simplify this?[/TARGET] Teacher: Twelve divided by two is? Student: Six. Teacher: Six.
Teacher: Two twelfths. Teacher: [Video plays] Teacher: What would my answer be to simplify this?  [TARGET]Teacher: Twelve divided by two is?[/TARGET] Student: Six. Teacher: Six. Teacher: So the answer is what?
Teacher: What would my answer be to simplify this? Teacher: Twelve divided by two is? Student: Six.  [TARGET]Teacher: Six.[/TARGET] Teacher: So the answer is what? Teacher: One sixth. Teacher: Good.
Teacher: Twelve divided by two is? Student: Six. Teacher: Six.  [TARGET]Teacher: So the answer is what?[/TARGET] Teacher: One sixth. Teacher: Good. Teacher: [Video plays]
Student: Six. Teacher: Six. Teacher: So the answer is what?  [TARGET]Teacher: One sixth.[/TARGET] Teacher: Good. Teacher: [Video plays] Teacher: What is that answer?
Teacher: Six. Teacher: So the answer is what? Teacher: One sixth.  [TARGET]Teacher: Good.[/TARGET] Teacher: [Video plays] Teacher: What is that answer? Multiple Students: Two fifteenths.
Teacher: One sixth. Teacher: Good. Teacher: [Video plays]  [TARGET]Teacher: What is that answer?[/TARGET] Multiple Students: Two fifteenths. Teacher: Two fifteenths. Teacher: Good.
Teacher: [Video plays] Teacher: What is that answer? Multiple Students: Two fifteenths.  [TARGET]Teacher: Two fifteenths.[/TARGET] Teacher: Good. Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal.
Teacher: What is that answer? Multiple Students: Two fifteenths. Teacher: Two fifteenths.  [TARGET]Teacher: Good.[/TARGET] Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal. Teacher: I'm gonna make it bigger so you can see it.
Teacher: Two fifteenths. Teacher: Good. Teacher: [Video plays]  [TARGET]Teacher: All right, this is your math idea you're recording in your math journal.[/TARGET] Teacher: I'm gonna make it bigger so you can see it. Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form.
Teacher: Good. Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal.  [TARGET]Teacher: I'm gonna make it bigger so you can see it.[/TARGET] Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions.
Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal. Teacher: I'm gonna make it bigger so you can see it.  [TARGET]Teacher: Well, I thought I could make it bigger.[/TARGET] Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right?
Teacher: All right, this is your math idea you're recording in your math journal. Teacher: I'm gonna make it bigger so you can see it. Teacher: Well, I thought I could make it bigger.  [TARGET]Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form.[/TARGET] Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators.
Teacher: I'm gonna make it bigger so you can see it. Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form.  [TARGET]Teacher: That's your rule for multiplying fractions.[/TARGET] Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal.
Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions.  [TARGET]Teacher: Pretty simple, right?[/TARGET] Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write.
Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right?  [TARGET]Teacher: More simple than adding without like denominators.[/TARGET] Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink.
Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink. Teacher: [Side conversation]  [TARGET]Teacher: It's the same thing.[/TARGET] Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it.
Teacher: They're all out of ink. Teacher: [Side conversation] Teacher: It's the same thing.  [TARGET]Teacher: I'm just putting it in bullets instead of sentences.[/TARGET] Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down.
Teacher: [Side conversation] Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences.  [TARGET]Teacher: So this is the rule for multiplying fractions.[/TARGET] Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form.
Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down.  [TARGET]Teacher: Multiply the numerators, multiply the denominators, write in the simplest form.[/TARGET] Teacher: Three easy steps. Teacher: [Side conversation] Teacher: All right, next step.
Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form.  [TARGET]Teacher: Three easy steps.[/TARGET] Teacher: [Side conversation] Teacher: All right, next step. Teacher: Find the product - it's gonna talk for me.
Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps. Teacher: [Side conversation]  [TARGET]Teacher: All right, next step.[/TARGET] Teacher: Find the product - it's gonna talk for me. Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form.
Teacher: Three easy steps. Teacher: [Side conversation] Teacher: All right, next step.  [TARGET]Teacher: Find the product - it's gonna talk for me.[/TARGET] Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute.
Teacher: [Side conversation] Teacher: All right, next step. Teacher: Find the product - it's gonna talk for me.  [TARGET]Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third.[/TARGET] Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer.
Teacher: All right, next step. Teacher: Find the product - it's gonna talk for me. Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third.  [TARGET]Teacher: Find the answer in its simplest form.[/TARGET] Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer. Student: [Inaudible]
Teacher: Find the product - it's gonna talk for me. Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form.  [TARGET]Teacher: You're gonna write number one and we'll check our answer in a minute.[/TARGET] Teacher: You should have written one and the answer. Student: [Inaudible] Teacher: Nope, just write your answer.
Teacher: You should have written one and the answer. Student: [Inaudible] Teacher: Nope, just write your answer.  [TARGET]Teacher: That's not your answer.[/TARGET] Teacher: One fourth times one third? Teacher: Rethink that. Teacher: All right, Student C, go click the right answer.
Student: [Inaudible] Teacher: Nope, just write your answer. Teacher: That's not your answer.  [TARGET]Teacher: One fourth times one third?[/TARGET] Teacher: Rethink that. Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer.
Teacher: Nope, just write your answer. Teacher: That's not your answer. Teacher: One fourth times one third?  [TARGET]Teacher: Rethink that.[/TARGET] Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form.
Teacher: One fourth times one third? Teacher: Rethink that. Teacher: All right, Student C, go click the right answer.  [TARGET]Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer.[/TARGET] Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please. Teacher: Next problem.
Teacher: Rethink that. Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer.  [TARGET]Teacher: Finding the product in its simplest form.[/TARGET] Teacher: Okay, click the arrow please. Teacher: Next problem. Teacher: [Video plays]
Teacher: Okay, click the arrow please. Teacher: Next problem. Teacher: [Video plays]  [TARGET]Teacher: Now we have two thirds times one third.[/TARGET] Teacher: If you will write that on your paper and solve it. Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth.
Teacher: [Video plays] Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it.  [TARGET]Teacher: Two thirds times one third.[/TARGET] Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer? Teacher: Why did you think it was one sixth?
Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it. Teacher: Two thirds times one third.  [TARGET]Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth.[/TARGET] Teacher: Student M, do you know the answer? Teacher: Why did you think it was one sixth? Teacher: [Video plays]
Teacher: If you will write that on your paper and solve it. Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth.  [TARGET]Teacher: Student M, do you know the answer?[/TARGET] Teacher: Why did you think it was one sixth? Teacher: [Video plays] Teacher: Did you try simplifying?
Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer?  [TARGET]Teacher: Why did you think it was one sixth?[/TARGET] Teacher: [Video plays] Teacher: Did you try simplifying? Teacher: Okay, can you simplify your original answer?
Teacher: Student M, do you know the answer? Teacher: Why did you think it was one sixth? Teacher: [Video plays]  [TARGET]Teacher: Did you try simplifying?[/TARGET] Teacher: Okay, can you simplify your original answer? Teacher: What was your original answer? Student: [Inaudible].
Teacher: Why did you think it was one sixth? Teacher: [Video plays] Teacher: Did you try simplifying?  [TARGET]Teacher: Okay, can you simplify your original answer?[/TARGET] Teacher: What was your original answer? Student: [Inaudible]. Teacher: What was the original?
Teacher: [Video plays] Teacher: Did you try simplifying? Teacher: Okay, can you simplify your original answer?  [TARGET]Teacher: What was your original answer?[/TARGET] Student: [Inaudible]. Teacher: What was the original? Teacher: Two ninths.
Teacher: Okay, can you simplify your original answer? Teacher: What was your original answer? Student: [Inaudible].  [TARGET]Teacher: What was the original?[/TARGET] Teacher: Two ninths. Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths.
Teacher: What was your original answer? Student: [Inaudible]. Teacher: What was the original?  [TARGET]Teacher: Two ninths.[/TARGET] Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths. Teacher: Good.
Student: [Inaudible]. Teacher: What was the original? Teacher: Two ninths.  [TARGET]Teacher: Can we divide anything by two and nine and get a simple - no, we can't.[/TARGET] Teacher: So click two ninths. Teacher: Good. Teacher: Thank you.
Teacher: What was the original? Teacher: Two ninths. Teacher: Can we divide anything by two and nine and get a simple - no, we can't.  [TARGET]Teacher: So click two ninths.[/TARGET] Teacher: Good. Teacher: Thank you. Teacher: Click the arrow, please.
Teacher: Two ninths. Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths.  [TARGET]Teacher: Good.[/TARGET] Teacher: Thank you. Teacher: Click the arrow, please. Teacher: [Video plays]
Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths. Teacher: Good.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Click the arrow, please. Teacher: [Video plays] Teacher: So now we have one third times three fourths.
Teacher: Thank you. Teacher: Click the arrow, please. Teacher: [Video plays]  [TARGET]Teacher: So now we have one third times three fourths.[/TARGET] 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?
Teacher: Click the arrow, please. Teacher: [Video plays] Teacher: So now we have one third times three fourths.  [TARGET]Teacher: That's what you should be writing, one third times three fourths.[/TARGET] Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth? Teacher: Yes.