stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Inaudible] eight. Teacher: Now automatically just tell me your graph. Teacher: Some.  [TARGET]Teacher: That's eight.[/TARGET] Teacher: How many people chose - Student: [Inaudible]. Student: Cake.
Teacher: Now automatically just tell me your graph. Teacher: Some. Teacher: That's eight.  [TARGET]Teacher: How many people chose -[/TARGET] Student: [Inaudible]. Student: Cake. Student: Two.
Student: Okay. Student: I got seven. Teacher: Okay.  [TARGET]Teacher: Let's [inaudible].[/TARGET] Student: I got four. Teacher: Excuse me. Teacher: You have six people already for cookies.
Teacher: Let's [inaudible]. Student: I got four. Teacher: Excuse me.  [TARGET]Teacher: You have six people already for cookies.[/TARGET] Teacher: You have two people already - you have two people already for what? Teacher: Ice cream. Teacher: Six and two is what?
Student: I got four. Teacher: Excuse me. Teacher: You have six people already for cookies.  [TARGET]Teacher: You have two people already - you have two people already for what?[/TARGET] Teacher: Ice cream. Teacher: Six and two is what? Student: Eight.
Teacher: Excuse me. Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what?  [TARGET]Teacher: Ice cream.[/TARGET] Teacher: Six and two is what? Student: Eight. Teacher: Then you have eight people for brownies.
Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what? Teacher: Ice cream.  [TARGET]Teacher: Six and two is what?[/TARGET] Student: Eight. Teacher: Then you have eight people for brownies. Teacher: Eight and eight?
Teacher: Ice cream. Teacher: Six and two is what? Student: Eight.  [TARGET]Teacher: Then you have eight people for brownies.[/TARGET] Teacher: Eight and eight? Student: Sixteen. Student: Seventeen.
Teacher: Six and two is what? Student: Eight. Teacher: Then you have eight people for brownies.  [TARGET]Teacher: Eight and eight?[/TARGET] Student: Sixteen. Student: Seventeen. Student: I got one, two -
Student: Sixteen. Student: Seventeen. Student: I got one, two -  [TARGET]Teacher: Eight and eight is what?[/TARGET] Student: Fifteen. Student: Sixteen. Teacher: So how many people could have chosen [inaudible]?
Teacher: Eight and eight is what? Student: Fifteen. Student: Sixteen.  [TARGET]Teacher: So how many people could have chosen [inaudible]?[/TARGET] Student: Sixteen. Teacher: What is [inaudible]. Teacher: You have eighteen people in your [inaudible].
Student: Sixteen. Teacher: So how many people could have chosen [inaudible]? Student: Sixteen.  [TARGET]Teacher: What is [inaudible].[/TARGET] Teacher: You have eighteen people in your [inaudible]. Teacher: You already have 16 things. Teacher: How many - what number - how many [inaudible]?
Teacher: So how many people could have chosen [inaudible]? Student: Sixteen. Teacher: What is [inaudible].  [TARGET]Teacher: You have eighteen people in your [inaudible].[/TARGET] Teacher: You already have 16 things. Teacher: How many - what number - how many [inaudible]? Student: [Inaudible].
Student: Sixteen. Teacher: What is [inaudible]. Teacher: You have eighteen people in your [inaudible].  [TARGET]Teacher: You already have 16 things.[/TARGET] Teacher: How many - what number - how many [inaudible]? Student: [Inaudible]. Teacher: That's your data.
Teacher: What is [inaudible]. Teacher: You have eighteen people in your [inaudible]. Teacher: You already have 16 things.  [TARGET]Teacher: How many - what number - how many [inaudible]?[/TARGET] Student: [Inaudible]. Teacher: That's your data. Student: See, I told you [inaudible].
Teacher: You already have 16 things. Teacher: How many - what number - how many [inaudible]? Student: [Inaudible].  [TARGET]Teacher: That's your data.[/TARGET] Student: See, I told you [inaudible]. Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you.
Student: [Inaudible]. Teacher: That's your data. Student: See, I told you [inaudible].  [TARGET]Teacher: That's your data, right here.[/TARGET] Teacher: So if I wanted to do your data - let me show you. Teacher: Give me a crayon. Teacher: This is how you do it.
Teacher: That's your data. Student: See, I told you [inaudible]. Teacher: That's your data, right here.  [TARGET]Teacher: So if I wanted to do your data - let me show you.[/TARGET] Teacher: Give me a crayon. Teacher: This is how you do it. Teacher: Say right here.
Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you. Teacher: Give me a crayon.  [TARGET]Teacher: This is how you do it.[/TARGET] Teacher: Say right here. Teacher: Under cookies. Teacher: This six.
Teacher: So if I wanted to do your data - let me show you. Teacher: Give me a crayon. Teacher: This is how you do it.  [TARGET]Teacher: Say right here.[/TARGET] Teacher: Under cookies. Teacher: This six. Teacher: So my bar is going to go directly under the six.
Teacher: Give me a crayon. Teacher: This is how you do it. Teacher: Say right here.  [TARGET]Teacher: Under cookies.[/TARGET] Teacher: This six. Teacher: So my bar is going to go directly under the six. Teacher: See?
Teacher: This is how you do it. Teacher: Say right here. Teacher: Under cookies.  [TARGET]Teacher: This six.[/TARGET] Teacher: So my bar is going to go directly under the six. Teacher: See? Teacher: Look at that.
Teacher: Say right here. Teacher: Under cookies. Teacher: This six.  [TARGET]Teacher: So my bar is going to go directly under the six.[/TARGET] Teacher: See? Teacher: Look at that. Teacher: Now how many people we said to chose cake?
Teacher: Under cookies. Teacher: This six. Teacher: So my bar is going to go directly under the six.  [TARGET]Teacher: See?[/TARGET] Teacher: Look at that. Teacher: Now how many people we said to chose cake? Multiple Students: Two.
Teacher: So my bar is going to go directly under the six. Teacher: See? Teacher: Look at that.  [TARGET]Teacher: Now how many people we said to chose cake?[/TARGET] Multiple Students: Two. Teacher: So my graph is going to be right here. Teacher: So you could see that's [inaudible] for that.
Teacher: Look at that. Teacher: Now how many people we said to chose cake? Multiple Students: Two.  [TARGET]Teacher: So my graph is going to be right here.[/TARGET] Teacher: So you could see that's [inaudible] for that. Teacher: Now how many people chose ice cream? Student: Two.
Teacher: Now how many people we said to chose cake? Multiple Students: Two. Teacher: So my graph is going to be right here.  [TARGET]Teacher: So you could see that's [inaudible] for that.[/TARGET] Teacher: Now how many people chose ice cream? Student: Two. Student: Two.
Multiple Students: Two. Teacher: So my graph is going to be right here. Teacher: So you could see that's [inaudible] for that.  [TARGET]Teacher: Now how many people chose ice cream?[/TARGET] Student: Two. Student: Two. Teacher: So we're going to make that [inaudible].
Teacher: Now how many people chose ice cream? Student: Two. Student: Two.  [TARGET]Teacher: So we're going to make that [inaudible].[/TARGET] Teacher: So - excuse me. Teacher: Pay attention. Teacher: Now [inaudible] you are.
Teacher: So we're going to make that [inaudible]. Teacher: So - excuse me. Teacher: Pay attention.  [TARGET]Teacher: Now [inaudible] you are.[/TARGET] Teacher: How many people chose brownies? Multiple Students: Eight. Teacher: They were really creamy.
Teacher: So - excuse me. Teacher: Pay attention. Teacher: Now [inaudible] you are.  [TARGET]Teacher: How many people chose brownies?[/TARGET] Multiple Students: Eight. Teacher: They were really creamy. Teacher: [Inaudible] all the way up.
Teacher: Now [inaudible] you are. Teacher: How many people chose brownies? Multiple Students: Eight.  [TARGET]Teacher: They were really creamy.[/TARGET] Teacher: [Inaudible] all the way up. Teacher: This is what the data is. Teacher: [Inaudible].
Teacher: How many people chose brownies? Multiple Students: Eight. Teacher: They were really creamy.  [TARGET]Teacher: [Inaudible] all the way up.[/TARGET] Teacher: This is what the data is. Teacher: [Inaudible]. Student: [Inaudible].
Multiple Students: Eight. Teacher: They were really creamy. Teacher: [Inaudible] all the way up.  [TARGET]Teacher: This is what the data is.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Now look at it.
Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Now look at it.  [TARGET]Teacher: Could you read this data?[/TARGET] Multiple Students: Yes. Teacher: [Inaudible]? Student: [Inaudible].
Student: [Inaudible]. Teacher: All right. Teacher: Now you can look.  [TARGET]Teacher: How you follow this data is this.[/TARGET] Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything.
Teacher: All right. Teacher: Now you can look. Teacher: How you follow this data is this.  [TARGET]Teacher: You go all the way over here.[/TARGET] Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything. Teacher: Over here.
Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything. Teacher: Over here.  [TARGET]Teacher: You can read this data.[/TARGET] Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here? Teacher: Two here?
Teacher: You do not know everything. Teacher: Over here. Teacher: You can read this data.  [TARGET]Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies?[/TARGET] Teacher: Can't you see it's two, here? Teacher: Two here? Teacher: Can't you see that's eight up there?
Teacher: Over here. Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies?  [TARGET]Teacher: Can't you see it's two, here?[/TARGET] Teacher: Two here? Teacher: Can't you see that's eight up there? Teacher: Now -
Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here?  [TARGET]Teacher: Two here?[/TARGET] Teacher: Can't you see that's eight up there? Teacher: Now - Student: Why is it [inaudible]?
Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here? Teacher: Two here?  [TARGET]Teacher: Can't you see that's eight up there?[/TARGET] Teacher: Now - Student: Why is it [inaudible]? Teacher: You need to title it, "My favorite desserts."
Teacher: Can't you see it's two, here? Teacher: Two here? Teacher: Can't you see that's eight up there?  [TARGET]Teacher: Now -[/TARGET] Student: Why is it [inaudible]? Teacher: You need to title it, "My favorite desserts." Student: [Inaudible] the bar.
Teacher: Can't you see that's eight up there? Teacher: Now - Student: Why is it [inaudible]?  [TARGET]Teacher: You need to title it, "My favorite desserts."[/TARGET] Student: [Inaudible] the bar. Teacher: You already did your graph. Teacher: Now your data has to tell you a story.
Student: Why is it [inaudible]? Teacher: You need to title it, "My favorite desserts." Student: [Inaudible] the bar.  [TARGET]Teacher: You already did your graph.[/TARGET] Teacher: Now your data has to tell you a story. Teacher: What story do you see by the data. Teacher: Look at [inaudible]
Teacher: You need to title it, "My favorite desserts." Student: [Inaudible] the bar. Teacher: You already did your graph.  [TARGET]Teacher: Now your data has to tell you a story.[/TARGET] Teacher: What story do you see by the data. Teacher: Look at [inaudible] Student: I see [inaudible].
Student: [Inaudible] the bar. Teacher: You already did your graph. Teacher: Now your data has to tell you a story.  [TARGET]Teacher: What story do you see by the data.[/TARGET] Teacher: Look at [inaudible] Student: I see [inaudible]. Student: [Crosstalk].
Teacher: Look at [inaudible] Student: I see [inaudible]. Student: [Crosstalk].  [TARGET]Teacher: So how would you write this?[/TARGET] Student: I see six of my classmates - six of my classmates ... Teacher: Six of my classmates chose - Student: Chosen - chosen [inaudible].
Student: [Crosstalk]. Teacher: So how would you write this? Student: I see six of my classmates - six of my classmates ...  [TARGET]Teacher: Six of my classmates chose -[/TARGET] Student: Chosen - chosen [inaudible]. Teacher: Now you write it out, "As I stated in my graph. Teacher: My graph shows favorite desserts."  Go ahead.
Student: I see six of my classmates - six of my classmates ... Teacher: Six of my classmates chose - Student: Chosen - chosen [inaudible].  [TARGET]Teacher: Now you write it out, "As I stated in my graph.[/TARGET] Teacher: My graph shows favorite desserts."  Go ahead. Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response.
Teacher: Six of my classmates chose - Student: Chosen - chosen [inaudible]. Teacher: Now you write it out, "As I stated in my graph.  [TARGET]Teacher: My graph shows favorite desserts."  Go ahead.[/TARGET] Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response. Teacher: It's 2:00.
Student: Chosen - chosen [inaudible]. Teacher: Now you write it out, "As I stated in my graph. Teacher: My graph shows favorite desserts."  Go ahead.  [TARGET]Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you?[/TARGET] Teacher: You should be down to your constructive response. Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay.
Teacher: Now you write it out, "As I stated in my graph. Teacher: My graph shows favorite desserts."  Go ahead. Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you?  [TARGET]Teacher: You should be down to your constructive response.[/TARGET] Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups].
Teacher: My graph shows favorite desserts."  Go ahead. Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response.  [TARGET]Teacher: It's 2:00.[/TARGET] Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups]. Teacher: Sit up, Student C.  Okay, it's time to share.
Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response. Teacher: It's 2:00.  [TARGET]Teacher: [Inaudible] how many people you have ... okay.[/TARGET] Teacher: [Students working on graphs in groups]. Teacher: Sit up, Student C.  Okay, it's time to share. Student: But we need to finish.
Teacher: Sit up, Student C.  Okay, it's time to share. Student: But we need to finish. Teacher: Okay.  [TARGET]Teacher: Your favorite dessert.[/TARGET] Teacher: It's 2:00. Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves.
Teacher: She's not here and you weren't [inaudible]. Teacher: Sit down. Student: See you Teacher B.  [TARGET]Teacher: See you.[/TARGET] Teacher: [Inaudible]? Student: [Inaudible]. Teacher: Sit up.
Teacher: [Inaudible]? Student: [Inaudible]. Teacher: Sit up.  [TARGET]Teacher: Okay, what does your graph show?[/TARGET] Teacher: Out of 18 people. Student: Out of 18 - Teacher: Students in my class, [inaudible] like brownies?
Student: [Inaudible]. Teacher: Sit up. Teacher: Okay, what does your graph show?  [TARGET]Teacher: Out of 18 people.[/TARGET] Student: Out of 18 - Teacher: Students in my class, [inaudible] like brownies? Teacher: [Inaudible].
Teacher: Okay, what does your graph show? Teacher: Out of 18 people. Student: Out of 18 -  [TARGET]Teacher: Students in my class, [inaudible] like brownies?[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on graphs in groups]. Teacher: All right.
Teacher: Everybody should be finished. Teacher: Student D, are you through? Student: [Inaudible].  [TARGET]Teacher: [Inaudible] telling the story.[/TARGET] Teacher: Put the crayons up. Teacher: Put the crayons up. Teacher: Okay.
Teacher: Underneath. Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit.  [TARGET]Teacher: Okay so what story is it showing?[/TARGET] Student: It's showing how many people like chicken, crabs, and spaghetti. Teacher: So if I look at your graph, that dark [inaudible] shows me chicken. Student: Uh-huh.
Student: We decided to do a [inaudible] graph [inaudible] to get extra credit. Teacher: Okay so what story is it showing? Student: It's showing how many people like chicken, crabs, and spaghetti.  [TARGET]Teacher: So if I look at your graph, that dark [inaudible] shows me chicken.[/TARGET] Student: Uh-huh. Teacher: And the green shows me spaghetti. Student: Mm-hmm.
Student: It's showing how many people like chicken, crabs, and spaghetti. Teacher: So if I look at your graph, that dark [inaudible] shows me chicken. Student: Uh-huh.  [TARGET]Teacher: And the green shows me spaghetti.[/TARGET] Student: Mm-hmm. Teacher: Very good. Student: I divide by three to get thirty-three.
Student: Uh-huh. Teacher: And the green shows me spaghetti. Student: Mm-hmm.  [TARGET]Teacher: Very good.[/TARGET] Student: I divide by three to get thirty-three. Student: And then we had some leftovers, so we - Student: It was point three, because it equaled nine, and we just [inaudible], because everybody picked six.
Student: And then we had some leftovers, so we - Student: It was point three, because it equaled nine, and we just [inaudible], because everybody picked six. Student: Everyone picked six for chicken, six for crabs, and six for spaghetti.  [TARGET]Teacher: That's excellent.[/TARGET] Teacher: Any questions? Student: [Inaudible]? Student: I wanted to like, to get extra credit for like, for dividing, I [inaudible].
Student: It was point three, because it equaled nine, and we just [inaudible], because everybody picked six. Student: Everyone picked six for chicken, six for crabs, and six for spaghetti. Teacher: That's excellent.  [TARGET]Teacher: Any questions?[/TARGET] Student: [Inaudible]? Student: I wanted to like, to get extra credit for like, for dividing, I [inaudible]. Student: And [inaudible] to take a challenge, because we're going to a higher grade next year.
Teacher: [Students talking to each other]. Student: We did it as a group. Teacher: Okay.  [TARGET]Teacher: Did you come together as a group?[/TARGET] Multiple Students: Yes. Teacher: That's great teamwork. Teacher: [Clapping].
Teacher: Okay. Teacher: Did you come together as a group? Multiple Students: Yes.  [TARGET]Teacher: That's great teamwork.[/TARGET] Teacher: [Clapping]. Teacher: [Students returning to seats]. Teacher: Excuse me.
[TARGET]Teacher: Jaguars?[/TARGET] Teacher: Does it have the lead in it? Teacher: You can use it. Teacher: [Inaudible].
Teacher: Does it have the lead in it? Teacher: You can use it. Teacher: [Inaudible].  [TARGET]Teacher: We've covered technically all the skills you need to know for next week.[/TARGET] Teacher: You're going to be spending part of the time - I will. Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow.
Teacher: You can use it. Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week.  [TARGET]Teacher: You're going to be spending part of the time - I will.[/TARGET] Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce.
Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will. Teacher: Have a seat right now.  [TARGET]Teacher: You're going to be reviewing today and part of tomorrow.[/TARGET] Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals.
Teacher: You're going to be spending part of the time - I will. Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow.  [TARGET]Teacher: There is one skill though that I want to reintroduce.[/TARGET] Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone.
Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce.  [TARGET]Teacher: We already covered it from the last unit.[/TARGET] Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad.
Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit.  [TARGET]Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals.[/TARGET] Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad. Teacher: Now we want to get an iPhone.
Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals.  [TARGET]Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone.[/TARGET] Teacher: We already got an iPad. Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68.
Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone.  [TARGET]Teacher: We already got an iPad.[/TARGET] Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it.
Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad.  [TARGET]Teacher: Now we want to get an iPhone.[/TARGET] Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4.
Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad. Teacher: Now we want to get an iPhone.  [TARGET]Teacher: The phone is let's say $392.68.[/TARGET] Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal.
Teacher: We already got an iPad. Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68.  [TARGET]Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it.[/TARGET] Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem.