stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Twelve. Teacher: Let's look at what a thousand is. Student: Three.  [TARGET]Teacher: A thousand means no ones.[/TARGET] Teacher: Student B, sit down. Teacher: No ones. Teacher: No tens.
Student: Three. Teacher: A thousand means no ones. Teacher: Student B, sit down.  [TARGET]Teacher: No ones.[/TARGET] Teacher: No tens. Teacher: No hundreds. Teacher: One thousand.
Teacher: A thousand means no ones. Teacher: Student B, sit down. Teacher: No ones.  [TARGET]Teacher: No tens.[/TARGET] Teacher: No hundreds. Teacher: One thousand. Teacher: That's what it means.
Teacher: Student B, sit down. Teacher: No ones. Teacher: No tens.  [TARGET]Teacher: No hundreds.[/TARGET] Teacher: One thousand. Teacher: That's what it means. Teacher: And 1,000 is what?
Teacher: No ones. Teacher: No tens. Teacher: No hundreds.  [TARGET]Teacher: One thousand.[/TARGET] Teacher: That's what it means. Teacher: And 1,000 is what? Teacher: What is 1,000?
Teacher: No tens. Teacher: No hundreds. Teacher: One thousand.  [TARGET]Teacher: That's what it means.[/TARGET] Teacher: And 1,000 is what? Teacher: What is 1,000? Student: Ten thousand.
Teacher: No hundreds. Teacher: One thousand. Teacher: That's what it means.  [TARGET]Teacher: And 1,000 is what?[/TARGET] Teacher: What is 1,000? Student: Ten thousand. Student: Ten hundreds.
Teacher: One thousand. Teacher: That's what it means. Teacher: And 1,000 is what?  [TARGET]Teacher: What is 1,000?[/TARGET] Student: Ten thousand. Student: Ten hundreds. Teacher: Ten hundred.
Teacher: What is 1,000? Student: Ten thousand. Student: Ten hundreds.  [TARGET]Teacher: Ten hundred.[/TARGET] Teacher: Ten hundred is one thousand. Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds.
Student: Ten thousand. Student: Ten hundreds. Teacher: Ten hundred.  [TARGET]Teacher: Ten hundred is one thousand.[/TARGET] Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds. Teacher: That's what it means.
Student: Ten hundreds. Teacher: Ten hundred. Teacher: Ten hundred is one thousand.  [TARGET]Teacher: So if we take this 1,000, we're taking 10 hundreds.[/TARGET] Teacher: We're taking 10 hundreds. Teacher: That's what it means. Teacher: And we're going to make this one here.
Teacher: Ten hundred. Teacher: Ten hundred is one thousand. Teacher: So if we take this 1,000, we're taking 10 hundreds.  [TARGET]Teacher: We're taking 10 hundreds.[/TARGET] Teacher: That's what it means. Teacher: And we're going to make this one here. Teacher: We have 10 hundreds.
Teacher: Ten hundred is one thousand. Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds.  [TARGET]Teacher: That's what it means.[/TARGET] Teacher: And we're going to make this one here. Teacher: We have 10 hundreds. Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds.
Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds. Teacher: That's what it means.  [TARGET]Teacher: And we're going to make this one here.[/TARGET] Teacher: We have 10 hundreds. Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. Teacher: So if we take one, one 10.
Teacher: We're taking 10 hundreds. Teacher: That's what it means. Teacher: And we're going to make this one here.  [TARGET]Teacher: We have 10 hundreds.[/TARGET] Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. Teacher: So if we take one, one 10. Student: It will be nine.
Teacher: That's what it means. Teacher: And we're going to make this one here. Teacher: We have 10 hundreds.  [TARGET]Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds.[/TARGET] Teacher: So if we take one, one 10. Student: It will be nine. Teacher: Nine.
Teacher: And we're going to make this one here. Teacher: We have 10 hundreds. Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds.  [TARGET]Teacher: So if we take one, one 10.[/TARGET] Student: It will be nine. Teacher: Nine. Teacher: It's going to be -
Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. Teacher: So if we take one, one 10. Student: It will be nine.  [TARGET]Teacher: Nine.[/TARGET] Teacher: It's going to be - Student: And the next one becomes a 10. Teacher: this is going to be a 900.
Teacher: So if we take one, one 10. Student: It will be nine. Teacher: Nine.  [TARGET]Teacher: It's going to be -[/TARGET] Student: And the next one becomes a 10. Teacher: this is going to be a 900. Teacher: So this is 10.
Teacher: Nine. Teacher: It's going to be - Student: And the next one becomes a 10.  [TARGET]Teacher: this is going to be a 900.[/TARGET] Teacher: So this is 10. Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here.
Teacher: It's going to be - Student: And the next one becomes a 10. Teacher: this is going to be a 900.  [TARGET]Teacher: So this is 10.[/TARGET] Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column.
Student: And the next one becomes a 10. Teacher: this is going to be a 900. Teacher: So this is 10.  [TARGET]Teacher: This time we're taking from here.[/TARGET] Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column. Teacher: And the tens column here is going to be 10.
Teacher: this is going to be a 900. Teacher: So this is 10. Teacher: This time we're taking from here.  [TARGET]Teacher: This one 10, we're taking from here.[/TARGET] Teacher: Now we're going to put it in the tens column. Teacher: And the tens column here is going to be 10. Teacher: This is 10.
Teacher: So this is 10. Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here.  [TARGET]Teacher: Now we're going to put it in the tens column.[/TARGET] Teacher: And the tens column here is going to be 10. Teacher: This is 10. Student: That looks like 110, kind of, doesn't it?
Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column.  [TARGET]Teacher: And the tens column here is going to be 10.[/TARGET] Teacher: This is 10. Student: That looks like 110, kind of, doesn't it? Teacher: It's not.
Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column. Teacher: And the tens column here is going to be 10.  [TARGET]Teacher: This is 10.[/TARGET] Student: That looks like 110, kind of, doesn't it? Teacher: It's not. Student: Can you put an X on the circle?
Teacher: And the tens column here is going to be 10. Teacher: This is 10. Student: That looks like 110, kind of, doesn't it?  [TARGET]Teacher: It's not.[/TARGET] Student: Can you put an X on the circle? Teacher: No, we're not going to put X on the circle. Teacher: We're just going to leave it 10.
Student: That looks like 110, kind of, doesn't it? Teacher: It's not. Student: Can you put an X on the circle?  [TARGET]Teacher: No, we're not going to put X on the circle.[/TARGET] Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones.
Teacher: It's not. Student: Can you put an X on the circle? Teacher: No, we're not going to put X on the circle.  [TARGET]Teacher: We're just going to leave it 10.[/TARGET] Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here.
Student: Can you put an X on the circle? Teacher: No, we're not going to put X on the circle. Teacher: We're just going to leave it 10.  [TARGET]Teacher: One we borrowed from there is one 10 which is this.[/TARGET] Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10.
Teacher: No, we're not going to put X on the circle. Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this.  [TARGET]Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones.[/TARGET] Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve.
Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here.  [TARGET]Teacher: Ten ones, and ten ones is the same thing as one 10.[/TARGET] Teacher: So this can enable us now to solve. Teacher: Student C, look here. Teacher: This is where your confusion was.
Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10.  [TARGET]Teacher: So this can enable us now to solve.[/TARGET] Teacher: Student C, look here. Teacher: This is where your confusion was. Teacher: Now we have 10 here.
Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. Teacher: Student C, look here.  [TARGET]Teacher: This is where your confusion was.[/TARGET] Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what? Student: Eight.
Teacher: So this can enable us now to solve. Teacher: Student C, look here. Teacher: This is where your confusion was.  [TARGET]Teacher: Now we have 10 here.[/TARGET] Teacher: Ten take away two is going to be what? Student: Eight. Teacher: Eight.
Teacher: Student C, look here. Teacher: This is where your confusion was. Teacher: Now we have 10 here.  [TARGET]Teacher: Ten take away two is going to be what?[/TARGET] Student: Eight. Teacher: Eight. Teacher: That's how you got the eight you got.
Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what? Student: Eight.  [TARGET]Teacher: Eight.[/TARGET] Teacher: That's how you got the eight you got. Teacher: And here we have 9 tens. Teacher: This 9 tens is the same thing as what?
Teacher: Ten take away two is going to be what? Student: Eight. Teacher: Eight.  [TARGET]Teacher: That's how you got the eight you got.[/TARGET] Teacher: And here we have 9 tens. Teacher: This 9 tens is the same thing as what? Student: Six.
Student: Eight. Teacher: Eight. Teacher: That's how you got the eight you got.  [TARGET]Teacher: And here we have 9 tens.[/TARGET] Teacher: This 9 tens is the same thing as what? Student: Six. Teacher: Nine tens is the same as what?
Teacher: Eight. Teacher: That's how you got the eight you got. Teacher: And here we have 9 tens.  [TARGET]Teacher: This 9 tens is the same thing as what?[/TARGET] Student: Six. Teacher: Nine tens is the same as what? Student: Nine hundred?
Teacher: And here we have 9 tens. Teacher: This 9 tens is the same thing as what? Student: Six.  [TARGET]Teacher: Nine tens is the same as what?[/TARGET] Student: Nine hundred? Student: Ninety. Teacher: Ninety.
Teacher: Nine tens is the same as what? Student: Nine hundred? Student: Ninety.  [TARGET]Teacher: Ninety.[/TARGET] Teacher: Now 90 take away 30 is going to be what? Student: Six. Teacher: Mm-hmm, 60.
Student: Nine hundred? Student: Ninety. Teacher: Ninety.  [TARGET]Teacher: Now 90 take away 30 is going to be what?[/TARGET] Student: Six. Teacher: Mm-hmm, 60. Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60.
Teacher: Ninety. Teacher: Now 90 take away 30 is going to be what? Student: Six.  [TARGET]Teacher: Mm-hmm, 60.[/TARGET] Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60. Teacher: Now we have nine. Teacher: What is the value of this nine here?
Teacher: Now 90 take away 30 is going to be what? Student: Six. Teacher: Mm-hmm, 60.  [TARGET]Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60.[/TARGET] Teacher: Now we have nine. Teacher: What is the value of this nine here? Student: Nine hundred.
Student: Six. Teacher: Mm-hmm, 60. Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60.  [TARGET]Teacher: Now we have nine.[/TARGET] Teacher: What is the value of this nine here? Student: Nine hundred. Teacher: Nine hundred.
Teacher: Mm-hmm, 60. Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60. Teacher: Now we have nine.  [TARGET]Teacher: What is the value of this nine here?[/TARGET] Student: Nine hundred. Teacher: Nine hundred. Teacher: Student M, sit up.
Teacher: Now we have nine. Teacher: What is the value of this nine here? Student: Nine hundred.  [TARGET]Teacher: Nine hundred.[/TARGET] Teacher: Student M, sit up. Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred.
Student: Nine hundred. Teacher: Nine hundred. Teacher: Student M, sit up.  [TARGET]Teacher: Nine hundred take away six hundred, what we have left?[/TARGET] Multiple Students: Three hundred. Teacher: Three hundred. Teacher: So we have this.
Teacher: Student M, sit up. Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred.  [TARGET]Teacher: Three hundred.[/TARGET] Teacher: So we have this. Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math.
Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred. Teacher: Three hundred.  [TARGET]Teacher: So we have this.[/TARGET] Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math. Teacher: We've used the addition.
Multiple Students: Three hundred. Teacher: Three hundred. Teacher: So we have this.  [TARGET]Teacher: This is exactly what you were doing before, what you were trying to do.[/TARGET] Teacher: And I will use another way to solve this math. Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm.
Teacher: Three hundred. Teacher: So we have this. Teacher: This is exactly what you were doing before, what you were trying to do.  [TARGET]Teacher: And I will use another way to solve this math.[/TARGET] Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm. Teacher: Now we're gonna use another way to solve this math.
Teacher: So we have this. Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math.  [TARGET]Teacher: We've used the addition.[/TARGET] Teacher: We've used the subtraction, the traditional algorithm. Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible].
Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math. Teacher: We've used the addition.  [TARGET]Teacher: We've used the subtraction, the traditional algorithm.[/TARGET] Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible]. Teacher: Let's look at the number line here.
Teacher: We've used the subtraction, the traditional algorithm. Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible].  [TARGET]Teacher: Let's look at the number line here.[/TARGET] Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here.
Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible]. Teacher: Let's look at the number line here.  [TARGET]Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled.[/TARGET] Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here. Teacher: He wanted to form a landmark that would be easy for him.
Student: [Inaudible]. Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled.  [TARGET]Teacher: They have traveled all the way down here to 632.[/TARGET] Teacher: Looking at what Student C did, look at what Student C did here. Teacher: He wanted to form a landmark that would be easy for him. Teacher: What can I add to 632 to get to 700?
Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. Teacher: They have traveled all the way down here to 632.  [TARGET]Teacher: Looking at what Student C did, look at what Student C did here.[/TARGET] Teacher: He wanted to form a landmark that would be easy for him. Teacher: What can I add to 632 to get to 700? Student: Wait, you said that jump to big to 100.
Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here.  [TARGET]Teacher: He wanted to form a landmark that would be easy for him.[/TARGET] Teacher: What can I add to 632 to get to 700? Student: Wait, you said that jump to big to 100. Teacher: That is what they have already traveled.
Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here. Teacher: He wanted to form a landmark that would be easy for him.  [TARGET]Teacher: What can I add to 632 to get to 700?[/TARGET] Student: Wait, you said that jump to big to 100. Teacher: That is what they have already traveled. Student: Still it's too big.
Teacher: He wanted to form a landmark that would be easy for him. Teacher: What can I add to 632 to get to 700? Student: Wait, you said that jump to big to 100.  [TARGET]Teacher: That is what they have already traveled.[/TARGET] Student: Still it's too big. Student: Sixty-eight. Teacher: Sixty-eight.
Teacher: That is what they have already traveled. Student: Still it's too big. Student: Sixty-eight.  [TARGET]Teacher: Sixty-eight.[/TARGET] Teacher: Because they added this 68 to their journey, where are they gonna land? Student: Seven hundred. Teacher: Seven hundred.
Student: Still it's too big. Student: Sixty-eight. Teacher: Sixty-eight.  [TARGET]Teacher: Because they added this 68 to their journey, where are they gonna land?[/TARGET] Student: Seven hundred. Teacher: Seven hundred. Student: Do we copy this?
Teacher: Sixty-eight. Teacher: Because they added this 68 to their journey, where are they gonna land? Student: Seven hundred.  [TARGET]Teacher: Seven hundred.[/TARGET] Student: Do we copy this? Teacher: Now their journey is going to end here at 1,000. Student: Add 300.
Student: Seven hundred. Teacher: Seven hundred. Student: Do we copy this?  [TARGET]Teacher: Now their journey is going to end here at 1,000.[/TARGET] Student: Add 300. Student: Add 300. Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368.
Teacher: Now their journey is going to end here at 1,000. Student: Add 300. Student: Add 300.  [TARGET]Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368.[/TARGET] Teacher: But I can, if I do not know what to do, I can add another from here to here. Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900.
Student: Add 300. Student: Add 300. Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368.  [TARGET]Teacher: But I can, if I do not know what to do, I can add another from here to here.[/TARGET] Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900. Teacher: By adding another 100 here, then I can add the rest here.
Student: Add 300. Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368. Teacher: But I can, if I do not know what to do, I can add another from here to here.  [TARGET]Teacher: I said 800, which would give me 100 here.[/TARGET] Teacher: I add another one here which would give me 900. Teacher: By adding another 100 here, then I can add the rest here. Teacher: Separating this.
Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368. Teacher: But I can, if I do not know what to do, I can add another from here to here. Teacher: I said 800, which would give me 100 here.  [TARGET]Teacher: I add another one here which would give me 900.[/TARGET] Teacher: By adding another 100 here, then I can add the rest here. Teacher: Separating this. Student: Okay, Teacher, we get it.
Teacher: But I can, if I do not know what to do, I can add another from here to here. Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900.  [TARGET]Teacher: By adding another 100 here, then I can add the rest here.[/TARGET] Teacher: Separating this. Student: Okay, Teacher, we get it. Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68.
Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900. Teacher: By adding another 100 here, then I can add the rest here.  [TARGET]Teacher: Separating this.[/TARGET] Student: Okay, Teacher, we get it. Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68. Teacher: Does anybody that is confused now?
Teacher: By adding another 100 here, then I can add the rest here. Teacher: Separating this. Student: Okay, Teacher, we get it.  [TARGET]Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68.[/TARGET] Teacher: Does anybody that is confused now? Student: No. Student: No, we get it.
Teacher: Separating this. Student: Okay, Teacher, we get it. Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68.  [TARGET]Teacher: Does anybody that is confused now?[/TARGET] Student: No. Student: No, we get it. Teacher: Just asking any person.
Teacher: Does anybody that is confused now? Student: No. Student: No, we get it.  [TARGET]Teacher: Just asking any person.[/TARGET] Student: We good. Teacher: Thank you. Teacher: Is there anybody that has not got a paper.
Student: No, we get it. Teacher: Just asking any person. Student: We good.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Is there anybody that has not got a paper. Student: Student J. Student: [Crosstalk]
Teacher: Make change. Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first.  [TARGET]Teacher: We're going to do 57 times 5.[/TARGET] Teacher: Which number are we breaking here? Teacher: You want to break 57? Teacher: Okay, break it how you want it.
Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5.  [TARGET]Teacher: Which number are we breaking here?[/TARGET] Teacher: You want to break 57? Teacher: Okay, break it how you want it. Teacher: Let's look.
Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here?  [TARGET]Teacher: You want to break 57?[/TARGET] Teacher: Okay, break it how you want it. Teacher: Let's look. Teacher: What are you going to do here?