stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: We already know one eighth is three pieces. Student: Oh, six. Teacher: Is three pieces.  [TARGET]Teacher: One, two, three.[/TARGET] Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. Teacher: All right, listen.
Student: Oh, six. Teacher: Is three pieces. Teacher: One, two, three.  [TARGET]Teacher: And [inaudible] is six pieces.[/TARGET] Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24.
Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. Teacher: All right, listen.  [TARGET]Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24.[/TARGET] Multiple Students: 24 - Teacher: Hold on. Teacher: [Crosstalk]
Multiple Students: 24 - Teacher: Hold on. Teacher: [Crosstalk]  [TARGET]Teacher: I remember it was you.[/TARGET] Teacher: That's okay. Teacher: All right, so eight times three is 24. Teacher: Very good.
Teacher: Hold on. Teacher: [Crosstalk] Teacher: I remember it was you.  [TARGET]Teacher: That's okay.[/TARGET] Teacher: All right, so eight times three is 24. Teacher: Very good. Teacher: Hold on, I'm showing you something very important.
Teacher: [Crosstalk] Teacher: I remember it was you. Teacher: That's okay.  [TARGET]Teacher: All right, so eight times three is 24.[/TARGET] Teacher: Very good. Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement]
Teacher: I remember it was you. Teacher: That's okay. Teacher: All right, so eight times three is 24.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth.
Teacher: Very good. Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement]  [TARGET]Teacher: Four times six is 24, and that's why we see, oh, this is one fourth.[/TARGET] Teacher: We transfer what we have learned before into the fraction. Teacher: All right. Teacher: Another one.
Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth.  [TARGET]Teacher: We transfer what we have learned before into the fraction.[/TARGET] Teacher: All right. Teacher: Another one. Teacher: Two times 12 is 24 and that's how we know half is 24.
Teacher: Four times six is 24, and that's why we see, oh, this is one fourth. Teacher: We transfer what we have learned before into the fraction. Teacher: All right.  [TARGET]Teacher: Another one.[/TARGET] Teacher: Two times 12 is 24 and that's how we know half is 24. Teacher: Now, can we use that strategy to get one third? Student: Yes.
Teacher: We transfer what we have learned before into the fraction. Teacher: All right. Teacher: Another one.  [TARGET]Teacher: Two times 12 is 24 and that's how we know half is 24.[/TARGET] Teacher: Now, can we use that strategy to get one third? Student: Yes. Student: Maybe.
Teacher: All right. Teacher: Another one. Teacher: Two times 12 is 24 and that's how we know half is 24.  [TARGET]Teacher: Now, can we use that strategy to get one third?[/TARGET] Student: Yes. Student: Maybe. Teacher: What can we do to get one third?
Teacher: Now, can we use that strategy to get one third? Student: Yes. Student: Maybe.  [TARGET]Teacher: What can we do to get one third?[/TARGET] Teacher: What can we times? Teacher: [Crosstalk] Teacher: Three times -
Student: Yes. Student: Maybe. Teacher: What can we do to get one third?  [TARGET]Teacher: What can we times?[/TARGET] Teacher: [Crosstalk] Teacher: Three times - Multiple Students: Eight.
Teacher: What can we do to get one third? Teacher: What can we times? Teacher: [Crosstalk]  [TARGET]Teacher: Three times -[/TARGET] Multiple Students: Eight. Teacher: Equals? Multiple Students: 24
Teacher: [Crosstalk] Teacher: Three times - Multiple Students: Eight.  [TARGET]Teacher: Equals?[/TARGET] Multiple Students: 24 Teacher: That tells us how many pieces? Multiple Students: Eight.
Multiple Students: Eight. Teacher: Equals? Multiple Students: 24  [TARGET]Teacher: That tells us how many pieces?[/TARGET] Multiple Students: Eight. Teacher: Eight pieces. Teacher: Not one eighth, eight pieces.
Multiple Students: 24 Teacher: That tells us how many pieces? Multiple Students: Eight.  [TARGET]Teacher: Eight pieces.[/TARGET] Teacher: Not one eighth, eight pieces. Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on.
Teacher: That tells us how many pieces? Multiple Students: Eight. Teacher: Eight pieces.  [TARGET]Teacher: Not one eighth, eight pieces.[/TARGET] Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of.
Multiple Students: Eight. Teacher: Eight pieces. Teacher: Not one eighth, eight pieces.  [TARGET]Teacher: That's what I ask you.[/TARGET] Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth.
Teacher: Eight pieces. Teacher: Not one eighth, eight pieces. Teacher: That's what I ask you.  [TARGET]Teacher: How many pieces would be one third - hold on.[/TARGET] Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth. Teacher: One eighth is something different.
Teacher: Not one eighth, eight pieces. Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on.  [TARGET]Teacher: I heard you were saying that, but you missed, kind of.[/TARGET] Teacher: You go with one eighth. Teacher: One eighth is something different. Teacher: You know what?
Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of.  [TARGET]Teacher: You go with one eighth.[/TARGET] Teacher: One eighth is something different. Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand.
Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth.  [TARGET]Teacher: One eighth is something different.[/TARGET] Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different.
Teacher: One eighth is something different. Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand.  [TARGET]Teacher: The way you said it and the way you told me is different.[/TARGET] Teacher: So one third must be, let me see, one, two, three, four - Student: Five. Teacher: Six, seven, eight.
Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different.  [TARGET]Teacher: So one third must be, let me see, one, two, three, four -[/TARGET] Student: Five. Teacher: Six, seven, eight. Teacher: So let's see.
Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four - Student: Five.  [TARGET]Teacher: Six, seven, eight.[/TARGET] Teacher: So let's see. Teacher: Look at that. Teacher: Look, look, look.
Teacher: So one third must be, let me see, one, two, three, four - Student: Five. Teacher: Six, seven, eight.  [TARGET]Teacher: So let's see.[/TARGET] Teacher: Look at that. Teacher: Look, look, look. Teacher: Before we go into our book.
Teacher: Look at that. Teacher: Look, look, look. Teacher: Before we go into our book.  [TARGET]Teacher: So this is what we call one third, and how many pieces is that?[/TARGET] Multiple Students: Eight. Teacher: [Inaudible]. Teacher: So, now, how many - look.
Teacher: She is not looking. Teacher: She is not looking. Teacher: She's - thank you.  [TARGET]Teacher: Yes.[/TARGET] Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths? Teacher: How many eighths?
Teacher: She is not looking. Teacher: She's - thank you. Teacher: Yes.  [TARGET]Teacher: So one eighth, one eighth, one eighth.[/TARGET] Teacher: How many eighths? Teacher: How many eighths? Student: Six.
Teacher: She's - thank you. Teacher: Yes. Teacher: So one eighth, one eighth, one eighth.  [TARGET]Teacher: How many eighths?[/TARGET] Teacher: How many eighths? Student: Six. Teacher: You are not looking.
Teacher: Yes. Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths?  [TARGET]Teacher: How many eighths?[/TARGET] Student: Six. Teacher: You are not looking. Teacher: See, one eighth, one eighth, one eighth.
Teacher: How many eighths? Student: Six. Teacher: You are not looking.  [TARGET]Teacher: See, one eighth, one eighth, one eighth.[/TARGET] Teacher: How many eighths? Multiple Students: Three. Teacher: Three times eight?
Student: Six. Teacher: You are not looking. Teacher: See, one eighth, one eighth, one eighth.  [TARGET]Teacher: How many eighths?[/TARGET] Multiple Students: Three. Teacher: Three times eight? Multiple Students: Is 24.
Teacher: See, one eighth, one eighth, one eighth. Teacher: How many eighths? Multiple Students: Three.  [TARGET]Teacher: Three times eight?[/TARGET] Multiple Students: Is 24. Teacher: So the fraction for one eighth, another way an equivalent fraction would be - is it three twenty four or eight - Multiple Students: 24
Multiple Students: Three. Teacher: Three times eight? Multiple Students: Is 24.  [TARGET]Teacher: So the fraction for one eighth, another way an equivalent fraction would be - is it three twenty four or eight -[/TARGET] Multiple Students: 24 Teacher: Because it's eight pieces, we call it - Teacher: [Crosstalk]
Multiple Students: Is 24. Teacher: So the fraction for one eighth, another way an equivalent fraction would be - is it three twenty four or eight - Multiple Students: 24  [TARGET]Teacher: Because it's eight pieces, we call it -[/TARGET] Teacher: [Crosstalk] Teacher: How many pieces? Student: 24
Multiple Students: 24 Teacher: Because it's eight pieces, we call it - Teacher: [Crosstalk]  [TARGET]Teacher: How many pieces?[/TARGET] Student: 24 Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three.
Teacher: [Crosstalk] Teacher: How many pieces? Student: 24  [TARGET]Teacher: Now, but if I had the whole thing, it's 24.[/TARGET] Multiple Students: Three. Teacher: Look, look. Teacher: We said one third is six twenty fourths, so this one must be how many pieces?
Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three. Teacher: Look, look.  [TARGET]Teacher: We said one third is six twenty fourths, so this one must be how many pieces?[/TARGET] Multiple Students: Eight. Teacher: So eight twenty fourths is the same equivalent to - Student: Three.
Teacher: Look, look. Teacher: We said one third is six twenty fourths, so this one must be how many pieces? Multiple Students: Eight.  [TARGET]Teacher: So eight twenty fourths is the same equivalent to -[/TARGET] Student: Three. Student: Eight. Student: Four.
Student: Three. Student: Eight. Student: Four.  [TARGET]Teacher: Is the same equivalent to one third of this -[/TARGET] Student: Set. Teacher: Thank you. Teacher: All right, now, any questions?
Student: Four. Teacher: Is the same equivalent to one third of this - Student: Set.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, now, any questions? Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding -
Teacher: Is the same equivalent to one third of this - Student: Set. Teacher: Thank you.  [TARGET]Teacher: All right, now, any questions?[/TARGET] Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding - Teacher: Regarding the fraction of this set.
Student: Set. Teacher: Thank you. Teacher: All right, now, any questions?  [TARGET]Teacher: Let me see, people that ask questions regarding - regarding -[/TARGET] Student: Regarding - Teacher: Regarding the fraction of this set. Teacher: Fraction of this set.
Teacher: All right, now, any questions? Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding -  [TARGET]Teacher: Regarding the fraction of this set.[/TARGET] Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be?
Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding - Teacher: Regarding the fraction of this set.  [TARGET]Teacher: Fraction of this set.[/TARGET] Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people.
Student: Regarding - Teacher: Regarding the fraction of this set. Teacher: Fraction of this set.  [TARGET]Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six.[/TARGET] Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people. Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth.
Teacher: Regarding the fraction of this set. Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six.  [TARGET]Teacher: So one sixth, how many pieces would that be?[/TARGET] Teacher: The smart people, let me call, see the smart people. Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth. Teacher: One sixth must be -
Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people.  [TARGET]Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth.[/TARGET] Teacher: One sixth must be - Multiple Students: Four. Multiple Students: [Crosstalk]
Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people. Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth.  [TARGET]Teacher: One sixth must be -[/TARGET] Multiple Students: Four. Multiple Students: [Crosstalk] Teacher: Now you're getting it.
Teacher: One sixth must be - Multiple Students: Four. Multiple Students: [Crosstalk]  [TARGET]Teacher: Now you're getting it.[/TARGET] Teacher: So it - Student: 24 Teacher: [Inaudible].
Multiple Students: Four. Multiple Students: [Crosstalk] Teacher: Now you're getting it.  [TARGET]Teacher: So it -[/TARGET] Student: 24 Teacher: [Inaudible]. Teacher: Now I get you back.
Student: Yeah, you get me back. Teacher: Yeah, I get you back, yes. Teacher: All right.  [TARGET]Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24.[/TARGET] Teacher: Now, I get you. Teacher: Student L, do I really get you back? Student: Yes.
Teacher: Now, I get you. Teacher: Student L, do I really get you back? Student: Yes.  [TARGET]Teacher: You get this piece?[/TARGET] Student: Yes. Teacher: When I say one sixth must be, because one third is eight twenty fourth. Teacher: So if I go - one sixth must be mm times mm.
Student: Yes. Teacher: You get this piece? Student: Yes.  [TARGET]Teacher: When I say one sixth must be, because one third is eight twenty fourth.[/TARGET] Teacher: So if I go - one sixth must be mm times mm. Teacher: See, what we're doing, we're matching facts times factors - Student: Factors equal products.
Teacher: You get this piece? Student: Yes. Teacher: When I say one sixth must be, because one third is eight twenty fourth.  [TARGET]Teacher: So if I go - one sixth must be mm times mm.[/TARGET] Teacher: See, what we're doing, we're matching facts times factors - Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area.
Student: Yes. Teacher: When I say one sixth must be, because one third is eight twenty fourth. Teacher: So if I go - one sixth must be mm times mm.  [TARGET]Teacher: See, what we're doing, we're matching facts times factors -[/TARGET] Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible].
Teacher: So if I go - one sixth must be mm times mm. Teacher: See, what we're doing, we're matching facts times factors - Student: Factors equal products.  [TARGET]Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area.[/TARGET] Student: [Inaudible]. Teacher: I see some people are not paying attention. Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one -
Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible]. Teacher: I see some people are not paying attention.  [TARGET]Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one -[/TARGET] Student: And one eighth. Teacher: One - Multiple Students: One half.
Teacher: I see some people are not paying attention. Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one - Student: And one eighth.  [TARGET]Teacher: One -[/TARGET] Multiple Students: One half. Teacher: No, no. Student: One fourth.
Student: And one eighth. Teacher: One - Multiple Students: One half.  [TARGET]Teacher: No, no.[/TARGET] Student: One fourth. Student: One third. Student: [Crosstalk]
Student: One fourth. Student: One third. Student: [Crosstalk]  [TARGET]Teacher: Why do you say one twelfth?[/TARGET] Teacher: If I'm going down one third, one sixth, one twelfth, what would it be? Teacher: [Crosstalk] Teacher: No, wait a minute.
Student: One third. Student: [Crosstalk] Teacher: Why do you say one twelfth?  [TARGET]Teacher: If I'm going down one third, one sixth, one twelfth, what would it be?[/TARGET] Teacher: [Crosstalk] Teacher: No, wait a minute. Teacher: This is what we had.
Teacher: Why do you say one twelfth? Teacher: If I'm going down one third, one sixth, one twelfth, what would it be? Teacher: [Crosstalk]  [TARGET]Teacher: No, wait a minute.[/TARGET] Teacher: This is what we had. Student: Six times two. Teacher: Eight, four -
Teacher: If I'm going down one third, one sixth, one twelfth, what would it be? Teacher: [Crosstalk] Teacher: No, wait a minute.  [TARGET]Teacher: This is what we had.[/TARGET] Student: Six times two. Teacher: Eight, four - Teacher: [Crosstalk]
Teacher: No, wait a minute. Teacher: This is what we had. Student: Six times two.  [TARGET]Teacher: Eight, four -[/TARGET] Teacher: [Crosstalk] Teacher: Yeah, she gets it. Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry.
Student: Six times two. Teacher: Eight, four - Teacher: [Crosstalk]  [TARGET]Teacher: Yeah, she gets it.[/TARGET] Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry. Teacher: Two twenty fourth. Teacher: [Crosstalk]
Teacher: Eight, four - Teacher: [Crosstalk] Teacher: Yeah, she gets it.  [TARGET]Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry.[/TARGET] Teacher: Two twenty fourth. Teacher: [Crosstalk] Teacher: Is what?
Teacher: [Crosstalk] Teacher: Yeah, she gets it. Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry.  [TARGET]Teacher: Two twenty fourth.[/TARGET] Teacher: [Crosstalk] Teacher: Is what? Student: 148
Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry. Teacher: Two twenty fourth. Teacher: [Crosstalk]  [TARGET]Teacher: Is what?[/TARGET] Student: 148 Teacher: 148, okay. Teacher: Now -
Teacher: [Crosstalk] Teacher: Is what? Student: 148  [TARGET]Teacher: 148, okay.[/TARGET] Teacher: Now - Student: I get it. Teacher: You get it now?
Teacher: Is what? Student: 148 Teacher: 148, okay.  [TARGET]Teacher: Now -[/TARGET] Student: I get it. Teacher: You get it now? Student: Yes.
Teacher: 148, okay. Teacher: Now - Student: I get it.  [TARGET]Teacher: You get it now?[/TARGET] Student: Yes. Teacher: Good job. Teacher: I like that.
Student: I get it. Teacher: You get it now? Student: Yes.  [TARGET]Teacher: Good job.[/TARGET] Teacher: I like that. Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice.
Teacher: You get it now? Student: Yes. Teacher: Good job.  [TARGET]Teacher: I like that.[/TARGET] Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice. Teacher: Now, remember, we went into a different - different set.
Teacher: I like that. Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice.  [TARGET]Teacher: Now, remember, we went into a different - different set.[/TARGET] Teacher: We went into a different set. Teacher: We went into one third for this set. Teacher: One - two thirds for this set.
Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice. Teacher: Now, remember, we went into a different - different set.  [TARGET]Teacher: We went into a different set.[/TARGET] Teacher: We went into one third for this set. Teacher: One - two thirds for this set. Teacher: People that are looking with me.
Teacher: Now, another one and then we'll go into our book and practice, and practice. Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set.  [TARGET]Teacher: We went into one third for this set.[/TARGET] Teacher: One - two thirds for this set. Teacher: People that are looking with me. Teacher: See?
Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set. Teacher: We went into one third for this set.  [TARGET]Teacher: One - two thirds for this set.[/TARGET] Teacher: People that are looking with me. Teacher: See? Teacher: One third of this set is - let me see one third.
Teacher: We went into one third for this set. Teacher: One - two thirds for this set. Teacher: People that are looking with me.  [TARGET]Teacher: See?[/TARGET] Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third. Teacher: Some people, those guys on my left -
Teacher: One - two thirds for this set. Teacher: People that are looking with me. Teacher: See?  [TARGET]Teacher: One third of this set is - let me see one third.[/TARGET] Teacher: Let me make it one third. Teacher: Some people, those guys on my left - Student: Are good.
Teacher: People that are looking with me. Teacher: See? Teacher: One third of this set is - let me see one third.  [TARGET]Teacher: Let me make it one third.[/TARGET] Teacher: Some people, those guys on my left - Student: Are good. Teacher: Are good?
Teacher: Let me make it one third. Teacher: Some people, those guys on my left - Student: Are good.  [TARGET]Teacher: Are good?[/TARGET] Student: [Inaudible]. Teacher: Are smart, are getting smarter every day. Student: I'm always smart.
Student: Are good. Teacher: Are good? Student: [Inaudible].  [TARGET]Teacher: Are smart, are getting smarter every day.[/TARGET] Student: I'm always smart. Teacher: I'm always smart. Student: They're getting me bad.
Student: [Inaudible]. Teacher: Are smart, are getting smarter every day. Student: I'm always smart.  [TARGET]Teacher: I'm always smart.[/TARGET] Student: They're getting me bad. Teacher: Getting me bad. Teacher: All right, now, listen carefully, listen.