stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: What do we call that? Teacher: The degree. Teacher: So we're going to need to multiply there, 360 times 0.50.  [TARGET]Teacher: 360 times 0.20, then 360 times 0.10.[/TARGET] Student: Why 360? Teacher: Because remember what we said about a circle? Teacher: How many degrees are there in a complete circle?
Teacher: So we're going to need to multiply there, 360 times 0.50. Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360?  [TARGET]Teacher: Because remember what we said about a circle?[/TARGET] Teacher: How many degrees are there in a complete circle? Student: 360 Teacher: Mm-hmm.
Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360? Teacher: Because remember what we said about a circle?  [TARGET]Teacher: How many degrees are there in a complete circle?[/TARGET] Student: 360 Teacher: Mm-hmm. Teacher: So if you'll take a moment, go ahead and fill in that information.
Teacher: Because remember what we said about a circle? Teacher: How many degrees are there in a complete circle? Student: 360  [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers.
Student: 360 Teacher: Mm-hmm. Teacher: So if you'll take a moment, go ahead and fill in that information.  [TARGET]Teacher: That would be perfect.[/TARGET] Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those. Teacher: Multiply them.
Teacher: Mm-hmm. Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect.  [TARGET]Teacher: Multiply 360 times those decimal numbers.[/TARGET] Teacher: Go ahead and multiply those. Teacher: Multiply them. Teacher: You're using a decimal.
Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those. Teacher: Multiply them.  [TARGET]Teacher: You're using a decimal.[/TARGET] Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals.
Teacher: Multiply them. Teacher: You're using a decimal. Teacher: I need for you to multiply.  [TARGET]Teacher: Please put the decimal in front of those and multiply them.[/TARGET] Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7.
Teacher: You're using a decimal. Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them.  [TARGET]Teacher: You need a quick review on how to multiply with decimals.[/TARGET] Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27.
Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals.  [TARGET]Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6.[/TARGET] Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27. Teacher: It's going to be 72 degrees.
Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6.  [TARGET]Teacher: 2 times 3 is 6 plus one more is 7.[/TARGET] Teacher: 00, 27. Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees.
Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7.  [TARGET]Teacher: 00, 27.[/TARGET] Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line?
Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27.  [TARGET]Teacher: It's going to be 72 degrees.[/TARGET] Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be?
Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27. Teacher: It's going to be 72 degrees.  [TARGET]Teacher: So by that one, you would write 72 degrees.[/TARGET] Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees.
Teacher: 00, 27. Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees.  [TARGET]Teacher: Now if that one's 72 degrees, what can we determine about down the line?[/TARGET] Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees. Teacher: This is the same thing as half.
Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line?  [TARGET]Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be?[/TARGET] Teacher: 36 degrees. Teacher: This is the same thing as half. Teacher: You need to do half of this.
Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be?  [TARGET]Teacher: 36 degrees.[/TARGET] Teacher: This is the same thing as half. Teacher: You need to do half of this. Teacher: How many degrees would that be?
Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees.  [TARGET]Teacher: This is the same thing as half.[/TARGET] Teacher: You need to do half of this. Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around.
Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees. Teacher: This is the same thing as half.  [TARGET]Teacher: You need to do half of this.[/TARGET] Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees.
Teacher: 36 degrees. Teacher: This is the same thing as half. Teacher: You need to do half of this.  [TARGET]Teacher: How many degrees would that be?[/TARGET] Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees. Teacher: Here you go.
Teacher: This is the same thing as half. Teacher: You need to do half of this. Teacher: How many degrees would that be?  [TARGET]Teacher: Half of this, half of 360, halfway around.[/TARGET] Teacher: 180 degrees. Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph.
Teacher: You need to do half of this. Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around.  [TARGET]Teacher: 180 degrees.[/TARGET] Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in.
Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees.  [TARGET]Teacher: Here you go.[/TARGET] Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. Teacher: See if you can complete this particular pie chart.
Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees. Teacher: Here you go.  [TARGET]Teacher: Now you have all of the information you need to complete your pie graph.[/TARGET] Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. Teacher: See if you can complete this particular pie chart. Student: Can we do it on the back?
Teacher: 180 degrees. Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph.  [TARGET]Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in.[/TARGET] Teacher: See if you can complete this particular pie chart. Student: Can we do it on the back? Teacher: Absolutely.
Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. Teacher: See if you can complete this particular pie chart. Student: Can we do it on the back?  [TARGET]Teacher: Absolutely.[/TARGET] Student: 180 is exactly on the line. Student: That's exactly right. Student: Half of this, 180, is going to be spent on the research.
Student: Half of this, 180, is going to be spent on the research. Student: That's this whole part. Student: The report.  [TARGET]Teacher: You're right, report.[/TARGET] Student: Then you have to do everything else. Teacher: Everything else has to go on the bottom. Teacher: That's a good thing for you to realize.
Student: The report. Teacher: You're right, report. Student: Then you have to do everything else.  [TARGET]Teacher: Everything else has to go on the bottom.[/TARGET] Teacher: That's a good thing for you to realize. Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. Teacher: That's exactly right.
Teacher: You're right, report. Student: Then you have to do everything else. Teacher: Everything else has to go on the bottom.  [TARGET]Teacher: That's a good thing for you to realize.[/TARGET] Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. Teacher: That's exactly right. Teacher: Yes?
Student: Then you have to do everything else. Teacher: Everything else has to go on the bottom. Teacher: That's a good thing for you to realize.  [TARGET]Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report.[/TARGET] Teacher: That's exactly right. Teacher: Yes? Student: So if you [inaudible].
Teacher: Everything else has to go on the bottom. Teacher: That's a good thing for you to realize. Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report.  [TARGET]Teacher: That's exactly right.[/TARGET] Teacher: Yes? Student: So if you [inaudible]. Teacher: You know the top part is going to be for the report.
Teacher: That's a good thing for you to realize. Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. Teacher: That's exactly right.  [TARGET]Teacher: Yes?[/TARGET] Student: So if you [inaudible]. Teacher: You know the top part is going to be for the report. Teacher: I'm on my way.
Teacher: That's exactly right. Teacher: Yes? Student: So if you [inaudible].  [TARGET]Teacher: You know the top part is going to be for the report.[/TARGET] Teacher: I'm on my way. Student: I don't get it. Teacher: Which one do you do next?
Teacher: Yes? Student: So if you [inaudible]. Teacher: You know the top part is going to be for the report.  [TARGET]Teacher: I'm on my way.[/TARGET] Student: I don't get it. Teacher: Which one do you do next? Student: No.
Teacher: You know the top part is going to be for the report. Teacher: I'm on my way. Student: I don't get it.  [TARGET]Teacher: Which one do you do next?[/TARGET] Student: No. Student: Which one do you do? Student: This one, or that one?
Student: No. Student: Which one do you do? Student: This one, or that one?  [TARGET]Teacher: You're using the degrees, not the percent.[/TARGET] Teacher: You use the degrees to fill in the information. Teacher: So if this is your report, would you agree? Teacher: Write report right there.
Student: Which one do you do? Student: This one, or that one? Teacher: You're using the degrees, not the percent.  [TARGET]Teacher: You use the degrees to fill in the information.[/TARGET] Teacher: So if this is your report, would you agree? Teacher: Write report right there. Teacher: Now let's measure any others.
Student: This one, or that one? Teacher: You're using the degrees, not the percent. Teacher: You use the degrees to fill in the information.  [TARGET]Teacher: So if this is your report, would you agree?[/TARGET] Teacher: Write report right there. Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent.
Teacher: You're using the degrees, not the percent. Teacher: You use the degrees to fill in the information. Teacher: So if this is your report, would you agree?  [TARGET]Teacher: Write report right there.[/TARGET] Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down.
Teacher: You use the degrees to fill in the information. Teacher: So if this is your report, would you agree? Teacher: Write report right there.  [TARGET]Teacher: Now let's measure any others.[/TARGET] Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down. Teacher: One of them is going to 20 degrees.
Teacher: So if this is your report, would you agree? Teacher: Write report right there. Teacher: Now let's measure any others.  [TARGET]Teacher: You have two 20 percents and one 10 percent.[/TARGET] Teacher: Put your protractor down. Teacher: One of them is going to 20 degrees. Teacher: Where is that?
Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down.  [TARGET]Teacher: One of them is going to 20 degrees.[/TARGET] Teacher: Where is that? Student: I did it right here. Teacher: You did it for the top?
Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down. Teacher: One of them is going to 20 degrees.  [TARGET]Teacher: Where is that?[/TARGET] Student: I did it right here. Teacher: You did it for the top? Student: Yes.
Teacher: One of them is going to 20 degrees. Teacher: Where is that? Student: I did it right here.  [TARGET]Teacher: You did it for the top?[/TARGET] Student: Yes. Teacher: Very good. Teacher: Take a look at that again.
Student: I did it right here. Teacher: You did it for the top? Student: Yes.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Take a look at that again. Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit.
Teacher: You did it for the top? Student: Yes. Teacher: Very good.  [TARGET]Teacher: Take a look at that again.[/TARGET] Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit. Teacher: Good job.
Student: Yes. Teacher: Very good. Teacher: Take a look at that again.  [TARGET]Teacher: That's your 10 degrees, right there.[/TARGET] Teacher: Move that over just a little bit. Teacher: Good job. Teacher: Would you help him for the next one, sweetie?
Teacher: Very good. Teacher: Take a look at that again. Teacher: That's your 10 degrees, right there.  [TARGET]Teacher: Move that over just a little bit.[/TARGET] Teacher: Good job. Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one?
Teacher: Take a look at that again. Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit.  [TARGET]Teacher: Good job.[/TARGET] Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one? Teacher: Use the degrees.
Teacher: Good job. Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one?  [TARGET]Teacher: Use the degrees.[/TARGET] Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that?
Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one? Teacher: Use the degrees.  [TARGET]Teacher: It's going to end up being 20 percent, but use the degrees in order to get there.[/TARGET] Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that? Teacher: You're not going to 20 degrees.
Student: Do we use this one for this, or that one? Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there.  [TARGET]Teacher: Actually, you're going to 72 degrees.[/TARGET] Teacher: Do you understand that? Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees.
Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. Teacher: Actually, you're going to 72 degrees.  [TARGET]Teacher: Do you understand that?[/TARGET] Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay.
Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that?  [TARGET]Teacher: You're not going to 20 degrees.[/TARGET] Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework.
Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that? Teacher: You're not going to 20 degrees.  [TARGET]Teacher: It was 20 percent, but you need to go to 72 degrees.[/TARGET] Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework. Teacher: There are questions about a pie graph.
Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework.  [TARGET]Teacher: There are questions about a pie graph.[/TARGET] Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes? Student: 72 degrees?
Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework. Teacher: There are questions about a pie graph.  [TARGET]Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out.[/TARGET] Teacher: Yes? Student: 72 degrees? Teacher: Yes, 72 degrees.
Teacher: While you're finishing that, I'm going to bring to you tonight's homework. Teacher: There are questions about a pie graph. Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out.  [TARGET]Teacher: Yes?[/TARGET] Student: 72 degrees? Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you.
Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes? Student: 72 degrees?  [TARGET]Teacher: Yes, 72 degrees.[/TARGET] Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her? Teacher: Would you like me to show her?
Teacher: Yes? Student: 72 degrees? Teacher: Yes, 72 degrees.  [TARGET]Teacher: I'll be right there to show you.[/TARGET] Teacher: Student M, would you like to show her? Teacher: Would you like me to show her? Teacher: Yes.
Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her? Teacher: Would you like me to show her?  [TARGET]Teacher: Yes.[/TARGET] Teacher: That's the other 20 percent. Teacher: Good for you. Teacher: That leads that last piece to be what percent?
Teacher: Student M, would you like to show her? Teacher: Would you like me to show her? Teacher: Yes.  [TARGET]Teacher: That's the other 20 percent.[/TARGET] Teacher: Good for you. Teacher: That leads that last piece to be what percent? Student: [Inaudible].
Teacher: Would you like me to show her? Teacher: Yes. Teacher: That's the other 20 percent.  [TARGET]Teacher: Good for you.[/TARGET] Teacher: That leads that last piece to be what percent? Student: [Inaudible]. Teacher: Yes.
Teacher: Yes. Teacher: That's the other 20 percent. Teacher: Good for you.  [TARGET]Teacher: That leads that last piece to be what percent?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: I'm proud of you.
Teacher: Good for you. Teacher: That leads that last piece to be what percent? Student: [Inaudible].  [TARGET]Teacher: Yes.[/TARGET] Teacher: I'm proud of you. Teacher: It shows you how to measure it off. Teacher: Have you done it yet?
Teacher: That leads that last piece to be what percent? Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: I'm proud of you.[/TARGET] Teacher: It shows you how to measure it off. Teacher: Have you done it yet? Teacher: That's okay.
Student: [Inaudible]. Teacher: Yes. Teacher: I'm proud of you.  [TARGET]Teacher: It shows you how to measure it off.[/TARGET] Teacher: Have you done it yet? Teacher: That's okay. Teacher: Go back 72 degrees.
Teacher: It shows you how to measure it off. Teacher: Have you done it yet? Teacher: That's okay.  [TARGET]Teacher: Go back 72 degrees.[/TARGET] Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay?
Teacher: That's okay. Teacher: Go back 72 degrees. Teacher: Where's your protractor?  [TARGET]Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent.[/TARGET] Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay. Teacher: Let's put those away.
Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay. Teacher: Let's put those away.  [TARGET]Teacher: Put 180.[/TARGET] Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree?
Teacher: Let's put those away. Teacher: Put 180. Teacher: That's inappropriate.  [TARGET]Teacher: For the 180, that's going to do the whole top part.[/TARGET] Teacher: Would you agree? Student: Mm-hmm. Teacher: So we know that one's done.
Teacher: Put 180. Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part.  [TARGET]Teacher: Would you agree?[/TARGET] Student: Mm-hmm. Teacher: So we know that one's done. Teacher: You need to check off, and then we'll look at the bottom in just a minute.
Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree? Student: Mm-hmm.  [TARGET]Teacher: So we know that one's done.[/TARGET] Teacher: You need to check off, and then we'll look at the bottom in just a minute. Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good.
Teacher: Would you agree? Student: Mm-hmm. Teacher: So we know that one's done.  [TARGET]Teacher: You need to check off, and then we'll look at the bottom in just a minute.[/TARGET] Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good. Teacher: So now let's take a look at this one.
Student: Mm-hmm. Teacher: So we know that one's done. Teacher: You need to check off, and then we'll look at the bottom in just a minute.  [TARGET]Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information.[/TARGET] Teacher: Good. Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research.