stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You're not - we're not - you're not - we're not going through our thinking process. Teacher: You have to think it through. Teacher: In my mind, I think how many groups of nine can I get?  [TARGET]Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over?[/TARGET] Multiple Students: Nine. Teacher: Nine. Teacher: And if I put nine, where would I put my nine?
Teacher: In my mind, I think how many groups of nine can I get? Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine.  [TARGET]Teacher: Nine.[/TARGET] Teacher: And if I put nine, where would I put my nine? Teacher: Over the zero or over the five? Multiple Students: Over the five.
Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine. Teacher: Nine.  [TARGET]Teacher: And if I put nine, where would I put my nine?[/TARGET] Teacher: Over the zero or over the five? Multiple Students: Over the five. Teacher: Okay, good.
Multiple Students: Nine. Teacher: Nine. Teacher: And if I put nine, where would I put my nine?  [TARGET]Teacher: Over the zero or over the five?[/TARGET] Multiple Students: Over the five. Teacher: Okay, good. Teacher: And then I have to what?
Teacher: And if I put nine, where would I put my nine? Teacher: Over the zero or over the five? Multiple Students: Over the five.  [TARGET]Teacher: Okay, good.[/TARGET] Teacher: And then I have to what? Teacher: Multiply nine times nine is what? Multiple Students: 81
Teacher: Over the zero or over the five? Multiple Students: Over the five. Teacher: Okay, good.  [TARGET]Teacher: And then I have to what?[/TARGET] Teacher: Multiply nine times nine is what? Multiple Students: 81 Teacher: 81, okay, and then I'm going to what?
Multiple Students: Over the five. Teacher: Okay, good. Teacher: And then I have to what?  [TARGET]Teacher: Multiply nine times nine is what?[/TARGET] Multiple Students: 81 Teacher: 81, okay, and then I'm going to what? Teacher: Subtract, because over here I know divide, multiply, subtract and bring down.
Teacher: And then I have to what? Teacher: Multiply nine times nine is what? Multiple Students: 81  [TARGET]Teacher: 81, okay, and then I'm going to what?[/TARGET] Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what?
Teacher: Multiply nine times nine is what? Multiple Students: 81 Teacher: 81, okay, and then I'm going to what?  [TARGET]Teacher: Subtract, because over here I know divide, multiply, subtract and bring down.[/TARGET] Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? Teacher: Subtract.
Multiple Students: 81 Teacher: 81, okay, and then I'm going to what? Teacher: Subtract, because over here I know divide, multiply, subtract and bring down.  [TARGET]Teacher: Dirty monkeys smell bad, okay?[/TARGET] Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? Teacher: Subtract. Teacher: So 85 minus 81 is?
Teacher: 81, okay, and then I'm going to what? Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. Teacher: Dirty monkeys smell bad, okay?  [TARGET]Teacher: So next I'm on here and I'm [Inaudible], I'm going to what?[/TARGET] Teacher: Subtract. Teacher: So 85 minus 81 is? Multiple Students: Four.
Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what?  [TARGET]Teacher: Subtract.[/TARGET] Teacher: So 85 minus 81 is? Multiple Students: Four. Teacher: Four.
Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? Teacher: Subtract.  [TARGET]Teacher: So 85 minus 81 is?[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused.
Teacher: Subtract. Teacher: So 85 minus 81 is? Multiple Students: Four.  [TARGET]Teacher: Four.[/TARGET] Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused. Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. Teacher: What's the next thing I do?
Teacher: So 85 minus 81 is? Multiple Students: Four. Teacher: Four.  [TARGET]Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused.[/TARGET] Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. Teacher: What's the next thing I do? Multiple Students: Bring down.
Multiple Students: Four. Teacher: Four. Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused.  [TARGET]Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract.[/TARGET] Teacher: What's the next thing I do? Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now.
Teacher: Four. Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused. Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract.  [TARGET]Teacher: What's the next thing I do?[/TARGET] Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now. Teacher: Now I start the whole process over again.
Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. Teacher: What's the next thing I do? Multiple Students: Bring down.  [TARGET]Teacher: Bring down, and I've got 42 now.[/TARGET] Teacher: Now I start the whole process over again. Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over?
Teacher: What's the next thing I do? Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now.  [TARGET]Teacher: Now I start the whole process over again.[/TARGET] Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over.
Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now. Teacher: Now I start the whole process over again.  [TARGET]Teacher: So I go all the back up to divide.[/TARGET] Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. Teacher: So what would it be?
Teacher: Bring down, and I've got 42 now. Teacher: Now I start the whole process over again. Teacher: So I go all the back up to divide.  [TARGET]Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over?[/TARGET] Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. Teacher: So what would it be? Multiple Students: Nine times four.
Teacher: Now I start the whole process over again. Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over?  [TARGET]Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over.[/TARGET] Teacher: So what would it be? Multiple Students: Nine times four. Teacher: And where would that be?
Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over.  [TARGET]Teacher: So what would it be?[/TARGET] Multiple Students: Nine times four. Teacher: And where would that be? Teacher: Where would the four be?
Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. Teacher: So what would it be? Multiple Students: Nine times four.  [TARGET]Teacher: And where would that be?[/TARGET] Teacher: Where would the four be? Teacher: At top, so nine - and look, I divided, so nine times four is what? Teacher: 36, so then what do I do next?
Teacher: So what would it be? Multiple Students: Nine times four. Teacher: And where would that be?  [TARGET]Teacher: Where would the four be?[/TARGET] Teacher: At top, so nine - and look, I divided, so nine times four is what? Teacher: 36, so then what do I do next? Student: Subtract.
Multiple Students: Nine times four. Teacher: And where would that be? Teacher: Where would the four be?  [TARGET]Teacher: At top, so nine - and look, I divided, so nine times four is what?[/TARGET] Teacher: 36, so then what do I do next? Student: Subtract. Teacher: Subtract.
Teacher: And where would that be? Teacher: Where would the four be? Teacher: At top, so nine - and look, I divided, so nine times four is what?  [TARGET]Teacher: 36, so then what do I do next?[/TARGET] Student: Subtract. Teacher: Subtract. Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is?
Teacher: At top, so nine - and look, I divided, so nine times four is what? Teacher: 36, so then what do I do next? Student: Subtract.  [TARGET]Teacher: Subtract.[/TARGET] Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is? Multiple Students: Six. Teacher: Six.
Teacher: 36, so then what do I do next? Student: Subtract. Teacher: Subtract.  [TARGET]Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is?[/TARGET] Multiple Students: Six. Teacher: Six. Teacher: Okay, here is a hint.
Teacher: Subtract. Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is? Multiple Students: Six.  [TARGET]Teacher: Six.[/TARGET] Teacher: Okay, here is a hint. Teacher: I'm gonna have a remainder of six. Teacher: If your remainder is smaller than this number, it's correct.
Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is? Multiple Students: Six. Teacher: Six.  [TARGET]Teacher: Okay, here is a hint.[/TARGET] Teacher: I'm gonna have a remainder of six. Teacher: If your remainder is smaller than this number, it's correct. Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying?
Multiple Students: Six. Teacher: Six. Teacher: Okay, here is a hint.  [TARGET]Teacher: I'm gonna have a remainder of six.[/TARGET] Teacher: If your remainder is smaller than this number, it's correct. Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying? Student: Yeah.
Teacher: Six. Teacher: Okay, here is a hint. Teacher: I'm gonna have a remainder of six.  [TARGET]Teacher: If your remainder is smaller than this number, it's correct.[/TARGET] Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying? Student: Yeah. Teacher: The remainder can't be bigger than the number that you - the divisor.
Teacher: Okay, here is a hint. Teacher: I'm gonna have a remainder of six. Teacher: If your remainder is smaller than this number, it's correct.  [TARGET]Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying?[/TARGET] Student: Yeah. Teacher: The remainder can't be bigger than the number that you - the divisor. Teacher: [Crosstalk]
Teacher: If your remainder is smaller than this number, it's correct. Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying? Student: Yeah.  [TARGET]Teacher: The remainder can't be bigger than the number that you - the divisor.[/TARGET] Teacher: [Crosstalk] Teacher: That's right. Teacher: It always has to be smaller than the divisor.
Student: Yeah. Teacher: The remainder can't be bigger than the number that you - the divisor. Teacher: [Crosstalk]  [TARGET]Teacher: That's right.[/TARGET] Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient?
Teacher: The remainder can't be bigger than the number that you - the divisor. Teacher: [Crosstalk] Teacher: That's right.  [TARGET]Teacher: It always has to be smaller than the divisor.[/TARGET] Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here?
Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient?  [TARGET]Teacher: What is the quotient in this problem right here?[/TARGET] Teacher: Which one is the quotient? Teacher: I did not call on [inaudible]. Teacher: Which one is the quotient?
Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here?  [TARGET]Teacher: Which one is the quotient?[/TARGET] Teacher: I did not call on [inaudible]. Teacher: Which one is the quotient? Student: 94
Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? Teacher: I did not call on [inaudible].  [TARGET]Teacher: Which one is the quotient?[/TARGET] Student: 94 Teacher: 94, okay. Teacher: Which one is the - which one is the divisor?
Teacher: I did not call on [inaudible]. Teacher: Which one is the quotient? Student: 94  [TARGET]Teacher: 94, okay.[/TARGET] Teacher: Which one is the - which one is the divisor? Teacher: Which one's the divisor? Student: Five.
Teacher: Which one is the quotient? Student: 94 Teacher: 94, okay.  [TARGET]Teacher: Which one is the - which one is the divisor?[/TARGET] Teacher: Which one's the divisor? Student: Five. Student: Oh, [inaudible].
Student: 94 Teacher: 94, okay. Teacher: Which one is the - which one is the divisor?  [TARGET]Teacher: Which one's the divisor?[/TARGET] Student: Five. Student: Oh, [inaudible]. Teacher: Which one is the dividend?
Teacher: Which one's the divisor? Student: Five. Student: Oh, [inaudible].  [TARGET]Teacher: Which one is the dividend?[/TARGET] Teacher: What? Teacher: What's the number? Teacher: How do you say that?
Student: Five. Student: Oh, [inaudible]. Teacher: Which one is the dividend?  [TARGET]Teacher: What?[/TARGET] Teacher: What's the number? Teacher: How do you say that? Student: 855
Student: Oh, [inaudible]. Teacher: Which one is the dividend? Teacher: What?  [TARGET]Teacher: What's the number?[/TARGET] Teacher: How do you say that? Student: 855 Teacher: Thank you.
Teacher: Which one is the dividend? Teacher: What? Teacher: What's the number?  [TARGET]Teacher: How do you say that?[/TARGET] Student: 855 Teacher: Thank you. Teacher: All right, what is the next problem?
Teacher: What's the number? Teacher: How do you say that? Student: 855  [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, what is the next problem? Teacher: [Crosstalk] Student: Three times two [inaudible].
Teacher: All right, what is the next problem? Teacher: [Crosstalk] Student: Three times two [inaudible].  [TARGET]Teacher: I know, but I want a clear -[/TARGET] Teacher: [Crosstalk] Student: That's clear grid. Student: It's clear grid.
Teacher: Stop. Teacher: All right, what is the next problem? Multiple Students: Three divided by 219.  [TARGET]Teacher: 219[/TARGET] Teacher: 219 Teacher: Okay, so notice how I have it lined up. Teacher: Everybody is in its proper place.
Teacher: All right, what is the next problem? Multiple Students: Three divided by 219. Teacher: 219  [TARGET]Teacher: 219[/TARGET] Teacher: Okay, so notice how I have it lined up. Teacher: Everybody is in its proper place. Teacher: Does everybody see that?
Multiple Students: Three divided by 219. Teacher: 219 Teacher: 219  [TARGET]Teacher: Okay, so notice how I have it lined up.[/TARGET] Teacher: Everybody is in its proper place. Teacher: Does everybody see that? Multiple Students: Yes.
Teacher: 219 Teacher: 219 Teacher: Okay, so notice how I have it lined up.  [TARGET]Teacher: Everybody is in its proper place.[/TARGET] Teacher: Does everybody see that? Multiple Students: Yes. Teacher: Okay.
Teacher: 219 Teacher: Okay, so notice how I have it lined up. Teacher: Everybody is in its proper place.  [TARGET]Teacher: Does everybody see that?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Hold up two fingers.
Teacher: Does everybody see that? Multiple Students: Yes. Teacher: Okay.  [TARGET]Teacher: Hold up two fingers.[/TARGET] Teacher: Can I get three from those two fingers? Multiple Students: No Teacher: No, so I need to go to the next section.
Multiple Students: Yes. Teacher: Okay. Teacher: Hold up two fingers.  [TARGET]Teacher: Can I get three from those two fingers?[/TARGET] Multiple Students: No Teacher: No, so I need to go to the next section. Teacher: I can put a zero there if I want.
Teacher: Hold up two fingers. Teacher: Can I get three from those two fingers? Multiple Students: No  [TARGET]Teacher: No, so I need to go to the next section.[/TARGET] Teacher: I can put a zero there if I want. Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can? Multiple Students: Seven.
Teacher: Can I get three from those two fingers? Multiple Students: No Teacher: No, so I need to go to the next section.  [TARGET]Teacher: I can put a zero there if I want.[/TARGET] Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can? Multiple Students: Seven. Teacher: Seven, and what is seven times three?
Multiple Students: No Teacher: No, so I need to go to the next section. Teacher: I can put a zero there if I want.  [TARGET]Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can?[/TARGET] Multiple Students: Seven. Teacher: Seven, and what is seven times three? Multiple Students: 21
Teacher: I can put a zero there if I want. Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can? Multiple Students: Seven.  [TARGET]Teacher: Seven, and what is seven times three?[/TARGET] Multiple Students: 21 Teacher: 21 Teacher: And I subtract.
Multiple Students: Seven. Teacher: Seven, and what is seven times three? Multiple Students: 21  [TARGET]Teacher: 21[/TARGET] Teacher: And I subtract. Teacher: 21 minus 21 is - Multiple Students: Zero.
Teacher: Seven, and what is seven times three? Multiple Students: 21 Teacher: 21  [TARGET]Teacher: And I subtract.[/TARGET] Teacher: 21 minus 21 is - Multiple Students: Zero. Teacher: What do I do?
Multiple Students: 21 Teacher: 21 Teacher: And I subtract.  [TARGET]Teacher: 21 minus 21 is -[/TARGET] Multiple Students: Zero. Teacher: What do I do? Teacher: Bring -
Teacher: And I subtract. Teacher: 21 minus 21 is - Multiple Students: Zero.  [TARGET]Teacher: What do I do?[/TARGET] Teacher: Bring - Multiple Students: Bring down. Teacher: Bring down.
Teacher: 21 minus 21 is - Multiple Students: Zero. Teacher: What do I do?  [TARGET]Teacher: Bring -[/TARGET] Multiple Students: Bring down. Teacher: Bring down. Teacher: Okay, what can I do to get as close to nine as possible?
Teacher: What do I do? Teacher: Bring - Multiple Students: Bring down.  [TARGET]Teacher: Bring down.[/TARGET] Teacher: Okay, what can I do to get as close to nine as possible? Teacher: What would I multiply to be as close to nine as possible? Multiple Students: Three.
Teacher: Bring - Multiple Students: Bring down. Teacher: Bring down.  [TARGET]Teacher: Okay, what can I do to get as close to nine as possible?[/TARGET] Teacher: What would I multiply to be as close to nine as possible? Multiple Students: Three. Student: Three times three.
Multiple Students: Bring down. Teacher: Bring down. Teacher: Okay, what can I do to get as close to nine as possible?  [TARGET]Teacher: What would I multiply to be as close to nine as possible?[/TARGET] Multiple Students: Three. Student: Three times three. Teacher: Three times three.
Teacher: What would I multiply to be as close to nine as possible? Multiple Students: Three. Student: Three times three.  [TARGET]Teacher: Three times three.[/TARGET] Teacher: What is three times three? Multiple Students: Nine. Teacher: Does this one have a remainder?
Multiple Students: Three. Student: Three times three. Teacher: Three times three.  [TARGET]Teacher: What is three times three?[/TARGET] Multiple Students: Nine. Teacher: Does this one have a remainder? Multiple Students: No.
Teacher: Three times three. Teacher: What is three times three? Multiple Students: Nine.  [TARGET]Teacher: Does this one have a remainder?[/TARGET] Multiple Students: No. Teacher: So then you don't have to write anything. Teacher: [Crosstalk]
Multiple Students: Nine. Teacher: Does this one have a remainder? Multiple Students: No.  [TARGET]Teacher: So then you don't have to write anything.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Last chance.
Teacher: I'm not gonna go over it again. Teacher: What is the last problem? Student: Six divided by 204.  [TARGET]Teacher: Okay, 204?[/TARGET] Teacher: Is that what you said? Student: Yes. Teacher: Divided by six.
Teacher: What is the last problem? Student: Six divided by 204. Teacher: Okay, 204?  [TARGET]Teacher: Is that what you said?[/TARGET] Student: Yes. Teacher: Divided by six. Teacher: Okay, this one I want you to try to do.
Teacher: Okay, 204? Teacher: Is that what you said? Student: Yes.  [TARGET]Teacher: Divided by six.[/TARGET] Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time.
Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go. Student: [Inaudible].  [TARGET]Teacher: Well, good, but some of you didn't get it yesterday.[/TARGET] Teacher: Some of you still haven't gotten it today. Teacher: [Long pause] Student: Teacher?
Teacher: Go. Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday.  [TARGET]Teacher: Some of you still haven't gotten it today.[/TARGET] Teacher: [Long pause] Student: Teacher? Teacher: Uh-huh?
Teacher: Some of you still haven't gotten it today. Teacher: [Long pause] Student: Teacher?  [TARGET]Teacher: Uh-huh?[/TARGET] Student: I got the answer [inaudible]. Teacher: Student T, you need to have a seat. Teacher: [Long pause]
Teacher: Student T, you need to have a seat. Teacher: [Long pause] Teacher: [Inaudible].  [TARGET]Teacher: There you go.[/TARGET] Teacher: Six times six is 36. Teacher: [Inaudible]. Teacher: Why would you have that?
Teacher: [Long pause] Teacher: [Inaudible]. Teacher: There you go.  [TARGET]Teacher: Six times six is 36.[/TARGET] Teacher: [Inaudible]. Teacher: Why would you have that? Teacher: This is - no, no.
Teacher: There you go. Teacher: Six times six is 36. Teacher: [Inaudible].  [TARGET]Teacher: Why would you have that?[/TARGET] Teacher: This is - no, no. Teacher: Two and a four, six would go into 24. Student: Teacher?
Teacher: Six times six is 36. Teacher: [Inaudible]. Teacher: Why would you have that?  [TARGET]Teacher: This is - no, no.[/TARGET] Teacher: Two and a four, six would go into 24. Student: Teacher? Student: [Inaudible].
Teacher: [Inaudible]. Teacher: Why would you have that? Teacher: This is - no, no.  [TARGET]Teacher: Two and a four, six would go into 24.[/TARGET] Student: Teacher? Student: [Inaudible]. Teacher: All right.
Student: [Inaudible]. Teacher: All right. Teacher: [Crosstalk]  [TARGET]Teacher: You made the same mistake Student W did.[/TARGET] Student: Wait, it's my turn. Teacher: Student C, did you already meet with me yesterday? Student: Yeah.