stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths.  [TARGET]Teacher: So that is following all the steps that we have now.[/TARGET] Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same.
Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now.  [TARGET]Teacher: We just followed all of these steps that we have now to be able to arrive at that.[/TARGET] Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here.
Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that.  [TARGET]Teacher: Now supposing we had a question that has a whole number.[/TARGET] Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract.
Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number.  [TARGET]Teacher: For example, it is almost the same.[/TARGET] Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction.
Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same.  [TARGET]Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here.[/TARGET] Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that?
Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here.  [TARGET]Teacher: But right now what we do here is abstract.[/TARGET] Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that? Teacher: We divide 4 by 1.
Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract.  [TARGET]Teacher: What we do here, we're going to change the 4 into an improper fraction.[/TARGET] Teacher: How do we do that? Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4.
Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction.  [TARGET]Teacher: How do we do that?[/TARGET] Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything.
Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that?  [TARGET]Teacher: We divide 4 by 1.[/TARGET] Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction.
Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that? Teacher: We divide 4 by 1.  [TARGET]Teacher: If you divide 4 by 1 it is 4.[/TARGET] Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4.
Teacher: How do we do that? Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4.  [TARGET]Teacher: You have not changed anything.[/TARGET] Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4. Teacher: So now you have 4 over 1 divided by one-half.
Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything.  [TARGET]Teacher: The only thing is that you make it a fraction.[/TARGET] Teacher: You make it a fraction because you want to multiply a fraction times 4. Teacher: So now you have 4 over 1 divided by one-half. Teacher: Are you confused, Student T?
Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction.  [TARGET]Teacher: You make it a fraction because you want to multiply a fraction times 4.[/TARGET] Teacher: So now you have 4 over 1 divided by one-half. Teacher: Are you confused, Student T? Student: Yes.
Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4.  [TARGET]Teacher: So now you have 4 over 1 divided by one-half.[/TARGET] Teacher: Are you confused, Student T? Student: Yes. Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions.
Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4. Teacher: So now you have 4 over 1 divided by one-half.  [TARGET]Teacher: Are you confused, Student T?[/TARGET] Student: Yes. Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions. Teacher: Now we put the multiplication what?
Teacher: So now you have 4 over 1 divided by one-half. Teacher: Are you confused, Student T? Student: Yes.  [TARGET]Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions.[/TARGET] Teacher: Now we put the multiplication what? Student: Sign. Teacher: Sign.
Teacher: Are you confused, Student T? Student: Yes. Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions.  [TARGET]Teacher: Now we put the multiplication what?[/TARGET] Student: Sign. Teacher: Sign. Teacher: So you have 4 over 1.
Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions. Teacher: Now we put the multiplication what? Student: Sign.  [TARGET]Teacher: Sign.[/TARGET] Teacher: So you have 4 over 1. Teacher: You change this now into multiplication. Teacher: At the same time you go back.
Teacher: Now we put the multiplication what? Student: Sign. Teacher: Sign.  [TARGET]Teacher: So you have 4 over 1.[/TARGET] Teacher: You change this now into multiplication. Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1.
Student: Sign. Teacher: Sign. Teacher: So you have 4 over 1.  [TARGET]Teacher: You change this now into multiplication.[/TARGET] Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. Teacher: Now you multiply your numerators according to your first step.
Teacher: Sign. Teacher: So you have 4 over 1. Teacher: You change this now into multiplication.  [TARGET]Teacher: At the same time you go back.[/TARGET] Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. Teacher: Now you multiply your numerators according to your first step. Teacher: 4 times 2 is what?
Teacher: So you have 4 over 1. Teacher: You change this now into multiplication. Teacher: At the same time you go back.  [TARGET]Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1.[/TARGET] Teacher: Now you multiply your numerators according to your first step. Teacher: 4 times 2 is what? Student: 8
Teacher: You change this now into multiplication. Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1.  [TARGET]Teacher: Now you multiply your numerators according to your first step.[/TARGET] Teacher: 4 times 2 is what? Student: 8 Teacher: 8
Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. Teacher: Now you multiply your numerators according to your first step.  [TARGET]Teacher: 4 times 2 is what?[/TARGET] Student: 8 Teacher: 8 Teacher: And you have 1 [inaudible] which is 1.
Teacher: Now you multiply your numerators according to your first step. Teacher: 4 times 2 is what? Student: 8  [TARGET]Teacher: 8[/TARGET] Teacher: And you have 1 [inaudible] which is 1. Teacher: [Inaudible]. Student: No.
Teacher: 4 times 2 is what? Student: 8 Teacher: 8  [TARGET]Teacher: And you have 1 [inaudible] which is 1.[/TARGET] Teacher: [Inaudible]. Student: No. Teacher: The answer is now 8 divided by 1.
Teacher: And you have 1 [inaudible] which is 1. Teacher: [Inaudible]. Student: No.  [TARGET]Teacher: The answer is now 8 divided by 1.[/TARGET] Teacher: And what is 8 divided by 1? Multiple Students: 8 Teacher: 8
Teacher: [Inaudible]. Student: No. Teacher: The answer is now 8 divided by 1.  [TARGET]Teacher: And what is 8 divided by 1?[/TARGET] Multiple Students: 8 Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction.
Teacher: The answer is now 8 divided by 1. Teacher: And what is 8 divided by 1? Multiple Students: 8  [TARGET]Teacher: 8[/TARGET] Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody.
Teacher: And what is 8 divided by 1? Multiple Students: 8 Teacher: 8  [TARGET]Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction.[/TARGET] Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem.
Multiple Students: 8 Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction.  [TARGET]Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction.[/TARGET] Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. Teacher: Go to your slate.
Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together.  [TARGET]Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3.[/TARGET] Teacher: Now we're going to do the first step. Teacher: Excuse me. Teacher: Student D, what is the first step here?
Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3.  [TARGET]Teacher: Now we're going to do the first step.[/TARGET] Teacher: Excuse me. Teacher: Student D, what is the first step here? Student: What's the number?
Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. Teacher: Excuse me.  [TARGET]Teacher: Student D, what is the first step here?[/TARGET] Student: What's the number? Teacher: Look at the steps. Teacher: What is the first step?
Teacher: Excuse me. Teacher: Student D, what is the first step here? Student: What's the number?  [TARGET]Teacher: Look at the steps.[/TARGET] Teacher: What is the first step? Student: To determine the type of fractions. Teacher: And what does that mean?
Teacher: Student D, what is the first step here? Student: What's the number? Teacher: Look at the steps.  [TARGET]Teacher: What is the first step?[/TARGET] Student: To determine the type of fractions. Teacher: And what does that mean? Student: What kind of fraction.
Teacher: Look at the steps. Teacher: What is the first step? Student: To determine the type of fractions.  [TARGET]Teacher: And what does that mean?[/TARGET] Student: What kind of fraction. Teacher: So what type of fraction do we have, Student G? Student: Proper.
Student: To determine the type of fractions. Teacher: And what does that mean? Student: What kind of fraction.  [TARGET]Teacher: So what type of fraction do we have, Student G?[/TARGET] Student: Proper. Teacher: Proper fractions. Teacher: So we now move to the next one, the next step.
Student: What kind of fraction. Teacher: So what type of fraction do we have, Student G? Student: Proper.  [TARGET]Teacher: Proper fractions.[/TARGET] Teacher: So we now move to the next one, the next step. Teacher: Read the next step. Student: Rewrite the fraction with a multiplication sign.
Teacher: So what type of fraction do we have, Student G? Student: Proper. Teacher: Proper fractions.  [TARGET]Teacher: So we now move to the next one, the next step.[/TARGET] Teacher: Read the next step. Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step.
Student: Proper. Teacher: Proper fractions. Teacher: So we now move to the next one, the next step.  [TARGET]Teacher: Read the next step.[/TARGET] Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step. Student: Rewrite the fraction with a -
Teacher: So we now move to the next one, the next step. Teacher: Read the next step. Student: Rewrite the fraction with a multiplication sign.  [TARGET]Teacher: Read the second step.[/TARGET] Student: Rewrite the fraction with a - Teacher: Excuse me. Teacher: You -
Student: Read the whole. Teacher: Can you read the whole thing please? Student: [Inaudible] a flip of the second fraction.  [TARGET]Teacher: Do you know what that means?[/TARGET] Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign.
Teacher: Can you read the whole thing please? Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means?  [TARGET]Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction.[/TARGET] Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here.
Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction.  [TARGET]Teacher: You do not change the first fraction.[/TARGET] Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here. Teacher: What we do now - excuse me.
Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. Teacher: You do not change the first fraction.  [TARGET]Teacher: Now the second step says rewrite the fractions with a multiplication sign.[/TARGET] Teacher: So we're gonna put a multiplication sign here. Teacher: What we do now - excuse me. Teacher: Student J, what do we do now?
Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign.  [TARGET]Teacher: So we're gonna put a multiplication sign here.[/TARGET] Teacher: What we do now - excuse me. Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator.
Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here. Teacher: What we do now - excuse me.  [TARGET]Teacher: Student J, what do we do now?[/TARGET] Student: Now we multiply the numerator and the denominator. Teacher: Excuse me. Teacher: Where are we right now in the question?
Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. Teacher: Excuse me.  [TARGET]Teacher: Where are we right now in the question?[/TARGET] Teacher: We just wrote the multiplication sign. Teacher: What do we do now? Student: They write the flip, the second fraction.
Student: Now we multiply the numerator and the denominator. Teacher: Excuse me. Teacher: Where are we right now in the question?  [TARGET]Teacher: We just wrote the multiplication sign.[/TARGET] Teacher: What do we do now? Student: They write the flip, the second fraction. Teacher: So what is the flip of the second fraction?
Teacher: Excuse me. Teacher: Where are we right now in the question? Teacher: We just wrote the multiplication sign.  [TARGET]Teacher: What do we do now?[/TARGET] Student: They write the flip, the second fraction. Teacher: So what is the flip of the second fraction? Student: It's gonna be 3 over 2.
Teacher: We just wrote the multiplication sign. Teacher: What do we do now? Student: They write the flip, the second fraction.  [TARGET]Teacher: So what is the flip of the second fraction?[/TARGET] Student: It's gonna be 3 over 2. Teacher: 3 over 2. Teacher: Student V, what do we do now?
Student: They write the flip, the second fraction. Teacher: So what is the flip of the second fraction? Student: It's gonna be 3 over 2.  [TARGET]Teacher: 3 over 2.[/TARGET] Teacher: Student V, what do we do now? Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good.
Teacher: So what is the flip of the second fraction? Student: It's gonna be 3 over 2. Teacher: 3 over 2.  [TARGET]Teacher: Student V, what do we do now?[/TARGET] Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good. Teacher: So now we multiply the numerators, which is 5 times 3, which is 15.
Teacher: 3 over 2. Teacher: Student V, what do we do now? Student: Now you times the numerators and the denominator and that will equal 15 over 12.  [TARGET]Teacher: Very good.[/TARGET] Teacher: So now we multiply the numerators, which is 5 times 3, which is 15. Teacher: And 6 times 2 which is what? Student: 12
Teacher: Student V, what do we do now? Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good.  [TARGET]Teacher: So now we multiply the numerators, which is 5 times 3, which is 15.[/TARGET] Teacher: And 6 times 2 which is what? Student: 12 Teacher: 6 times 2 which is 12.
Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good. Teacher: So now we multiply the numerators, which is 5 times 3, which is 15.  [TARGET]Teacher: And 6 times 2 which is what?[/TARGET] Student: 12 Teacher: 6 times 2 which is 12. Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12?
Teacher: So now we multiply the numerators, which is 5 times 3, which is 15. Teacher: And 6 times 2 which is what? Student: 12  [TARGET]Teacher: 6 times 2 which is 12.[/TARGET] Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12? Student: 3 Teacher: 3
Teacher: And 6 times 2 which is what? Student: 12 Teacher: 6 times 2 which is 12.  [TARGET]Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12?[/TARGET] Student: 3 Teacher: 3 Teacher: So we divide 15 by 3.
Teacher: 6 times 2 which is 12. Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12? Student: 3  [TARGET]Teacher: 3[/TARGET] Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3. Teacher: Excuse me.
Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12? Student: 3 Teacher: 3  [TARGET]Teacher: So we divide 15 by 3.[/TARGET] Teacher: I will divide 12 by 3. Teacher: Excuse me. Teacher: Student M, what is 15 divided by 3?
Student: 3 Teacher: 3 Teacher: So we divide 15 by 3.  [TARGET]Teacher: I will divide 12 by 3.[/TARGET] Teacher: Excuse me. Teacher: Student M, what is 15 divided by 3? Student: 5
Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3. Teacher: Excuse me.  [TARGET]Teacher: Student M, what is 15 divided by 3?[/TARGET] Student: 5 Teacher: 5 Teacher: And, Student J, what is -
Teacher: Excuse me. Teacher: Student M, what is 15 divided by 3? Student: 5  [TARGET]Teacher: 5[/TARGET] Teacher: And, Student J, what is - Teacher: [Crosstalk] Teacher: Student J, what do we do now?
Teacher: Student M, what is 15 divided by 3? Student: 5 Teacher: 5  [TARGET]Teacher: And, Student J, what is -[/TARGET] Teacher: [Crosstalk] Teacher: Student J, what do we do now? Teacher: Do we leave the answer at 4 over 5?
Teacher: 5 Teacher: And, Student J, what is - Teacher: [Crosstalk]  [TARGET]Teacher: Student J, what do we do now?[/TARGET] Teacher: Do we leave the answer at 4 over 5? Student: No. Teacher: What do we do?
Teacher: And, Student J, what is - Teacher: [Crosstalk] Teacher: Student J, what do we do now?  [TARGET]Teacher: Do we leave the answer at 4 over 5?[/TARGET] Student: No. Teacher: What do we do? Student: We divide.
Teacher: Student J, what do we do now? Teacher: Do we leave the answer at 4 over 5? Student: No.  [TARGET]Teacher: What do we do?[/TARGET] Student: We divide. Teacher: Divide what? Student: 5 divided by 4.
Student: No. Teacher: What do we do? Student: We divide.  [TARGET]Teacher: Divide what?[/TARGET] Student: 5 divided by 4. Teacher: 5 divided by 4. Teacher: And what is 5 divided by 4?
Student: We divide. Teacher: Divide what? Student: 5 divided by 4.  [TARGET]Teacher: 5 divided by 4.[/TARGET] Teacher: And what is 5 divided by 4? Teacher: 5 divided into 4, Student A, 5 is what? Student: 1
Teacher: Divide what? Student: 5 divided by 4. Teacher: 5 divided by 4.  [TARGET]Teacher: And what is 5 divided by 4?[/TARGET] Teacher: 5 divided into 4, Student A, 5 is what? Student: 1 Teacher: 4 times 1 is 4 and we have 1 left.