stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize.  [TARGET]Teacher: It's taking it up.[/TARGET] Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent.
Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize. Teacher: It's taking it up.  [TARGET]Teacher: Do you see where I made this circle in the middle?[/TARGET] Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used.
Teacher: I apologize. Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle?  [TARGET]Teacher: Do you see where I made the circle where 108 would go?[/TARGET] Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276.
Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go?  [TARGET]Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent.[/TARGET] Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent.
Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent.  [TARGET]Teacher: That would stand for the gas that I used.[/TARGET] Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle?
Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used.  [TARGET]Teacher: Take a look at step four on page 276.[/TARGET] Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here?
Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276.  [TARGET]Teacher: In just a second, that's 30 percent.[/TARGET] Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here? Teacher: 20 percent, and that's what we used for souvenirs.
Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent.  [TARGET]Teacher: Do you see where we also made this a semi-circle?[/TARGET] Teacher: If this is 30 percent, what's left right here? Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that?
Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle?  [TARGET]Teacher: If this is 30 percent, what's left right here?[/TARGET] Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that? Multiple Students: Yes.
Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here?  [TARGET]Teacher: 20 percent, and that's what we used for souvenirs.[/TARGET] Teacher: Do you see that? Multiple Students: Yes. Teacher: Let's take a look for just a minute.
Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here? Teacher: 20 percent, and that's what we used for souvenirs.  [TARGET]Teacher: Do you see that?[/TARGET] Multiple Students: Yes. Teacher: Let's take a look for just a minute. Teacher: I actually want you to try it on yours.
Teacher: Do you see that? Multiple Students: Yes. Teacher: Let's take a look for just a minute.  [TARGET]Teacher: I actually want you to try it on yours.[/TARGET] Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here. Teacher: Try step three on your own.
Multiple Students: Yes. Teacher: Let's take a look for just a minute. Teacher: I actually want you to try it on yours.  [TARGET]Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas.[/TARGET] Teacher: Please label just like right here. Teacher: Try step three on your own. Teacher: Move your finger, please.
Teacher: Let's take a look for just a minute. Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas.  [TARGET]Teacher: Please label just like right here.[/TARGET] Teacher: Try step three on your own. Teacher: Move your finger, please. Teacher: 108 is going to be right there.
Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here.  [TARGET]Teacher: Try step three on your own.[/TARGET] Teacher: Move your finger, please. Teacher: 108 is going to be right there. Teacher: Do you see 100?
Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here. Teacher: Try step three on your own.  [TARGET]Teacher: Move your finger, please.[/TARGET] Teacher: 108 is going to be right there. Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there.
Teacher: Please label just like right here. Teacher: Try step three on your own. Teacher: Move your finger, please.  [TARGET]Teacher: 108 is going to be right there.[/TARGET] Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side.
Teacher: Try step three on your own. Teacher: Move your finger, please. Teacher: 108 is going to be right there.  [TARGET]Teacher: Do you see 100?[/TARGET] Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side. Teacher: Move your fingers, please.
Teacher: Move your finger, please. Teacher: 108 is going to be right there. Teacher: Do you see 100?  [TARGET]Teacher: There's 100, 105, so you'd move about three degrees right there.[/TARGET] Teacher: Take a look on this side. Teacher: Move your fingers, please. Teacher: 108 is going to be right here.
Teacher: 108 is going to be right there. Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there.  [TARGET]Teacher: Take a look on this side.[/TARGET] Teacher: Move your fingers, please. Teacher: 108 is going to be right here. Teacher: Good.
Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side.  [TARGET]Teacher: Move your fingers, please.[/TARGET] Teacher: 108 is going to be right here. Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108.
Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side. Teacher: Move your fingers, please.  [TARGET]Teacher: 108 is going to be right here.[/TARGET] Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that?
Teacher: Take a look on this side. Teacher: Move your fingers, please. Teacher: 108 is going to be right here.  [TARGET]Teacher: Good.[/TARGET] Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that? Teacher: 108 is right there.
Teacher: Move your fingers, please. Teacher: 108 is going to be right here. Teacher: Good.  [TARGET]Teacher: Now write gas in that particular area, because that's where you measured 108.[/TARGET] Teacher: Do you see how to do that? Teacher: 108 is right there. Teacher: Good for you.
Teacher: 108 is going to be right here. Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108.  [TARGET]Teacher: Do you see how to do that?[/TARGET] Teacher: 108 is right there. Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not.
Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that?  [TARGET]Teacher: 108 is right there.[/TARGET] Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this.
Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that? Teacher: 108 is right there.  [TARGET]Teacher: Good for you.[/TARGET] Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this. Teacher: I'm going to cheat for just a minute.
Teacher: Do you see how to do that? Teacher: 108 is right there. Teacher: Good for you.  [TARGET]Teacher: Now Ms. B, I'm not sure if I went on the right side or not.[/TARGET] Teacher: Well here's a good way to take a look at this. Teacher: I'm going to cheat for just a minute. Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we?
Teacher: 108 is right there. Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not.  [TARGET]Teacher: Well here's a good way to take a look at this.[/TARGET] Teacher: I'm going to cheat for just a minute. Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we? Multiple Students: Yes.
Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this.  [TARGET]Teacher: I'm going to cheat for just a minute.[/TARGET] Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we? Multiple Students: Yes. Teacher: And that would be a fraction one half, and what does that equal as a percent?
Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this. Teacher: I'm going to cheat for just a minute.  [TARGET]Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we?[/TARGET] Multiple Students: Yes. Teacher: And that would be a fraction one half, and what does that equal as a percent? Multiple Students: 50 percent.
Teacher: I'm going to cheat for just a minute. Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we? Multiple Students: Yes.  [TARGET]Teacher: And that would be a fraction one half, and what does that equal as a percent?[/TARGET] Multiple Students: 50 percent. Teacher: That's half, right? Teacher: So if you had the whole top half, that would be 50 percent.
Multiple Students: Yes. Teacher: And that would be a fraction one half, and what does that equal as a percent? Multiple Students: 50 percent.  [TARGET]Teacher: That's half, right?[/TARGET] Teacher: So if you had the whole top half, that would be 50 percent. Teacher: Would you agree? Multiple Students: Yes.
Teacher: And that would be a fraction one half, and what does that equal as a percent? Multiple Students: 50 percent. Teacher: That's half, right?  [TARGET]Teacher: So if you had the whole top half, that would be 50 percent.[/TARGET] Teacher: Would you agree? Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths?
Multiple Students: 50 percent. Teacher: That's half, right? Teacher: So if you had the whole top half, that would be 50 percent.  [TARGET]Teacher: Would you agree?[/TARGET] Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths? Teacher: What percent is that?
Teacher: So if you had the whole top half, that would be 50 percent. Teacher: Would you agree? Multiple Students: Yes.  [TARGET]Teacher: What if I cut it down this way, and I had it cut into one fourths?[/TARGET] Teacher: What percent is that? Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1.
Teacher: Would you agree? Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths?  [TARGET]Teacher: What percent is that?[/TARGET] Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember?
Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths? Teacher: What percent is that?  [TARGET]Teacher: Let's look at it.[/TARGET] Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember? Teacher: Bring that up.
Teacher: What if I cut it down this way, and I had it cut into one fourths? Teacher: What percent is that? Teacher: Let's look at it.  [TARGET]Teacher: To change this one fourth into a percent, you divide 4 into 1.[/TARGET] Teacher: Do you remember? Teacher: Bring that up. Teacher: 2, add a 0, bring it down.
Teacher: What percent is that? Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1.  [TARGET]Teacher: Do you remember?[/TARGET] Teacher: Bring that up. Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent.
Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember?  [TARGET]Teacher: Bring that up.[/TARGET] Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this.
Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember? Teacher: Bring that up.  [TARGET]Teacher: 2, add a 0, bring it down.[/TARGET] Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this. Teacher: Is yours just a little bit bigger than the 30 percent?
Teacher: Do you remember? Teacher: Bring that up. Teacher: 2, add a 0, bring it down.  [TARGET]Teacher: It's going to be 25 percent.[/TARGET] Teacher: For your 30 percent here, it should be a little bit bigger than this. Teacher: Is yours just a little bit bigger than the 30 percent? Teacher: It is.
Teacher: Bring that up. Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent.  [TARGET]Teacher: For your 30 percent here, it should be a little bit bigger than this.[/TARGET] Teacher: Is yours just a little bit bigger than the 30 percent? Teacher: It is. Teacher: All right.
Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this.  [TARGET]Teacher: Is yours just a little bit bigger than the 30 percent?[/TARGET] Teacher: It is. Teacher: All right. Teacher: Do you understand that?
Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this. Teacher: Is yours just a little bit bigger than the 30 percent?  [TARGET]Teacher: It is.[/TARGET] Teacher: All right. Teacher: Do you understand that? Multiple Students: Yes.
Teacher: Is yours just a little bit bigger than the 30 percent? Teacher: It is. Teacher: All right.  [TARGET]Teacher: Do you understand that?[/TARGET] Multiple Students: Yes. Teacher: Take a look at the next one. Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent.
Teacher: Do you understand that? Multiple Students: Yes. Teacher: Take a look at the next one.  [TARGET]Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent.[/TARGET] Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No.
Multiple Students: Yes. Teacher: Take a look at the next one. Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent.  [TARGET]Teacher: I want you to reason this in your brain.[/TARGET] Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No. Teacher: Look back at your list.
Teacher: Take a look at the next one. Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent. Teacher: I want you to reason this in your brain.  [TARGET]Teacher: This is now tilting more towards this, so can that be 40 percent?[/TARGET] Multiple Students: No. Teacher: Look back at your list. Teacher: Admissions would be 10 percent.
Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No.  [TARGET]Teacher: Look back at your list.[/TARGET] Teacher: Admissions would be 10 percent. Teacher: Do you think that would be 10 percent? Multiple Students: No.
Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No. Teacher: Look back at your list.  [TARGET]Teacher: Admissions would be 10 percent.[/TARGET] Teacher: Do you think that would be 10 percent? Multiple Students: No. Teacher: So what's the only one left?
Multiple Students: No. Teacher: Look back at your list. Teacher: Admissions would be 10 percent.  [TARGET]Teacher: Do you think that would be 10 percent?[/TARGET] Multiple Students: No. Teacher: So what's the only one left? Teacher: 20 percent for souvenirs.
Teacher: Admissions would be 10 percent. Teacher: Do you think that would be 10 percent? Multiple Students: No.  [TARGET]Teacher: So what's the only one left?[/TARGET] Teacher: 20 percent for souvenirs. Teacher: Go back and I want you to measure. Student: Also you can think about quarters.
Teacher: Do you think that would be 10 percent? Multiple Students: No. Teacher: So what's the only one left?  [TARGET]Teacher: 20 percent for souvenirs.[/TARGET] Teacher: Go back and I want you to measure. Student: Also you can think about quarters. Teacher: Yes, exactly.
Multiple Students: No. Teacher: So what's the only one left? Teacher: 20 percent for souvenirs.  [TARGET]Teacher: Go back and I want you to measure.[/TARGET] Student: Also you can think about quarters. Teacher: Yes, exactly. Teacher: Your souvenirs will be 20 percent.
Teacher: 20 percent for souvenirs. Teacher: Go back and I want you to measure. Student: Also you can think about quarters.  [TARGET]Teacher: Yes, exactly.[/TARGET] Teacher: Your souvenirs will be 20 percent. Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there.
Teacher: Go back and I want you to measure. Student: Also you can think about quarters. Teacher: Yes, exactly.  [TARGET]Teacher: Your souvenirs will be 20 percent.[/TARGET] Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. Teacher: How could you do it so that it would actually be 72 degrees?
Student: Also you can think about quarters. Teacher: Yes, exactly. Teacher: Your souvenirs will be 20 percent.  [TARGET]Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees.[/TARGET] Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. Teacher: How could you do it so that it would actually be 72 degrees? Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right?
Teacher: Yes, exactly. Teacher: Your souvenirs will be 20 percent. Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees.  [TARGET]Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there.[/TARGET] Teacher: How could you do it so that it would actually be 72 degrees? Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay.
Teacher: Your souvenirs will be 20 percent. Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there.  [TARGET]Teacher: How could you do it so that it would actually be 72 degrees?[/TARGET] Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay. Teacher: You have to write the 108 degrees.
Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. Teacher: How could you do it so that it would actually be 72 degrees?  [TARGET]Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right?[/TARGET] Teacher: Okay. Teacher: You have to write the 108 degrees. Teacher: Now we have to add 72 degrees.
Teacher: How could you do it so that it would actually be 72 degrees? Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay.  [TARGET]Teacher: You have to write the 108 degrees.[/TARGET] Teacher: Now we have to add 72 degrees. Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72-
Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay. Teacher: You have to write the 108 degrees.  [TARGET]Teacher: Now we have to add 72 degrees.[/TARGET] Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now.
Teacher: Okay. Teacher: You have to write the 108 degrees. Teacher: Now we have to add 72 degrees.  [TARGET]Teacher: How do you know that's 72 degrees?[/TARGET] Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now. Teacher: Do you see that?
Teacher: Now we have to add 72 degrees. Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72-  [TARGET]Teacher: Right, use this bottom number now.[/TARGET] Teacher: Do you see that? Teacher: Does that come out? Teacher: Is that bout 72 degrees?