stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.  [TARGET]Teacher: You are going to count the number of students, number of boys, number of girls.[/TARGET] Teacher: Same as yesterday. Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet.
Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls.  [TARGET]Teacher: Same as yesterday.[/TARGET] Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet. Student: Do you put the numbers on?
Teacher: I will give you time to make yours, also. Student: Ooh, yes. Student: Ooh.  [TARGET]Teacher: Don't use the same numbers from yesterday - it's a different graph.[/TARGET] Teacher: It's a different graph. Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible].
Student: Ooh, yes. Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph.  [TARGET]Teacher: It's a different graph.[/TARGET] Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total.
Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph. Teacher: It's a different graph.  [TARGET]Teacher: Don't use the same numbers as yesterday.[/TARGET] Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up.
Teacher: It's a different graph. Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible].  [TARGET]Teacher: Yes, you're going to add up the number of students total.[/TARGET] Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator.
Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total.  [TARGET]Teacher: That's the first part of the warm-up.[/TARGET] Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys.
Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up.  [TARGET]Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up.[/TARGET] Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls.
Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator.  [TARGET]Teacher: Then you're just gonna count the boys.[/TARGET] Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday.
Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys.  [TARGET]Teacher: Then you're just gonna count the girls.[/TARGET] Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. Teacher: Write it down.
Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator.  [TARGET]Teacher: You did the same warm-up yesterday.[/TARGET] Teacher: Write it down. Teacher: No calling out - just write it down. Teacher: Just write it down.
Teacher: Do the work on your sheet. Teacher: Just the warm-up, just the number of students. Teacher: That's all you've got to do.  [TARGET]Teacher: Number of boys, number of girls.[/TARGET] Student: 37 Student: 37 Student: Number of boys.
Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay. Teacher: Thank you. Student: Four plus two plus -  [TARGET]Teacher: You can double-check by adding up the boys and the girls.[/TARGET] Teacher: To make sure they add up to the total number of students. Teacher: So do that. Student: Plus eight, seven, six, and that plus six -
Teacher: Thank you. Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls.  [TARGET]Teacher: To make sure they add up to the total number of students.[/TARGET] Teacher: So do that. Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down.
Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you.  [TARGET]Teacher: This is probably one of the easiest steps.[/TARGET] Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13.
Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps.  [TARGET]Teacher: It is really number of students, it's just adding the total of boys and girls.[/TARGET] Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together.
Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls.  [TARGET]Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys.[/TARGET] Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37.
Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys.  [TARGET]Teacher: Which is 13.[/TARGET] Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37. Teacher: You could have done it differently.
Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13.  [TARGET]Teacher: Then I counted the number of girls - and then added the two together.[/TARGET] Teacher: And I got 37. Teacher: You could have done it differently. Teacher: You could have added everything and got 37.
Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together.  [TARGET]Teacher: And I got 37.[/TARGET] Teacher: You could have done it differently. Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls.
Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37.  [TARGET]Teacher: You could have done it differently.[/TARGET] Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all.
Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37. Teacher: You could have done it differently.  [TARGET]Teacher: You could have added everything and got 37.[/TARGET] Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers.
Teacher: And I got 37. Teacher: You could have done it differently. Teacher: You could have added everything and got 37.  [TARGET]Teacher: And you could add the boys then add the girls.[/TARGET] Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible].
Teacher: You could have done it differently. Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls.  [TARGET]Teacher: I did it a different way, that's all.[/TARGET] Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible]. Teacher: Thank you.
Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers.  [TARGET]Teacher: I got one, two, three [inaudible].[/TARGET] Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13.
Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible].  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11.
Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible]. Teacher: Thank you.  [TARGET]Teacher: Set 4 plus 2 is 6, plus 1 is 7.[/TARGET] Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18.
Teacher: I got one, two, three [inaudible]. Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7.  [TARGET]Teacher: 7 plus 6 is 13.[/TARGET] Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24.
Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13.  [TARGET]Teacher: 6 plus 5 is 11.[/TARGET] Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph.
Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11.  [TARGET]Teacher: Plus 7 is 18.[/TARGET] Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret?
Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18.  [TARGET]Teacher: 18 plus 6 is 24.[/TARGET] Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret? Teacher: Anybody know what interpret means?
Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24.  [TARGET]Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph.[/TARGET] Teacher: What does that mean, interpret? Teacher: Anybody know what interpret means? Teacher: Student C?
Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph.  [TARGET]Teacher: What does that mean, interpret?[/TARGET] Teacher: Anybody know what interpret means? Teacher: Student C? Student: [inaudible]
Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret?  [TARGET]Teacher: Anybody know what interpret means?[/TARGET] Teacher: Student C? Student: [inaudible] Teacher: Know how to do a graph?
Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret? Teacher: Anybody know what interpret means?  [TARGET]Teacher: Student C?[/TARGET] Student: [inaudible] Teacher: Know how to do a graph? Teacher: Not quite.
Teacher: Anybody know what interpret means? Teacher: Student C? Student: [inaudible]  [TARGET]Teacher: Know how to do a graph?[/TARGET] Teacher: Not quite. Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information.
Teacher: Student C? Student: [inaudible] Teacher: Know how to do a graph?  [TARGET]Teacher: Not quite.[/TARGET] Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture.
Student: [inaudible] Teacher: Know how to do a graph? Teacher: Not quite.  [TARGET]Teacher: Anybody else, interpret?[/TARGET] Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use.
Teacher: Know how to do a graph? Teacher: Not quite. Teacher: Anybody else, interpret?  [TARGET]Teacher: Close - interpret is to look at the information.[/TARGET] Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data.
Teacher: Not quite. Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information.  [TARGET]Teacher: Right now this is just a picture.[/TARGET] Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question.
Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture.  [TARGET]Teacher: If you take the picture with the numbers, and you're turning that into information that you can use.[/TARGET] Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here.
Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use.  [TARGET]Teacher: You're interpreting this data.[/TARGET] Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really.
Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really.  [TARGET]Teacher: A, fraction of students that choose orange.[/TARGET] Teacher: Or chose orange. Student: It's 12 over 37. Teacher: Why do you say that?
Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange.  [TARGET]Teacher: Or chose orange.[/TARGET] Student: It's 12 over 37. Teacher: Why do you say that? Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible].
Teacher: A, fraction of students that choose orange. Teacher: Or chose orange. Student: It's 12 over 37.  [TARGET]Teacher: Why do you say that?[/TARGET] Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. Teacher: It asks you for all the students, which are 37. Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12.
Student: It's 12 over 37. Teacher: Why do you say that? Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible].  [TARGET]Teacher: It asks you for all the students, which are 37.[/TARGET] Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. Teacher: But they said fraction. Teacher: So, 12 over 37.
Teacher: Why do you say that? Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. Teacher: It asks you for all the students, which are 37.  [TARGET]Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12.[/TARGET] Teacher: But they said fraction. Teacher: So, 12 over 37. Teacher: So that's A.
Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. Teacher: It asks you for all the students, which are 37. Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12.  [TARGET]Teacher: But they said fraction.[/TARGET] Teacher: So, 12 over 37. Teacher: So that's A. Teacher: 12 over 37.
Teacher: It asks you for all the students, which are 37. Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. Teacher: But they said fraction.  [TARGET]Teacher: So, 12 over 37.[/TARGET] Teacher: So that's A. Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up.
Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. Teacher: But they said fraction. Teacher: So, 12 over 37.  [TARGET]Teacher: So that's A.[/TARGET] Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B.
Teacher: But they said fraction. Teacher: So, 12 over 37. Teacher: So that's A.  [TARGET]Teacher: 12 over 37.[/TARGET] Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B. Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be.
Teacher: So, 12 over 37. Teacher: So that's A. Teacher: 12 over 37.  [TARGET]Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up.[/TARGET] Teacher: Question B. Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. Teacher: Student M, what's the fraction of boys that chose orange?
Teacher: So that's A. Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up.  [TARGET]Teacher: Question B.[/TARGET] Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. Teacher: Student M, what's the fraction of boys that chose orange? Student: Six.
Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B.  [TARGET]Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be.[/TARGET] Teacher: Student M, what's the fraction of boys that chose orange? Student: Six. Teacher: Six is the number of boys - we're talking about fractions.
Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B. Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be.  [TARGET]Teacher: Student M, what's the fraction of boys that chose orange?[/TARGET] Student: Six. Teacher: Six is the number of boys - we're talking about fractions. Student: I know!
Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. Teacher: Student M, what's the fraction of boys that chose orange? Student: Six.  [TARGET]Teacher: Six is the number of boys - we're talking about fractions.[/TARGET] Student: I know! Teacher: This is the fraction of students that chose orange. Teacher: 12 students out of 37.
Student: Six. Teacher: Six is the number of boys - we're talking about fractions. Student: I know!  [TARGET]Teacher: This is the fraction of students that chose orange.[/TARGET] Teacher: 12 students out of 37. Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13.
Teacher: Six is the number of boys - we're talking about fractions. Student: I know! Teacher: This is the fraction of students that chose orange.  [TARGET]Teacher: 12 students out of 37.[/TARGET] Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13. Teacher: Now, question C is where it starts getting tricky.
Student: I know! Teacher: This is the fraction of students that chose orange. Teacher: 12 students out of 37.  [TARGET]Teacher: Six boys out of how many boys chose orange?[/TARGET] Teacher: So, it would be 6 over 13. Teacher: Now, question C is where it starts getting tricky. Teacher: That's when you really need to read the question.
Teacher: This is the fraction of students that chose orange. Teacher: 12 students out of 37. Teacher: Six boys out of how many boys chose orange?  [TARGET]Teacher: So, it would be 6 over 13.[/TARGET] Teacher: Now, question C is where it starts getting tricky. Teacher: That's when you really need to read the question. Teacher: Okay?
Teacher: 12 students out of 37. Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13.  [TARGET]Teacher: Now, question C is where it starts getting tricky.[/TARGET] Teacher: That's when you really need to read the question. Teacher: Okay? Teacher: C - fraction of boys that chose white and red?
Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13. Teacher: Now, question C is where it starts getting tricky.  [TARGET]Teacher: That's when you really need to read the question.[/TARGET] Teacher: Okay? Teacher: C - fraction of boys that chose white and red? Teacher: Can someone tell me what I need to do?
Teacher: Now, question C is where it starts getting tricky. Teacher: That's when you really need to read the question. Teacher: Okay?  [TARGET]Teacher: C - fraction of boys that chose white and red?[/TARGET] Teacher: Can someone tell me what I need to do? Teacher: Don't give me the answer. Teacher: Tell me what I need to do.
Teacher: That's when you really need to read the question. Teacher: Okay? Teacher: C - fraction of boys that chose white and red?  [TARGET]Teacher: Can someone tell me what I need to do?[/TARGET] Teacher: Don't give me the answer. Teacher: Tell me what I need to do. Teacher: Student M, what do I need to do?
Teacher: Okay? Teacher: C - fraction of boys that chose white and red? Teacher: Can someone tell me what I need to do?  [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: Tell me what I need to do. Teacher: Student M, what do I need to do? Student: You need to add up the six plus two.
Teacher: C - fraction of boys that chose white and red? Teacher: Can someone tell me what I need to do? Teacher: Don't give me the answer.  [TARGET]Teacher: Tell me what I need to do.[/TARGET] Teacher: Student M, what do I need to do? Student: You need to add up the six plus two. Teacher: Where are you getting those numbers from?
Teacher: Can someone tell me what I need to do? Teacher: Don't give me the answer. Teacher: Tell me what I need to do.  [TARGET]Teacher: Student M, what do I need to do?[/TARGET] Student: You need to add up the six plus two. Teacher: Where are you getting those numbers from? Teacher: What are you adding up?
Teacher: Tell me what I need to do. Teacher: Student M, what do I need to do? Student: You need to add up the six plus two.  [TARGET]Teacher: Where are you getting those numbers from?[/TARGET] Teacher: What are you adding up? Student: The number - what's this? Student: Oh.
Teacher: Student M, what do I need to do? Student: You need to add up the six plus two. Teacher: Where are you getting those numbers from?  [TARGET]Teacher: What are you adding up?[/TARGET] Student: The number - what's this? Student: Oh. Student: I was wrong.
Student: The number - what's this? Student: Oh. Student: I was wrong.  [TARGET]Teacher: Can you correct yourself?[/TARGET] Student: Yes. Teacher: Tell me. Teacher: Be patient - put your hand down.