stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2.  [TARGET]Teacher: I thought this group did that really well.[/TARGET] Teacher: So this would be one set of two-thirds. Teacher: Agreed? Teacher: We can do that in each one.
Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2. Teacher: I thought this group did that really well.  [TARGET]Teacher: So this would be one set of two-thirds.[/TARGET] Teacher: Agreed? Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5.
Teacher: Since we're dividing by two-thirds, we can do 1, 2. Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds.  [TARGET]Teacher: Agreed?[/TARGET] Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5. Teacher: Here's our leftover piles.
Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds. Teacher: Agreed?  [TARGET]Teacher: We can do that in each one.[/TARGET] Teacher: So there's 1, 2, 3, 4 sets of 5. Teacher: Here's our leftover piles. Teacher: So we have 1, 2, 3, 4, 5, 6.
Teacher: So this would be one set of two-thirds. Teacher: Agreed? Teacher: We can do that in each one.  [TARGET]Teacher: So there's 1, 2, 3, 4 sets of 5.[/TARGET] Teacher: Here's our leftover piles. Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible].
Teacher: Agreed? Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5.  [TARGET]Teacher: Here's our leftover piles.[/TARGET] Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible]. Student: [Crosstalk]
Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5. Teacher: Here's our leftover piles.  [TARGET]Teacher: So we have 1, 2, 3, 4, 5, 6.[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: Right now the class, which you are members of, is reviewing the answer on the board.
Student: [Inaudible]. Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board.  [TARGET]Teacher: Student S, so we split it into thirds, yes?[/TARGET] Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds.
Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes?  [TARGET]Teacher: So we can do 1, 2, that's two-thirds.[/TARGET] Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one.
Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds.  [TARGET]Teacher: Agreed?[/TARGET] Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one. Teacher: Here's another group of two-thirds.
Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed?  [TARGET]Teacher: Two-thirds, agreed, [inaudible] two-thirds.[/TARGET] Teacher: So there's one. Teacher: Here's another group of two-thirds. Teacher: That is two.
Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds.  [TARGET]Teacher: So there's one.[/TARGET] Teacher: Here's another group of two-thirds. Teacher: That is two. Teacher: Here's another group of two-thirds.
Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one.  [TARGET]Teacher: Here's another group of two-thirds.[/TARGET] Teacher: That is two. Teacher: Here's another group of two-thirds. Teacher: That is three.
Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one. Teacher: Here's another group of two-thirds.  [TARGET]Teacher: That is two.[/TARGET] Teacher: Here's another group of two-thirds. Teacher: That is three. Teacher: Another group of two-thirds.
Teacher: So there's one. Teacher: Here's another group of two-thirds. Teacher: That is two.  [TARGET]Teacher: Here's another group of two-thirds.[/TARGET] Teacher: That is three. Teacher: Another group of two-thirds. Teacher: That's four.
Teacher: Here's another group of two-thirds. Teacher: That is two. Teacher: Here's another group of two-thirds.  [TARGET]Teacher: That is three.[/TARGET] Teacher: Another group of two-thirds. Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth.
Teacher: That is two. Teacher: Here's another group of two-thirds. Teacher: That is three.  [TARGET]Teacher: Another group of two-thirds.[/TARGET] Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth.
Teacher: Here's another group of two-thirds. Teacher: That is three. Teacher: Another group of two-thirds.  [TARGET]Teacher: That's four.[/TARGET] Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth. Teacher: Student D, could you come up and show us how you did this mathematically?
Teacher: That is three. Teacher: Another group of two-thirds. Teacher: That's four.  [TARGET]Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth.[/TARGET] Teacher: 1,2, that's a sixth. Teacher: Student D, could you come up and show us how you did this mathematically? Student: [Inaudible].
Teacher: Another group of two-thirds. Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth.  [TARGET]Teacher: 1,2, that's a sixth.[/TARGET] Teacher: Student D, could you come up and show us how you did this mathematically? Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions.
Teacher: 1,2, that's a sixth. Teacher: Student D, could you come up and show us how you did this mathematically? Student: [Inaudible].  [TARGET]Teacher: Yes, using the numbers, using the fractions.[/TARGET] Teacher: [Crosstalk] Teacher: Student D, what do you have going? Student: [40 plus 9].
Teacher: Right now all we need to do is listen. Teacher: You don't need to write anything. Teacher: [Crosstalk]  [TARGET]Teacher: So we're trying to divide four by two-thirds.[/TARGET] Teacher: So Student D is figuring out how many thirds there are in 4 wholes. Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper.
Teacher: You don't need to write anything. Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds.  [TARGET]Teacher: So Student D is figuring out how many thirds there are in 4 wholes.[/TARGET] Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper. Teacher: You should have brought your paper up.
Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds. Teacher: So Student D is figuring out how many thirds there are in 4 wholes.  [TARGET]Teacher: So you're multiplying 3 times 4 and you get how many thirds?[/TARGET] Student: I forgot how I did it on my paper. Teacher: You should have brought your paper up. Student: I know.
Teacher: You should have brought your paper up. Student: I know. Student: [Crosstalk]  [TARGET]Teacher: 1 equals 3 over 3.[/TARGET] Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, "When would you ever -?"  Student M, are you interested?
Student: I know. Student: [Crosstalk] Teacher: 1 equals 3 over 3.  [TARGET]Teacher: We want to know how many 4 equals.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, "When would you ever -?"  Student M, are you interested? Teacher: Because if you're not interested I can just put this away.
Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, "When would you ever -?"  Student M, are you interested? Teacher: Because if you're not interested I can just put this away.  [TARGET]Teacher: You may be asking yourself, "When would I ever be doing this in real life" dividing something into fractions.[/TARGET] Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy. Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame.
Teacher: So you may be asking, "When would you ever -?"  Student M, are you interested? Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, "When would I ever be doing this in real life" dividing something into fractions.  [TARGET]Teacher: Well [inaudible] received their 500 point [inaudible] yesterday.[/TARGET] Teacher: They chose a bag of candy. Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide.
Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, "When would I ever be doing this in real life" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday.  [TARGET]Teacher: They chose a bag of candy.[/TARGET] Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide. Teacher: Okay.
Teacher: You may be asking yourself, "When would I ever be doing this in real life" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy.  [TARGET]Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame.[/TARGET] Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide. Teacher: Okay. Teacher: So we need to divide each of these bags into fourths.
Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy. Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame.  [TARGET]Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide.[/TARGET] Teacher: Okay. Teacher: So we need to divide each of these bags into fourths. Teacher: [Crosstalk]
Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide. Teacher: Okay.  [TARGET]Teacher: So we need to divide each of these bags into fourths.[/TARGET] Teacher: [Crosstalk] Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. Teacher: Now the trick for you guys is going to be that there's different amounts in each bag.
Teacher: Okay. Teacher: So we need to divide each of these bags into fourths. Teacher: [Crosstalk]  [TARGET]Teacher: We have to divide each bag into fourths so that everyone gets equal amounts.[/TARGET] Teacher: Now the trick for you guys is going to be that there's different amounts in each bag. Teacher: There's 9 of these, 10 of these. Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise.
Teacher: So we need to divide each of these bags into fourths. Teacher: [Crosstalk] Teacher: We have to divide each bag into fourths so that everyone gets equal amounts.  [TARGET]Teacher: Now the trick for you guys is going to be that there's different amounts in each bag.[/TARGET] Teacher: There's 9 of these, 10 of these. Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise. Student: We'll multiply.
Teacher: [Crosstalk] Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. Teacher: Now the trick for you guys is going to be that there's different amounts in each bag.  [TARGET]Teacher: There's 9 of these, 10 of these.[/TARGET] Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise. Student: We'll multiply. Teacher: You'll find a fair way to divide those equally amongst yourselves.
Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. Teacher: Now the trick for you guys is going to be that there's different amounts in each bag. Teacher: There's 9 of these, 10 of these.  [TARGET]Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise.[/TARGET] Student: We'll multiply. Teacher: You'll find a fair way to divide those equally amongst yourselves. Teacher: [Crosstalk -excessive background noise]
Teacher: There's 9 of these, 10 of these. Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise. Student: We'll multiply.  [TARGET]Teacher: You'll find a fair way to divide those equally amongst yourselves.[/TARGET] Teacher: [Crosstalk -excessive background noise] Teacher: [End of Audio]
Teacher: Thank you. Teacher: Good job. Teacher: All right.  [TARGET]Teacher: So, in case you forgot what I said this morning.[/TARGET] Teacher: We're gonna be doing division today. Teacher: Division tomorrow. Teacher: Division next week.
Teacher: Good job. Teacher: All right. Teacher: So, in case you forgot what I said this morning.  [TARGET]Teacher: We're gonna be doing division today.[/TARGET] Teacher: Division tomorrow. Teacher: Division next week. Teacher: So, we're gonna get pretty good at it.
Teacher: All right. Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today.  [TARGET]Teacher: Division tomorrow.[/TARGET] Teacher: Division next week. Teacher: So, we're gonna get pretty good at it. Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week.
Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today. Teacher: Division tomorrow.  [TARGET]Teacher: Division next week.[/TARGET] Teacher: So, we're gonna get pretty good at it. Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter]
Teacher: We're gonna be doing division today. Teacher: Division tomorrow. Teacher: Division next week.  [TARGET]Teacher: So, we're gonna get pretty good at it.[/TARGET] Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem.
Teacher: Division tomorrow. Teacher: Division next week. Teacher: So, we're gonna get pretty good at it.  [TARGET]Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem. Teacher: But, by next week, we'll know the strategies to solve it.
Teacher: So, we're gonna get pretty good at it. Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Right now, I look at this, and this is a tough problem.[/TARGET] Teacher: But, by next week, we'll know the strategies to solve it. Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah.
Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem.  [TARGET]Teacher: But, by next week, we'll know the strategies to solve it.[/TARGET] Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah. Teacher: That's taped to it?
Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip.  [TARGET]Teacher: We think with our brains.[/TARGET] Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about. Teacher: Because sometimes in Just Words, we write with our fingers, right?
Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip. Teacher: We think with our brains.  [TARGET]Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us.[/TARGET] Teacher: And, if you're in Just Words, you know what I'm talking about. Teacher: Because sometimes in Just Words, we write with our fingers, right? Teacher: Instead of with a pencil.
Teacher: The strip. Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us.  [TARGET]Teacher: And, if you're in Just Words, you know what I'm talking about.[/TARGET] Teacher: Because sometimes in Just Words, we write with our fingers, right? Teacher: Instead of with a pencil. Student: Right.
Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about.  [TARGET]Teacher: Because sometimes in Just Words, we write with our fingers, right?[/TARGET] Teacher: Instead of with a pencil. Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar.
Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about. Teacher: Because sometimes in Just Words, we write with our fingers, right?  [TARGET]Teacher: Instead of with a pencil.[/TARGET] Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar. Teacher: We're gonna use our finger to help us say something.
Teacher: Because sometimes in Just Words, we write with our fingers, right? Teacher: Instead of with a pencil. Student: Right.  [TARGET]Teacher: So, we're gonna try to do something - we're gonna do something a little similar.[/TARGET] Teacher: We're gonna use our finger to help us say something. Teacher: All right, this right here. Teacher: Yes or no, is this what I have written on that strip of paper?
Teacher: Instead of with a pencil. Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar.  [TARGET]Teacher: We're gonna use our finger to help us say something.[/TARGET] Teacher: All right, this right here. Teacher: Yes or no, is this what I have written on that strip of paper? Multiple Students: No.
Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar. Teacher: We're gonna use our finger to help us say something.  [TARGET]Teacher: All right, this right here.[/TARGET] Teacher: Yes or no, is this what I have written on that strip of paper? Multiple Students: No. Multiple Students: Yes.
Teacher: So, we're gonna try to do something - we're gonna do something a little similar. Teacher: We're gonna use our finger to help us say something. Teacher: All right, this right here.  [TARGET]Teacher: Yes or no, is this what I have written on that strip of paper?[/TARGET] Multiple Students: No. Multiple Students: Yes. Multiple Students: Yes.
Multiple Students: Yes. Multiple Students: It doesn't say the division. Multiple Students: Yes.  [TARGET]Teacher: Right, it doesn't - I didn't write the division script, that's what you have.[/TARGET] Teacher: It's a script. Teacher: Actors read a script. Teacher: They memorize it.
Multiple Students: It doesn't say the division. Multiple Students: Yes. Teacher: Right, it doesn't - I didn't write the division script, that's what you have.  [TARGET]Teacher: It's a script.[/TARGET] Teacher: Actors read a script. Teacher: They memorize it. Teacher: And, it helps them know their part.
Multiple Students: Yes. Teacher: Right, it doesn't - I didn't write the division script, that's what you have. Teacher: It's a script.  [TARGET]Teacher: Actors read a script.[/TARGET] Teacher: They memorize it. Teacher: And, it helps them know their part. Teacher: You guys, and you actually should be able to recognize this when I read it out loud.
Teacher: Right, it doesn't - I didn't write the division script, that's what you have. Teacher: It's a script. Teacher: Actors read a script.  [TARGET]Teacher: They memorize it.[/TARGET] Teacher: And, it helps them know their part. Teacher: You guys, and you actually should be able to recognize this when I read it out loud. Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem.
Teacher: It's a script. Teacher: Actors read a script. Teacher: They memorize it.  [TARGET]Teacher: And, it helps them know their part.[/TARGET] Teacher: You guys, and you actually should be able to recognize this when I read it out loud. Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay?
Teacher: Actors read a script. Teacher: They memorize it. Teacher: And, it helps them know their part.  [TARGET]Teacher: You guys, and you actually should be able to recognize this when I read it out loud.[/TARGET] Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay? Teacher: First of all, this number outside is a divisor.
Teacher: They memorize it. Teacher: And, it helps them know their part. Teacher: You guys, and you actually should be able to recognize this when I read it out loud.  [TARGET]Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem.[/TARGET] Teacher: Okay? Teacher: First of all, this number outside is a divisor. Teacher: All right, it's important to know that that's a divisor.
Teacher: You guys, and you actually should be able to recognize this when I read it out loud. Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay?  [TARGET]Teacher: First of all, this number outside is a divisor.[/TARGET] Teacher: All right, it's important to know that that's a divisor. Teacher: The number inside, is a dividend. Student: [inaudible]
Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay? Teacher: First of all, this number outside is a divisor.  [TARGET]Teacher: All right, it's important to know that that's a divisor.[/TARGET] Teacher: The number inside, is a dividend. Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside.
Teacher: Okay? Teacher: First of all, this number outside is a divisor. Teacher: All right, it's important to know that that's a divisor.  [TARGET]Teacher: The number inside, is a dividend.[/TARGET] Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside. Teacher: Everybody, or you're sharing, should have fact families for certain number.
Teacher: All right, it's important to know that that's a divisor. Teacher: The number inside, is a dividend. Student: [inaudible]  [TARGET]Teacher: Dividend is on the inside, divisor on the outside.[/TARGET] Teacher: Everybody, or you're sharing, should have fact families for certain number. Teacher: I didn't write them all, because there's -- Student: There's 12 --
Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside. Teacher: Everybody, or you're sharing, should have fact families for certain number.  [TARGET]Teacher: I didn't write them all, because there's --[/TARGET] Student: There's 12 -- Teacher: 12, the 15s. Teacher: The 75s and 90s.