stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time.  [TARGET]Teacher: It took them a year to collect all this information.[/TARGET] Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week? Teacher: How much are we going to spend on this particular trip?
Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information.  [TARGET]Teacher: The family going to Gainesville, how long do you think it took them to put together their data?[/TARGET] Teacher: Maybe a week? Teacher: How much are we going to spend on this particular trip? Teacher: Did they give us a dollar amount?
Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data?  [TARGET]Teacher: Maybe a week?[/TARGET] Teacher: How much are we going to spend on this particular trip? Teacher: Did they give us a dollar amount? Multiple Students: No.
Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week?  [TARGET]Teacher: How much are we going to spend on this particular trip?[/TARGET] Teacher: Did they give us a dollar amount? Multiple Students: No. Teacher: They didn't.
Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week? Teacher: How much are we going to spend on this particular trip?  [TARGET]Teacher: Did they give us a dollar amount?[/TARGET] Multiple Students: No. Teacher: They didn't. Teacher: We went back and decided we were going to do that.
Teacher: How much are we going to spend on this particular trip? Teacher: Did they give us a dollar amount? Multiple Students: No.  [TARGET]Teacher: They didn't.[/TARGET] Teacher: We went back and decided we were going to do that. Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area.
Teacher: Did they give us a dollar amount? Multiple Students: No. Teacher: They didn't.  [TARGET]Teacher: We went back and decided we were going to do that.[/TARGET] Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip.
Multiple Students: No. Teacher: They didn't. Teacher: We went back and decided we were going to do that.  [TARGET]Teacher: There's $100.00.[/TARGET] Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out.
Teacher: They didn't. Teacher: We went back and decided we were going to do that. Teacher: There's $100.00.  [TARGET]Teacher: At first they wanted to take a look at what they were planning on spending in each area.[/TARGET] Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart.
Teacher: We went back and decided we were going to do that. Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area.  [TARGET]Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip.[/TARGET] Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing]  All right.
Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip.  [TARGET]Teacher: We can figure that out.[/TARGET] Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing]  All right. Teacher: Please turn the lights back on.
Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out.  [TARGET]Teacher: So let's take a look at how this information helps to make a pie chart.[/TARGET] Teacher: [Video Playing]  All right. Teacher: Please turn the lights back on. Teacher: All right.
Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart.  [TARGET]Teacher: [Video Playing]  All right.[/TARGET] Teacher: Please turn the lights back on. Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months.
Teacher: [Video Playing]  All right. Teacher: Please turn the lights back on. Teacher: All right.  [TARGET]Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months.[/TARGET] Teacher: You took your cruise for Thanksgiving. Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business.
Teacher: Please turn the lights back on. Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months.  [TARGET]Teacher: You took your cruise for Thanksgiving.[/TARGET] Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too.
Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving.  [TARGET]Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here.[/TARGET] Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart.
Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving. Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here.  [TARGET]Teacher: So that works out really well for a business.[/TARGET] Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report.
Teacher: You took your cruise for Thanksgiving. Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business.  [TARGET]Teacher: It can work out really well for a class too.[/TARGET] Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report. Teacher: Yes?
Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart.  [TARGET]Teacher: There's a young lady doing a report.[/TARGET] Teacher: Yes? Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you.
Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report.  [TARGET]Teacher: Yes?[/TARGET] Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you. Teacher: Sorry about that.
Teacher: Yes? Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you.  [TARGET]Teacher: Sorry about that.[/TARGET] Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project.
Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you. Teacher: Sorry about that.  [TARGET]Teacher: It says Ramona has been working on a project for school.[/TARGET] Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research.
Teacher: I'm writing this for you. Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school.  [TARGET]Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project.[/TARGET] Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research. Teacher: Please copy this down.
Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project.  [TARGET]Teacher: The table shows the different amounts of time she has spent working on parts of the project.[/TARGET] Teacher: Her activity was research. Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research.
Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project.  [TARGET]Teacher: Her activity was research.[/TARGET] Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork.
Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research. Teacher: Please copy this down.  [TARGET]Teacher: Another part of the project was the report that she needed to write after she completed her research.[/TARGET] Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report.
Teacher: Her activity was research. Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research.  [TARGET]Teacher: Then she needed to finish the artwork.[/TARGET] Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography.
Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork.  [TARGET]Teacher: Finally she had to write a bibliography where she cited her sources.[/TARGET] Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie.
Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources.  [TARGET]Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report.[/TARGET] Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you.
Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report.  [TARGET]Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography.[/TARGET] Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now?
Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next?
Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you.  [TARGET]Teacher: Once again, if we add these together, what percent of the time should we have now?[/TARGET] Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next? Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart?
Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now?  [TARGET]Teacher: 100 percent of the time she spent on this particular project.[/TARGET] Teacher: Once you have copied down that data, what do we need to do next? Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes?
Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next?  [TARGET]Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart?[/TARGET] Teacher: Yes? Student: The fraction. Teacher: Not the fraction.
Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next? Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart?  [TARGET]Teacher: Yes?[/TARGET] Student: The fraction. Teacher: Not the fraction. Student: The decimal.
Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes? Student: The fraction.  [TARGET]Teacher: Not the fraction.[/TARGET] Student: The decimal. Teacher: Not the decimal. Teacher: We skipped that.
Student: The fraction. Teacher: Not the fraction. Student: The decimal.  [TARGET]Teacher: Not the decimal.[/TARGET] Teacher: We skipped that. Teacher: We got the percent. Teacher: What do we have to do next?
Teacher: Not the fraction. Student: The decimal. Teacher: Not the decimal.  [TARGET]Teacher: We skipped that.[/TARGET] Teacher: We got the percent. Teacher: What do we have to do next? Teacher: What does it show on your paper?
Student: The decimal. Teacher: Not the decimal. Teacher: We skipped that.  [TARGET]Teacher: We got the percent.[/TARGET] Teacher: What do we have to do next? Teacher: What does it show on your paper? Student: Not percent, the-
Teacher: Not the decimal. Teacher: We skipped that. Teacher: We got the percent.  [TARGET]Teacher: What do we have to do next?[/TARGET] Teacher: What does it show on your paper? Student: Not percent, the- Teacher: Right before that.
Teacher: We skipped that. Teacher: We got the percent. Teacher: What do we have to do next?  [TARGET]Teacher: What does it show on your paper?[/TARGET] Student: Not percent, the- Teacher: Right before that. Student: Multiply it.
Teacher: What do we have to do next? Teacher: What does it show on your paper? Student: Not percent, the-  [TARGET]Teacher: Right before that.[/TARGET] Student: Multiply it. Teacher: Multiply what? Teacher: 360 times - we did have to do the decimal.
Student: Not percent, the- Teacher: Right before that. Student: Multiply it.  [TARGET]Teacher: Multiply what?[/TARGET] Teacher: 360 times - we did have to do the decimal. Teacher: I'm very sorry, boys and girls. Teacher: You're right.
Teacher: Right before that. Student: Multiply it. Teacher: Multiply what?  [TARGET]Teacher: 360 times - we did have to do the decimal.[/TARGET] Teacher: I'm very sorry, boys and girls. Teacher: You're right. Teacher: The decimal.
Student: Multiply it. Teacher: Multiply what? Teacher: 360 times - we did have to do the decimal.  [TARGET]Teacher: I'm very sorry, boys and girls.[/TARGET] Teacher: You're right. Teacher: The decimal. Teacher: Let's do that.
Teacher: Multiply what? Teacher: 360 times - we did have to do the decimal. Teacher: I'm very sorry, boys and girls.  [TARGET]Teacher: You're right.[/TARGET] Teacher: The decimal. Teacher: Let's do that. Teacher: You're right.
Teacher: 360 times - we did have to do the decimal. Teacher: I'm very sorry, boys and girls. Teacher: You're right.  [TARGET]Teacher: The decimal.[/TARGET] Teacher: Let's do that. Teacher: You're right. Teacher: What is the decimal for 20 percent?
Teacher: I'm very sorry, boys and girls. Teacher: You're right. Teacher: The decimal.  [TARGET]Teacher: Let's do that.[/TARGET] Teacher: You're right. Teacher: What is the decimal for 20 percent? Teacher: 0.20.
Teacher: You're right. Teacher: The decimal. Teacher: Let's do that.  [TARGET]Teacher: You're right.[/TARGET] Teacher: What is the decimal for 20 percent? Teacher: 0.20. Teacher: What is the decimal for 50 percent?
Teacher: The decimal. Teacher: Let's do that. Teacher: You're right.  [TARGET]Teacher: What is the decimal for 20 percent?[/TARGET] Teacher: 0.20. Teacher: What is the decimal for 50 percent? Teacher: 0.50.
Teacher: Let's do that. Teacher: You're right. Teacher: What is the decimal for 20 percent?  [TARGET]Teacher: 0.20.[/TARGET] Teacher: What is the decimal for 50 percent? Teacher: 0.50. Teacher: The decimal for 20 percent?
Teacher: You're right. Teacher: What is the decimal for 20 percent? Teacher: 0.20.  [TARGET]Teacher: What is the decimal for 50 percent?[/TARGET] Teacher: 0.50. Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10.
Teacher: What is the decimal for 20 percent? Teacher: 0.20. Teacher: What is the decimal for 50 percent?  [TARGET]Teacher: 0.50.[/TARGET] Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10. Teacher: Sorry we forgot that.
Teacher: 0.20. Teacher: What is the decimal for 50 percent? Teacher: 0.50.  [TARGET]Teacher: The decimal for 20 percent?[/TARGET] Teacher: 0.20, then 0.10. Teacher: Sorry we forgot that. Teacher: Now what do we have to convert this to?
Teacher: What is the decimal for 50 percent? Teacher: 0.50. Teacher: The decimal for 20 percent?  [TARGET]Teacher: 0.20, then 0.10.[/TARGET] Teacher: Sorry we forgot that. Teacher: Now what do we have to convert this to? Student: Multiplying 360.
Teacher: 0.50. Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10.  [TARGET]Teacher: Sorry we forgot that.[/TARGET] Teacher: Now what do we have to convert this to? Student: Multiplying 360. Teacher: 360 times 0.20.
Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10. Teacher: Sorry we forgot that.  [TARGET]Teacher: Now what do we have to convert this to?[/TARGET] Student: Multiplying 360. Teacher: 360 times 0.20. Teacher: What is that going to give us?
Teacher: Sorry we forgot that. Teacher: Now what do we have to convert this to? Student: Multiplying 360.  [TARGET]Teacher: 360 times 0.20.[/TARGET] Teacher: What is that going to give us? Teacher: What do we call that? Teacher: The degree.
Teacher: Now what do we have to convert this to? Student: Multiplying 360. Teacher: 360 times 0.20.  [TARGET]Teacher: What is that going to give us?[/TARGET] Teacher: What do we call that? Teacher: The degree. Teacher: So we're going to need to multiply there, 360 times 0.50.
Student: Multiplying 360. Teacher: 360 times 0.20. Teacher: What is that going to give us?  [TARGET]Teacher: What do we call that?[/TARGET] Teacher: The degree. Teacher: So we're going to need to multiply there, 360 times 0.50. Teacher: 360 times 0.20, then 360 times 0.10.
Teacher: 360 times 0.20. Teacher: What is that going to give us? Teacher: What do we call that?  [TARGET]Teacher: The degree.[/TARGET] Teacher: So we're going to need to multiply there, 360 times 0.50. Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360?
Teacher: What is that going to give us? Teacher: What do we call that? Teacher: The degree.  [TARGET]Teacher: So we're going to need to multiply there, 360 times 0.50.[/TARGET] Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360? Teacher: Because remember what we said about a circle?