stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: What? Multiple Students: Six. Teacher: Six.  [TARGET]Teacher: All right, so I put a six there and I write my what?[/TARGET] Student: Four. Student: Of the - Teacher: 30, okay?
Teacher: All right, so I put a six there and I write my what? Student: Four. Student: Of the -  [TARGET]Teacher: 30, okay?[/TARGET] Teacher: Okay, so then I subtract. Teacher: All right, so I subtract. Teacher: What is the next step after subtracting?
Student: Four. Student: Of the - Teacher: 30, okay?  [TARGET]Teacher: Okay, so then I subtract.[/TARGET] Teacher: All right, so I subtract. Teacher: What is the next step after subtracting? Student: Bring down.
Student: Of the - Teacher: 30, okay? Teacher: Okay, so then I subtract.  [TARGET]Teacher: All right, so I subtract.[/TARGET] Teacher: What is the next step after subtracting? Student: Bring down. Teacher: Bring down.
Teacher: 30, okay? Teacher: Okay, so then I subtract. Teacher: All right, so I subtract.  [TARGET]Teacher: What is the next step after subtracting?[/TARGET] Student: Bring down. Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop.
Teacher: All right, so I subtract. Teacher: What is the next step after subtracting? Student: Bring down.  [TARGET]Teacher: Bring down.[/TARGET] Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that?
Student: Bring down. Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop.  [TARGET]Teacher: So the next thing that we see is 49, okay?[/TARGET] Teacher: Does everybody see that? Teacher: So here is step one, we did that one. Teacher: Now we're on step two.
Teacher: Does everybody see that? Teacher: So here is step one, we did that one. Teacher: Now we're on step two.  [TARGET]Teacher: Do it again.[/TARGET] Teacher: Divide, okay. Teacher: So five will go into 49 how many times? Teacher: Nine, and what is nine times five?
Teacher: So here is step one, we did that one. Teacher: Now we're on step two. Teacher: Do it again.  [TARGET]Teacher: Divide, okay.[/TARGET] Teacher: So five will go into 49 how many times? Teacher: Nine, and what is nine times five? Multiple Students: 45
Teacher: Now we're on step two. Teacher: Do it again. Teacher: Divide, okay.  [TARGET]Teacher: So five will go into 49 how many times?[/TARGET] Teacher: Nine, and what is nine times five? Multiple Students: 45 Teacher: 45
Teacher: Do it again. Teacher: Divide, okay. Teacher: So five will go into 49 how many times?  [TARGET]Teacher: Nine, and what is nine times five?[/TARGET] Multiple Students: 45 Teacher: 45 Teacher: Geniuses, I tell you.
Teacher: So five will go into 49 how many times? Teacher: Nine, and what is nine times five? Multiple Students: 45  [TARGET]Teacher: 45[/TARGET] Teacher: Geniuses, I tell you. Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? Teacher: Subtract.
Teacher: Nine, and what is nine times five? Multiple Students: 45 Teacher: 45  [TARGET]Teacher: Geniuses, I tell you.[/TARGET] Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? Teacher: Subtract. Student: Four.
Multiple Students: 45 Teacher: 45 Teacher: Geniuses, I tell you.  [TARGET]Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what?[/TARGET] Teacher: Subtract. Student: Four. Teacher: So four.
Teacher: 45 Teacher: Geniuses, I tell you. Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what?  [TARGET]Teacher: Subtract.[/TARGET] Student: Four. Teacher: So four. Teacher: Is four smaller than the five?
Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? Teacher: Subtract. Student: Four.  [TARGET]Teacher: So four.[/TARGET] Teacher: Is four smaller than the five? Multiple Students: Yes. Teacher: Yes, okay.
Teacher: Subtract. Student: Four. Teacher: So four.  [TARGET]Teacher: Is four smaller than the five?[/TARGET] Multiple Students: Yes. Teacher: Yes, okay. Teacher: So I'm just gonna say remainder four.
Teacher: So four. Teacher: Is four smaller than the five? Multiple Students: Yes.  [TARGET]Teacher: Yes, okay.[/TARGET] Teacher: So I'm just gonna say remainder four. Teacher: How do I know that I'm finished? Teacher: Is there any more over here to bring down?
Teacher: Is four smaller than the five? Multiple Students: Yes. Teacher: Yes, okay.  [TARGET]Teacher: So I'm just gonna say remainder four.[/TARGET] Teacher: How do I know that I'm finished? Teacher: Is there any more over here to bring down? Student: No.
Multiple Students: Yes. Teacher: Yes, okay. Teacher: So I'm just gonna say remainder four.  [TARGET]Teacher: How do I know that I'm finished?[/TARGET] Teacher: Is there any more over here to bring down? Student: No. Teacher: No.
Teacher: Yes, okay. Teacher: So I'm just gonna say remainder four. Teacher: How do I know that I'm finished?  [TARGET]Teacher: Is there any more over here to bring down?[/TARGET] Student: No. Teacher: No. Teacher: So I pretty much know, hey, it's the end of the road.
Teacher: How do I know that I'm finished? Teacher: Is there any more over here to bring down? Student: No.  [TARGET]Teacher: No.[/TARGET] Teacher: So I pretty much know, hey, it's the end of the road. Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down.
Teacher: Is there any more over here to bring down? Student: No. Teacher: No.  [TARGET]Teacher: So I pretty much know, hey, it's the end of the road.[/TARGET] Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down?
Student: No. Teacher: No. Teacher: So I pretty much know, hey, it's the end of the road.  [TARGET]Teacher: I don't have to create other numbers over here.[/TARGET] Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down? Teacher: How many times did I bring something down?
Teacher: No. Teacher: So I pretty much know, hey, it's the end of the road. Teacher: I don't have to create other numbers over here.  [TARGET]Teacher: There's no more numbers to bring down.[/TARGET] Teacher: How many times did I bring something down? Teacher: How many times did I bring something down? Teacher: Once.
Teacher: So I pretty much know, hey, it's the end of the road. Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down.  [TARGET]Teacher: How many times did I bring something down?[/TARGET] Teacher: How many times did I bring something down? Teacher: Once. Teacher: Student M, stop, please.
Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down?  [TARGET]Teacher: How many times did I bring something down?[/TARGET] Teacher: Once. Teacher: Student M, stop, please. Teacher: All right, let's try another one.
Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down? Teacher: How many times did I bring something down?  [TARGET]Teacher: Once.[/TARGET] Teacher: Student M, stop, please. Teacher: All right, let's try another one. Teacher: You've got to bring down twice.
Teacher: Once. Teacher: Student M, stop, please. Teacher: All right, let's try another one.  [TARGET]Teacher: You've got to bring down twice.[/TARGET] Teacher: Watch. Teacher: [Crosstalk] Teacher: Five, three, two, four.
Teacher: You've got to bring down twice. Teacher: Watch. Teacher: [Crosstalk]  [TARGET]Teacher: Five, three, two, four.[/TARGET] Teacher: Student M, that's your second chance. Teacher: If I get on to you one more time no popcorn and a movie later. Teacher: That's all I'm gonna say.
Teacher: Not at one time. Teacher: All right, let's do it together so we can understand. Teacher: Watch.  [TARGET]Teacher: Take four -[/TARGET] Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible].
Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible]. Teacher: That's pretty easy.  [TARGET]Teacher: There's one, and what else with my one?[/TARGET] Teacher: Four here and what do I must do next? Teacher: Subtract. Teacher: Okay, so what's five minus four.
Teacher: [Inaudible]. Teacher: That's pretty easy. Teacher: There's one, and what else with my one?  [TARGET]Teacher: Four here and what do I must do next?[/TARGET] Teacher: Subtract. Teacher: Okay, so what's five minus four. Student: Zero.
Teacher: That's pretty easy. Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next?  [TARGET]Teacher: Subtract.[/TARGET] Teacher: Okay, so what's five minus four. Student: Zero. Teacher: Five minus four is one.
Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next? Teacher: Subtract.  [TARGET]Teacher: Okay, so what's five minus four.[/TARGET] Student: Zero. Teacher: Five minus four is one. Teacher: Okay, now I need to bring down.
Teacher: Subtract. Teacher: Okay, so what's five minus four. Student: Zero.  [TARGET]Teacher: Five minus four is one.[/TARGET] Teacher: Okay, now I need to bring down. Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down?
Teacher: Okay, so what's five minus four. Student: Zero. Teacher: Five minus four is one.  [TARGET]Teacher: Okay, now I need to bring down.[/TARGET] Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down? Teacher: One number.
Student: Zero. Teacher: Five minus four is one. Teacher: Okay, now I need to bring down.  [TARGET]Teacher: I don't bring down two numbers.[/TARGET] Teacher: How many numbers do I bring down? Teacher: One number. Teacher: So that would be 13.
Teacher: Five minus four is one. Teacher: Okay, now I need to bring down. Teacher: I don't bring down two numbers.  [TARGET]Teacher: How many numbers do I bring down?[/TARGET] Teacher: One number. Teacher: So that would be 13. Teacher: I don't do anything with the two yet.
Teacher: Okay, now I need to bring down. Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down?  [TARGET]Teacher: One number.[/TARGET] Teacher: So that would be 13. Teacher: I don't do anything with the two yet. Teacher: I only bring down one number.
Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down? Teacher: One number.  [TARGET]Teacher: So that would be 13.[/TARGET] Teacher: I don't do anything with the two yet. Teacher: I only bring down one number. Teacher: [Crosstalk]
Teacher: How many numbers do I bring down? Teacher: One number. Teacher: So that would be 13.  [TARGET]Teacher: I don't do anything with the two yet.[/TARGET] Teacher: I only bring down one number. Teacher: [Crosstalk] Teacher: There you go.
Teacher: One number. Teacher: So that would be 13. Teacher: I don't do anything with the two yet.  [TARGET]Teacher: I only bring down one number.[/TARGET] Teacher: [Crosstalk] Teacher: There you go. Teacher: So here is step - we're still on step one.
Teacher: I don't do anything with the two yet. Teacher: I only bring down one number. Teacher: [Crosstalk]  [TARGET]Teacher: There you go.[/TARGET] Teacher: So here is step - we're still on step one. Teacher: There was step one, here is step two. Teacher: How many times will four go into 13?
Teacher: I only bring down one number. Teacher: [Crosstalk] Teacher: There you go.  [TARGET]Teacher: So here is step - we're still on step one.[/TARGET] Teacher: There was step one, here is step two. Teacher: How many times will four go into 13? Multiple Students: Two times.
Teacher: [Crosstalk] Teacher: There you go. Teacher: So here is step - we're still on step one.  [TARGET]Teacher: There was step one, here is step two.[/TARGET] Teacher: How many times will four go into 13? Multiple Students: Two times. Teacher: Okay.
Teacher: There you go. Teacher: So here is step - we're still on step one. Teacher: There was step one, here is step two.  [TARGET]Teacher: How many times will four go into 13?[/TARGET] Multiple Students: Two times. Teacher: Okay. Teacher: Four times three is what?
Teacher: How many times will four go into 13? Multiple Students: Two times. Teacher: Okay.  [TARGET]Teacher: Four times three is what?[/TARGET] Multiple Students: 12 Teacher: I need to write smaller. Teacher: 13 minus 12.
Teacher: Okay. Teacher: Four times three is what? Multiple Students: 12  [TARGET]Teacher: I need to write smaller.[/TARGET] Teacher: 13 minus 12. Teacher: What's the answer? Multiple Students: One.
Teacher: Four times three is what? Multiple Students: 12 Teacher: I need to write smaller.  [TARGET]Teacher: 13 minus 12.[/TARGET] Teacher: What's the answer? Multiple Students: One. Teacher: But then I need to go all the way here and bring what?
Multiple Students: 12 Teacher: I need to write smaller. Teacher: 13 minus 12.  [TARGET]Teacher: What's the answer?[/TARGET] Multiple Students: One. Teacher: But then I need to go all the way here and bring what? Student: A two.
Teacher: 13 minus 12. Teacher: What's the answer? Multiple Students: One.  [TARGET]Teacher: But then I need to go all the way here and bring what?[/TARGET] Student: A two. Teacher: Bring my two down. Teacher: So I have to use all of my numbers, right?
Multiple Students: One. Teacher: But then I need to go all the way here and bring what? Student: A two.  [TARGET]Teacher: Bring my two down.[/TARGET] Teacher: So I have to use all of my numbers, right? Teacher: How many times will four go into 12? Student: Three.
Teacher: But then I need to go all the way here and bring what? Student: A two. Teacher: Bring my two down.  [TARGET]Teacher: So I have to use all of my numbers, right?[/TARGET] Teacher: How many times will four go into 12? Student: Three. Student: You have to do [inaudible], then you can move on.
Student: A two. Teacher: Bring my two down. Teacher: So I have to use all of my numbers, right?  [TARGET]Teacher: How many times will four go into 12?[/TARGET] Student: Three. Student: You have to do [inaudible], then you can move on. Teacher: What's the answer?
Teacher: How many times will four go into 12? Student: Three. Student: You have to do [inaudible], then you can move on.  [TARGET]Teacher: What's the answer?[/TARGET] Student: 133 Teacher: 133 Student: [Inaudible].
Student: You have to do [inaudible], then you can move on. Teacher: What's the answer? Student: 133  [TARGET]Teacher: 133[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: It just takes some practice.
Teacher: 133 Student: [Inaudible]. Student: [Crosstalk]  [TARGET]Teacher: It just takes some practice.[/TARGET] Teacher: It's kind of difficult, but you'll get it. Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk]
Student: [Inaudible]. Student: [Crosstalk] Teacher: It just takes some practice.  [TARGET]Teacher: It's kind of difficult, but you'll get it.[/TARGET] Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk] Teacher: You have to do your multiplication website, yes.
Student: [Crosstalk] Teacher: It just takes some practice. Teacher: It's kind of difficult, but you'll get it.  [TARGET]Teacher: Okay, I'm gonna - seven -[/TARGET] Teacher: [Crosstalk] Teacher: You have to do your multiplication website, yes. Student: Okay.
Teacher: Check your multiplication website. Student: Okay. Teacher: All right, try to work this one.  [TARGET]Teacher: It's the same as the one that we just did together.[/TARGET] Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey. Teacher: You're finished.
Student: Okay. Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together.  [TARGET]Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one.[/TARGET] Teacher: You're not a turkey. Teacher: You're finished. Teacher: [Crosstalk]
Teacher: You're not a turkey. Teacher: You're finished. Teacher: [Crosstalk]  [TARGET]Teacher: No, you're right.[/TARGET] Teacher: You're right so far. Teacher: There you go. Teacher: Put it underneath it, seven times three.
Teacher: You're finished. Teacher: [Crosstalk] Teacher: No, you're right.  [TARGET]Teacher: You're right so far.[/TARGET] Teacher: There you go. Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now.
Teacher: [Crosstalk] Teacher: No, you're right. Teacher: You're right so far.  [TARGET]Teacher: There you go.[/TARGET] Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now. Teacher: You're good.
Teacher: No, you're right. Teacher: You're right so far. Teacher: There you go.  [TARGET]Teacher: Put it underneath it, seven times three.[/TARGET] Teacher: Bring it all the way down now. Teacher: You're good. Teacher: Bring it down, bring it down.
Teacher: You're right so far. Teacher: There you go. Teacher: Put it underneath it, seven times three.  [TARGET]Teacher: Bring it all the way down now.[/TARGET] Teacher: You're good. Teacher: Bring it down, bring it down. Teacher: Uh-huh.
Teacher: There you go. Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now.  [TARGET]Teacher: You're good.[/TARGET] Teacher: Bring it down, bring it down. Teacher: Uh-huh. Teacher: No, you've got to do it.
Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now. Teacher: You're good.  [TARGET]Teacher: Bring it down, bring it down.[/TARGET] Teacher: Uh-huh. Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible].
Teacher: Bring it all the way down now. Teacher: You're good. Teacher: Bring it down, bring it down.  [TARGET]Teacher: Uh-huh.[/TARGET] Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out.
Teacher: You're good. Teacher: Bring it down, bring it down. Teacher: Uh-huh.  [TARGET]Teacher: No, you've got to do it.[/TARGET] Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out. Teacher: How many times does seven go into 14?
Teacher: Bring it down, bring it down. Teacher: Uh-huh. Teacher: No, you've got to do it.  [TARGET]Teacher: Seven is 14, [Inaudible].[/TARGET] Teacher: Finish it out. Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up.
Teacher: Uh-huh. Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible].  [TARGET]Teacher: Finish it out.[/TARGET] Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out.
Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out.  [TARGET]Teacher: How many times does seven go into 14?[/TARGET] Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here.
Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out. Teacher: How many times does seven go into 14?  [TARGET]Teacher: No, see, that's - that's where you're messing up.[/TARGET] Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here.
Teacher: Finish it out. Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up.  [TARGET]Teacher: That's - I got it, I figured it out.[/TARGET] Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here. Teacher: Your 14 goes down here.
Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out.  [TARGET]Teacher: You're putting the answer that you multiply down here.[/TARGET] Teacher: Your two goes up here. Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong.
Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here.  [TARGET]Teacher: Your two goes up here.[/TARGET] Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. Teacher: This is what you did.
Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here.  [TARGET]Teacher: Your 14 goes down here.[/TARGET] Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. Teacher: This is what you did. Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here.
Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here. Teacher: Your 14 goes down here.  [TARGET]Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong.[/TARGET] Teacher: This is what you did. Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here. Teacher: [Inaudible].
Teacher: Your two goes up here. Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong.  [TARGET]Teacher: This is what you did.[/TARGET] Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here. Teacher: [Inaudible]. Student: So what's supposed to go down here?
Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. Teacher: This is what you did.  [TARGET]Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here.[/TARGET] Teacher: [Inaudible]. Student: So what's supposed to go down here? Teacher: Seven times two is what?
Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here. Teacher: [Inaudible]. Student: So what's supposed to go down here?  [TARGET]Teacher: Seven times two is what?[/TARGET] Student: 14 Teacher: So what should be there? Student: 14
Student: So what's supposed to go down here? Teacher: Seven times two is what? Student: 14  [TARGET]Teacher: So what should be there?[/TARGET] Student: 14 Teacher: There you go. Student: Oh.
Student: 14 Teacher: So what should be there? Student: 14  [TARGET]Teacher: There you go.[/TARGET] Student: Oh. Teacher: All right, so let's go through this. Teacher: All right, what is seven into nine?
Student: 14 Teacher: There you go. Student: Oh.  [TARGET]Teacher: All right, so let's go through this.[/TARGET] Teacher: All right, what is seven into nine? Teacher: How many times [will that] go? Student: One.
Teacher: There you go. Student: Oh. Teacher: All right, so let's go through this.  [TARGET]Teacher: All right, what is seven into nine?[/TARGET] Teacher: How many times [will that] go? Student: One. Teacher: One.
Student: Oh. Teacher: All right, so let's go through this. Teacher: All right, what is seven into nine?  [TARGET]Teacher: How many times [will that] go?[/TARGET] Student: One. Teacher: One. Teacher: So I put a what?
Teacher: All right, what is seven into nine? Teacher: How many times [will that] go? Student: One.  [TARGET]Teacher: One.[/TARGET] Teacher: So I put a what? Teacher: Seven, and I need to what? Teacher: Subtract.
Teacher: How many times [will that] go? Student: One. Teacher: One.  [TARGET]Teacher: So I put a what?[/TARGET] Teacher: Seven, and I need to what? Teacher: Subtract. Teacher: Who is that?
Student: One. Teacher: One. Teacher: So I put a what?  [TARGET]Teacher: Seven, and I need to what?[/TARGET] Teacher: Subtract. Teacher: Who is that? Student: Who?
Teacher: One. Teacher: So I put a what? Teacher: Seven, and I need to what?  [TARGET]Teacher: Subtract.[/TARGET] Teacher: Who is that? Student: Who? Teacher: Who is that [inaudible]?